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ENGLISH HOME LANGUAGE FACILITATOR’S GUIDE: LANGUAGE Grade 12
A member of the FUTURELEARN group
English Home Language Facilitator’s guide: Language
1812-E-EHL-FG01
Í2,È-E-EHL-FG01&Î
Grade 12
CAPS aligned
H de Villiers
Facilitator’s Guide G12 ~ English Home Language: Language
CONTENTS
TIMETABLE AND TIME MANAGEMENT ........................................................................... 3 ASSESSMENT REQUIREMENTS ...................................................................................... 4 STUDY TIPS AND METHODS ............................................................................................ 6 OTHER USEFUL INFORMATION ....................................................................................... 7 PREFACE............................................................................................................................ 8 IMPORTANT INFORMATION FOR CANDIDATES ............................................................ 8 LESSON ELEMENTS.......................................................................................................... 9 YEAR PLANNING ............................................................................................................. 10 UNIT 1: World Cup fever.................................................................................................. 11 Lesson 1: Reading and viewing – comprehension (1) .................................................... 12 ACTIVITY 1: MEMORANDUM .................................................................................... 12 Lesson 2: Listening and speaking .................................................................................. 14 Lesson 3: Writing and presenting ................................................................................... 14 Lesson 4: Language structures – Punctuation ............................................................... 14 ACTIVITY 4: MEMORANDUM .................................................................................... 14 Lesson 5: Language structures – The apostrophe ......................................................... 15 ACTIVITY 5: MEMORANDUM .................................................................................... 15 Lesson 6: Reading and viewing – Visual literacy: Cartoons (1)...................................... 16 ACTIVITY 6: MEMORANDUM .................................................................................... 16 Lesson 7: Listening and speaking – Oral: Prepared speech .......................................... 18 UNIT 2: Summarising, Visual Literacy and Language Structures ............................... 19 Lesson 8: Writing and presenting – Summaries ............................................................. 20 ACTIVITY 8: MEMORANDUM .................................................................................... 21 Lesson 9: Reading and viewing – Advertisements (1) ................................................... 22 ACTIVITY 9: MEMORANDUM .................................................................................... 22 Lesson 10: Writing and presenting: Transactional writing .............................................. 24 Lesson 11: Language structures – Dictionary skills ....................................................... 25 ACTIVITY 11: MEMORANDUM .................................................................................. 25 Lesson 12: Language structures – Textual editing (1) – Concord .................................. 25 ACTIVITY 12: MEMORANDUM .................................................................................. 26 UNIT 3: “I’d Rather Walk the Plank” ............................................................................... 27 Lesson 13: Reading and viewing – Comprehension (2) ................................................. 28 ACTIVITY 13: MEMORANDUM .................................................................................. 28 Lesson 14: Listening and speaking ................................................................................ 29
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Study Guide G12 ~ English Home Language: Language
Lesson 15: Language structures – Direct and indirect (reported) speech ...................... 30 ACTIVITY 15.1: MEMORANDUM ............................................................................... 30 ACTIVITY 15.2: MEMORANDUM ............................................................................... 30 Lesson 16: Writing and presenting – Revision of transactional writing genres (1) ......... 31 ACTIVITY 16: MEMORANDUM .................................................................................. 31 Lesson 17: Reading and viewing – Advertisements (2).................................................. 31 ACTIVITY 17: MEMORANDUM .................................................................................. 32 Lesson 18: Language structures – Sentence analysis ................................................... 33 ACTIVITY 18: MEMORANDUM .................................................................................. 33 UNIT 4: Fine-tuning your reading, writing and language skills ................................... 35 Lesson 19: Writing and presenting – Revision of transactional writing (2) ..................... 35 ACTIVITY 19: MEMORANDUM .................................................................................. 36 Lesson 20: Reading and viewing – More on cartoons (2) .............................................. 36 ACTIVITY 20: MEMORANDUM .................................................................................. 36 Lesson 21: Language structures – Active and passive voice ......................................... 38 ACTIVITY 21: MEMORANDUM .................................................................................. 38 Lesson 22: Textual editing (2): Testing all your grammatical knowledge! ...................... 39 ACTIVITY 22: MEMORANDUM .................................................................................. 39 REVISION.......................................................................................................................... 41 ADDENDUM A: RUBRICS FOR LISTENING AND SPEAKING ....................................... 42 ADDENDUM B: RUBRICS FOR CREATIVE WRITING – ESSAY .................................... 44 ADDENDUM C .................................................................................................................. 47 ADDENDUM D .................................................................................................................. 60 ADDENDUM E .................................................................................................................. 61 BIBLIOGRAPHY AND REFERENCES ............................................................................. 64
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Study Guide G12 ~ English Home Language: Language
YEAR PLANNING WEEK Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7
Week 8 Week 10 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
Week 7 Week 8 Week 9 – 12 Week 1
Week 6 – 10
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LESSON TERM 1 Settling in – get books together, overview of year plan and assessment programme Unit 1: Lesson 1 – Comprehension Unit 1: Lesson 2 – Listening strategies Lesson 3 – Writing and presenting Unit 1: Lesson 4 – Punctuation Lesson 5: The apostrophe Unit 1: Lesson 6 – Visual literacy: Cartoons Unit 2: Lesson 8 – Summaries Unit 2: Lesson 9 – Visual literacy: Advertisements Discuss work to be learnt for the language test in week 8. Unit 2: Lesson 11 – Dictionary skills Unit 2: Lesson 12 – Textual editing TERM 2 Unit 3: Lesson 13 – Comprehension Unit 3: Lesson 15 – Direct and indirect speech Unit 3: Lesson 16 – Revision of letters, dialogues, diary entries, reviews Unit 3: Lesson 17 – Advertisements Unit 3: Lesson 18 – Simple, complex and compound sentences Unit 4: Lesson 19 – Revision of reports, minutes, written speeches, emails Lesson 20 – Cartoons Unit 4: Lesson 21 – Active and passive voice Unit 4: Lesson 22 – Textual editing Revision June examination TERM 3 Exam feedback Language revision Revision of language and creative genres Preliminary Examination
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Facilitator’s Guide G12 ~ English Home Language: Language
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UNIT 1: World Cup fever LEARNING OBJECTIVES Reading and Viewing: 1. Comprehension – types of texts, compare texts. 2. Work out the meanings of unfamiliar words. 3. Answer comprehension questions from low order to high order. 4. Identify features of the text. 5. Understand visual texts: Cartoons. Language Structures: Understand the meaning and use of punctuation marks in texts. Listening and Speaking: Complete an assessment task on a listening comprehension. Writing and Presenting: Write, edit and present an essay for an assessment task.
INTRODUCTION This unit is designed to practise reading and viewing skills, as well as understanding and being able to use language structures in context. By now, candidates should be familiar with all language structures, as well as verbal and visual texts; it is a matter of practising their skills. Vocabulary development is an important factor of being able to decode texts effectively; so reading the passages provided and discussing the texts (“World Cup Fever”, “Bookshelf” and the visual texts), forms an important part of (a) development of vocabulary in making meaning of texts and unfamiliar words; as well as (b) allowing candidates the opportunity to express their opinion and responses to texts. To understand the satire in cartoons, candidates must have some knowledge of current affairs. This and the understanding of the verbal texts means that they must be encouraged to read as widely as possible: The set works, newspapers, novels, short stories, texts on the Internet. Baseline knowledge for the cartoons is provided in the lesson itself in the study guide.
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IMPORTANT TERMINOLOGY Not new, but may need revising! All of these can be found in the glossary provided in Addendum C.
Figures of speech: e.g. metaphor, rhetorical questions, pun, etc. Features of texts, e.g. style, diction, genre, satire, irony Advertising terms: slogan Features of visual literacy, e.g. font, caricature
LESSON 1: Reading and viewing – comprehension (1)
DEFINE Refer to Addendum D (Terms used in Comprehension and Literature Questions) and STYLE and DICTION in the glossary (Addendum C).
The comprehension passages are to be read and discussed – first stage is to sharpen reading skills by the reading process (preferably aloud, particularly for auditory candidates) and appreciation of the passage via the discussion. Note that TEXT TWO is a visual text – again, discuss the texts, and don’t simply use them to answer the questions. The questions are to be answered and checked against the memorandum. Discuss any answers that require it. Read the two texts provided for this lesson – the passage entitled “World Cup Fever” and the visual texts labelled Text B – and then complete the comprehension activity.
ACTIVITY 1: MEMORANDUM
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At Rugby school, a boy broke the rules of soccer by picking up and running forwards with the ball, and this became the game of rugby. (2)
2.
The excitement associated with the World Cup is compared to a fever. A fever is a condition which involves high temperature, and some fevers can spread rapidly. Similarly, the excitement surrounding the World Cup (or rugby) is infectious and leads to high temperatures as people hold heated discussions about the sport, or is passionate about it. (4) 12
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(REMEMBER: (a) what is compared with what; (b) features of a fever that will be relevant to the World Cup; (c) what is being said about the World Cup). 3.
4.
It is used as a device to make the reader wonder, and then introduce the next paragraphs in which the origin of rugby – based in soccer – is given. (2) “Kicked off” has two meanings here: It means that the tournament started; but also plays on the idea that a rugby match starts with a kick-off. (2) (NB: ALWAYS give both meanings of a pun: The obvious meaning and the other (often implied) meaning.)
5.
His interest in rugby history is purely personal or as a hobby; he is not a professional historian. (1)
6.
“forward”. (Soccer players in those days could pick up the ball and run backwards with it. Webb Ellis was the first to run forward.) (1)
7.
It is colloquial, conversational and informal. “Naughtiness” and “kicked off” are examples of informal and colloquial diction. Contractions such as “wasn’t”, “I’ve” and “isn’t” are used. Because contractions are normally used in direct speech, they give a more informal or colloquial feel to the passage. Use of the first person (“we”) makes the style more personal and conversational. (6)
8.
“Sizzling” links up with “hot” and “the Gospel” links up with the religious idea of “faithful”. (2)
9.
The adverts rely mostly on the word “scrum” which will catch the eye of any rugby fan. However, the white shape containing the website and information is shaped like a rugby ball, and the full stop for “dot com” has been replaced with a miniature rugby ball poised to be kicked. (3)
10. The adverts drum up excitement for the Rugby World Cup, and target people who are very excited about not missing a thing, so it echoes the metaphor of “World Cup Fever”. (2)
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LESSON 2: Listening and speaking The candidate should study the tips provided for listening comprehensions in the study guide.
LESSON 3: Writing and presenting Refer to the portfolio book for the task instructions on writing an essay.
LESSON 4: Language structures – Punctuation
DEFINE Definitions and functions of the various punctuation are provided in the study guide.
Punctuation affects meaning: It either makes meaning clear, or in the case of literature, creative work or speaking (use of pauses, emphasis, etc.), it enhances meaning. Candidates need to know: a. how to use punctuation correctly and effectively; and b. how to appreciate nuances in texts by understanding the functions of punctuation marks. Read and discuss the “Bookshelf” passage then complete the activities. More punctuation practise.
ACTIVITY 4: MEMORANDUM 1. Omission: “you’re” – “you are”. 2.1. Indicates the title of a book. 2.2. Block letters (capital letters) or underline the title [NOT inverted commas! They are only used for the chapter in a book, but not the title]. 3. Marks off a single word (“however”). 4. Parenthesis: Additional information is added between the brackets, not essential to the sentence. 5. They form compound adjectives: “light-hearted” is a compound adjective. “Oh-so-separate” and “yet-to-be-charted” have been joined to form compound adjectives. All of them would be hyphenated even if they weren’t split at the end of the line.
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Facilitator’s Guide G12 ~ English Home Language: Language
6. 7. 8. 9. 10. 11. 12. 13. 14.
15.
16.
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“Simunye” is italicised to show that it is a foreign word. The colon shows that a list of the variety of material is going to follow/an explanation of why it is a “variety of material” follows. Separating items in a complicated list/list of phrases (… relish; … nation; …). To separate direct speech from the rest of the sentence. To provide the English translation of the foreign words. It indicates an acronym: VAT = Value Added Tax. It separates two main clauses not joined by a conjunction. It separates the name of the website from its domain (.com is the domain extension of the website name). “You must complete the course of antibiotics”, the doctor explained, “or you will not recover from the infection.” [Note the comma after explained – because the doctor hasn’t finished his sentence; and when he continues his sentence “or…” starts with a small (lower case) letter.] Mrs Buthelezi, the new Zulu teacher, arrives at our school tomorrow. [Extra information about Mrs Buthelezi – but the sentence still makes sense if you remove the part between commas.] The hyphen indicates that two words have been joined to make a compound word (noun).
LESSON 5: Language structures – The apostrophe
The apostrophe is often used incorrectly and required special attention. The core content is found in the notes for Lesson 4 (Punctuation). Go over these again and then do the activity. Focus on the apostrophe in the punctuation notes and complete the activity.
ACTIVITY 5: MEMORANDUM 1. 2. 3. 4. 5. 6. 7.
Correct: The tennis teams of all the girls (plural): apostrophe after the “s”. “It’s funny” is correct: “it’s” = “it is”. “It’s tail” is incorrect: possessive adjective “its” gets no apostrophe. Correct: No possession here, just the plural of Jones = Joneses. Incorrect: “Jack Jones’s dog…” (singular: add ’s). Correct: Omission – “Who’s” = “Who is” Incorrect – It’s in the wrong place: “doesn’t” (apostrophe must be in the place where the letter is omitted, not where the words are joined). Incorrect: “Whose” – possessive adjective has no apostrophe. 15
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All correct: “you’re” = “you are”; “I’ve” = “I have” (both omission) and “your integrity” correct to have possessive adjective with no apostrophe.
LESSON 6: Reading and viewing – Visual literacy: Cartoons (1)
DEFINE Techniques of cartoonists include pun, irony and caricature which are defined in the glossary after the addendums.
Candidates are taught how to analyse cartoons, including the detail required when analysing the visual elements. There are several different cartoons to analyse, with a variety of questions to answer. Read and enjoy the cartoons. Spend some time looking at the visual elements (body language and facial expressions of the characters, interaction between characters, speech/thought bubbles, and the way the font has been printed/punctuation which gives clues to hidden meaning. Then answer the questions.
ACTIVITY 6: MEMORANDUM 1.1.1 South Africa and Australia (Springboks and Wallabies) (2) 1.1.2 The springbok, emblem of South Africa, is looking at a diagram of a kangaroo/wallaby (associated with Australia). (2) 1.2 The springbok, which has its braai equipment ready, is planning how to carve up the wallaby (its “game”, or “prey”), which has been marked out in different cuts of meat. This suggests that the Springboks are going to massacre/thrash the Wallabies in their match: The Springboks will take the Wallabies apart, or make mincemeat of them, have them for lunch, etc. (2) 1.3 South Africans are known for their outdoor eating – the braai is ready with the charcoal; South Africans (and rugby fans) are seen as being beerswilling enthusiasts (the Castle Lager carry-pack). (2)
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1.4 Game plan – referring to the planned tactics of the rugby game to be played, and referring to the wallaby as being fair game for the aggressive/hungry springbok/the springbok planning how to cut up its meat (game) for the braai. (2) [10] Pretoria News Cartoon: public servant 2.1 Public Services workers are supposed to serve the public politely, to help solve problems. The workers in the cartoon are completely disinterested. OR: Messages such as the “How’s my Public Service?” are usually displayed so that service may be improved by getting feedback from the public. This public servant “doesn’t care”. 2.2 One is drinking tea while lounging in her chair and showing no interest in manning the information desk. The other is reading the newspaper at his desk. MADAM & EVE 3.1 She is unhappy. She is lying on the psychiatrist’s couch, staring up into space, her mouth is downturned to show her unhappiness; in frame 2 she lifts her hand in despair. [NOTE: start by identifying the emotion/s. Then explain how the visual clues make this clear]. 3.2 She is shocked and possibly angry: She has come to see him professionally to help her resolve her problems, not to speak of friendship. 3.3 No, she is not. The three bubbles indicate a thought. 3.4 A psychiatrist is supposed to help their client work through a problem. Here the psychiatrist becomes part of the problem because he is also caught up in social networking like the rest. Madam is complaining about. DENNIS THE MENACE 4.1 It is slang. 4.2 He strides in with his arms stretched out wide, with upright posture and chin tilted upward. 4.3 “How are you, Dad?” [“What’s up, Dad?” still contains a contraction, which is relatively informal.] 4.4 His father thought he was rude and disrespectful. 4.5 Omission: tryin’ = “trying”. It is used to convey Dennis’s manner of speaking.
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LESSON 7: Listening and speaking – Oral: Prepared speech Refer to the portfolio book for the task instructions.
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UNIT 2: Summarising, Visual Literacy and Language Structures
LEARNING OBJECTIVES At the end of this unit, you will have mastered the following skills:
Summarising Visual literacy – Advertisements Language o Dictionary work: The use of dictionaries o Textual editing
INTRODUCTION This unit continues to build on the importance of language in context. The candidate must continue to read different types of texts. The summary passage provided can again be used as a reading text with discussions about it and its theme in a wider context – to establish understanding, build vocabulary and encourage self-expression. When the first summary is attempted, guide the candidate by discussing the important points in each paragraph, and reading the instructions to make sure that they know exactly which parts to summarise. Use the marking guide to evaluate the summary and provide feedback. Then the candidate can write the other two summaries aimed at different audiences. Mark these in the same way. A number of different advertisements have been provided for a wider scope. Because these are not printed in colour, it adds to understanding if the candidate looks out for advertisements in the print media and discusses the font, the AIDA analysis and target market – in fact, all the features (slogan, etc.). Go through the different aspects of AIDA carefully. Candidates tend to find target market a difficult concept to identify. They mustn’t be too quick to say “the general public” because illustrations, type of product, choice of words, even type of font all tend to point to a sector of the public, rather than the general public. It is important to discuss the answers provided in the facilitator’s guide with the candidate, rather than simply marking the answers. Discussion gives constructive feedback because the different perceptions of the candidate and facilitator can be verbalised. Discussion can be an excellent learning tool. It enhances the skills of expressing one’s point of view which is vital in practising formulating answers in the exams.
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IMPORTANT TERMINOLOGY (Explained in the lesson in the study guide, and/or the glossary in Addendum C). Synopsis AIDA, target market Etymology Concord
LESSON 8: Writing and presenting – Summaries
DEFINE A summary is written in full sentences. Its format may be point form or as a connected paragraph. It tests the comprehension of the candidate, their ability to extract the key points of a passage, and to express this concisely in their own words. The features of a summary and method of approaching the summary are given in the lesson in the study guide. The way the summary is marked is also provided. The passage for summary should be read carefully and discussed to ensure that the candidate understands the passage before the exercise is done. Note that this is process writing: Key facts should be highlighted or underlined; then the facts should be written down in the candidate’s own words before drafting, editing and presenting the summary. Revise the features and method of summaries, and look carefully at the way in which they are marked. Read the passage for summary and discuss it (remember this is an exercise in reading skills – making sense of and recognising features in texts). Then complete the first summary paragraph. Mark this one before going on to the other two for homework.
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ACTIVITY 8: MEMORANDUM SUMMARY 1.
The tone is disparaging/ridiculing (something similar). These paragraphs will not be included in a summary.
2.
Candidate’s own answer.
3.
According to nutrition expert Patrick Holford, fats found in burned meat are bad for one’s health. In contrast, “good” fats, found in fish and seeds, speed up thought processes and enhance memory. Research has shown that good fats improve academic and physical performance of children. Vitamins provide added benefits such as preventing Alzheimer’s disease and increasing attention span. Studies have proved Holford’s theory. He advises people of all ages to eat fish and lentils and less sugar and white bread. His views are gaining acceptance. [86 words]
4.
Summary for vegetarians who are health conscious. There is good news for vegetarians from nutrition expert Patrick Holford. Fish and seeds contain good fats, while lentils provide vitamins and minerals that have many benefits for one’s health. Good fats speed up thought processes and enhance memory. Research has shown that good fats improve academic and physical performance of children. Vitamins prevent Alzheimer’s disease and increase the attention span. Young and old benefit from a healthy diet with less sugar and white bread. Holford’s theories have good scientific support and are gaining acceptance. [85 words]
5.
Summary for primary school children. [Avoid all the “big” words which might confuse a primary child – only give the most basic, but important facts]
6.
Patrick Holford, a nutritional expert, says that too much meat is bad for the brain. Fried foods and “braaivleis” have “bad” fats, which make you fat and make you forget. People should avoid too much sugar, junk food and white bread. They should eat more fish, beans and lentils which help school children to improve their spelling and reading as well as their co-ordination. Vitamins help them to concentrate and remember better. The right food is better than pills and medicine. Eating correctly can keep people healthier even when they are old. [92 words]
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