Gr 7-English First Additional Language-Study Guide
Grade 7 • Study Guide 1/2
English
First Additional Language
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Reg.nr.: 2011/011959/07
English First Additional Language
Study Guide 1/2
Grade 7
LESSON ELEMENTS
Vocabulary
The meaning of new words to fully understand the text/content.
Tips
A useful hint to help improve skills.
Language structures and conventions
Key language elements that must be studied, understood and applied to the content of the lesson.
Activity
Core content and questions to test the learner’s knowledge.
For the curious
Encouragement to do in-depth research about the content. Expand the activity and exercise to such an extent that learners are encouraged to explore.
Sample
RECOMMENDED READING
All the texts for this year are either in the facilitator’s guide or this study guide. However, read as much as you can – even 30 minutes a day will help to broaden your vocabulary, develop your imagination, and improve your memory. There is something magical about reading and being transported to new worlds. Find books you have been meaning to read and go on new adventures! There are also suggestions for further reading throughout the study guide.
Sample
INTRODUCTION
This study guide is organised into 4 units and 18 lessons. Each lesson is taught over 2 weeks.
• Unit 1 has five themed lessons.
• Unit 2 has four themed lessons and a mid-year examination.
• Unit 3 has five themed lessons.
• Unit 4 has four themed lessons and a year-end examination.
At the end of units 2 and 4, you write exams.
Each lesson has 4 sections:
1. Listening and speaking
2. Reading and viewing
3. Writing and presenting
4. Language structures and conventions
Each of these sections contains activities. At the beginning of each lesson is a list of the topics covered in that lesson. At the end of each lesson are remedial and extension activities, which you may complete if time allows.
Sample
1
LESSON 1: Digital citizen
YEAR PLAN
2
LESSON 2: Whodunnit?
LESSON 3: It was a dark and stormy night …
LESSON 4: Ancient Egypt
LESSON 5: The lighthouse
LESSON 6: The rabbit in the moon
LESSON 7: Be kind
LESSON 8: Unreality TV?
LESSON 9: How sweet it is!
LESSON 10: Snow animals
LESSON 11: The Age of Discovery
LESSON 12: Voices of Africa
3
4
LESSON 13: Our strange world
Sample
LESSON 14: No place like home
LESSON 15: Here be dragons …
LESSON 16: Telling the bees
LESSON 17: Shipwrecked!
LESSON 18: Easy, breezy …
Units 1 and 2 (terms 1 and 2) are in this study guide, and units 3 and 4 (terms 3 and 4) are in study guide 2/2.
LESSONS:
1. Digit al citizen 2. Whodunnit? 3. It was a dark and stormy night … 4. Ancient Egypt 5. The lighthouse
Language structures and conventions
Writing and presenting
• Nouns (compound and collective)
• Sentences and tenses
• Punctuation
• Spelling rules and patterns
• Pronouns
• Finite verbs
• Idioms and proverbs
• Subject-verb agreement
• Interjections
• Inverted commas
• Questions
• Synonyms and antonyms
• Singular and plural
• Adjectives
• Homonyms and homophones
• Learn about polysemy
Sample
Reading and viewing
• Plan a narrative/descriptive paragraph/essay
• Write a story based on a personal experience
• Write a narrative/reflective essay
• Write diary entries
• Write a poem
• Write a dialogue
• Write a friendly letter
• Discuss the features of short stories
• Read short stories
• Study the key features of a poem
• Read poems
• Independent reading
• Read an extract from a oneact play
• Read folk tales
• Read a visual text
• Read an extract from a novel
• View a visual text: advertisement
Listening and speaking
• Introduce yourself and others
• Listen to short stories
• Retell a story
• Tell a story
• Listen to a poem
• Do prepared reading
• Present a speech
• Talk about drama
• Read a play aloud in class
• Take part in a dialogue
• Listen to a folk tale
• Have a panel discussion
• Do a listening comprehension
• Have a group discussion
• Riddles
• Prefixes, suffixes, and root words
• Articles
UNIT 1: Weeks 1 – 2
In this lesson you will:
• learn to introduce yourself
• listen to a short story
• retell a story
• tell a story
• read a short story
• learn about reading strategies
• write a narrative/descriptive paragraph
• write a story based on a personal experience
• write a diary entry
LESSON 1: Digital citizen
• revise common- and proper nouns, countable and uncountable nouns, concrete, and abstract nouns
• revise simple sentences, statements, simple present, and simple past tense
• revise punctuation
• learn how to use a dictionary
Sample
SECTION 1 Listening and speaking
‘Do not say anything online that you would not want plastered on a billboard with your face on it’.
–
Erin Bury
How often do you press ‘send’, ‘comment’ or ‘post’ only to feel sorry about it a few seconds later? Just as you leave footprints in the sand, your digital footprint is a record of everything you do online. That means every comment you make, every photo you post, and every video you upload is stored and can be found and tracked by others.
Right now, you may only be worried about what your parents or your friends find, but do not forget that at some stage you will complete a university entrance form or apply for a job. What does this mean? It means you should probably think twice before doing or posting anything online that you do not want the entire world to know about you.
You know by now that cyberbullying is just as dangerous as physical bullying. You know that you should respect others and use the same etiquette online as you would in the real world
A good digital citizen protects their personal information, uses good judgement, and treats others with respect. Whether you are posting on social media, sending an email, or commenting on an online discussion, practicing good digital citizenship makes our online world a more welcoming place for everyone.
What types of things do people share that they might later be sorry or embarrassed about? Share your opinion with the class or your facilitator.
How do we become better digital citizens?
Be respectful and always ask permission before you buy anything online.
Remember to put down your tablet or disconnect from your device and spend time with others.
Know when it is time to turn off your devices and get enough rest
Make sure the online source you are using is credible – do not spread fake news and ask critical questions about what you read online.
Avoid suspicious emails, websites, and online advertisements. If something looks or sounds too good to be true, it probably is.
Keep your private life secret. Know what to share and with whom.
Sample
Report abusive behaviour, inappropriate images or content to your parents or a teacher. DO NOT CONFRONT people online or get yourself into trouble.
Make passwords easy to remember, but difficult to guess.
Make sure the digital footprint you leave behind is positive and does not hurt anyone –especially yourself.
Throughout the lesson we will read about technology and how it has changed and influenced our lives – sometimes for the better and other times not so much. Make notes as you go along or gather ideas for the story you will write later about your personal experience with technology or the online world.
Activity 1: Introduce yourself and others
Why do you think we introduce ourselves? Can you name a few reasons?
There are many famous introductions in books, films, and history.
SampleSir Henry Morton Stanley who was famous for his exploration of central Africa and his search for missionary and explorer David Livingstone, whom he later claimed to have greeted with the nowfamous line: ‘Dr Livingstone, I presume?’
‘Call me Ishmael.’ Ishmael is a character in Herman Melville’s novel, Moby Dick, which opens with this line. He is the first-person narrator in much of the book.
‘Me Tarzan, you Jane’ are supposedly the words with which Tarzan introduced himself to his future wife, Jane Porter. In fact, they were first used by Johnny Weissmuller in Photography Magazine, summing up his role as Tarzan in the 1932 film, Tarzan of the Apes. The words are not in the film, nor in the original book by Burroughs – but it is still one of the best introductions ever.
‘Bond, James Bond’ is one of the most well-known movie catchphrases of all time.
Can you see how important a good introduction is and how effective or memorable it can be?
When you first meet someone, it is polite to introduce yourself. In that way, the person knows who you are and can refer to you by name when speaking to you
Below are some important things to know about introducing yourself and others.
Some introductions are formal while others are informal.
Here are some examples of phrases of introduction.
When introducing others
Formal: ‘I would like you to meet Mr Gumedi.’
Less formal: ‘I would like to introduce Mr Gumedi.’
Informal: ‘Sihle, this is Thandi.’
When introducing yourself
Formal: ‘I don’t think we have met. May I introduce myself?’
With friends who want to know how you are, you can answer questions about how you feel truthfully: ‘Not very well.’ / ‘I’m feeling ill.’ / ‘I just failed my maths test.’
Approaching or introducing yourself to a teacher or other adult
Introduce yourself
Explain what you need from them
Make sure they are available
‘I am a Grade 7 learner, and ...’ ‘I would like to talk to you about ...’ ‘Is this a good time to talk?’
‘I am planning on joining the ...’
‘I saw your email about tutoring and ...’
‘I read about your homework class ...’
Handling polite conversation
If they say
‘Hi, how are you?’
‘I am interested in ...’
‘I am curious about ...’
‘I could use some help with ...’
‘Could we talk for a few minutes?’
‘May I stop by later to talk to you for a few minutes?’
‘Would you have time to meet with me to talk about that?’
The usual response is Or you could try
‘Fine, thanks, and you?’
‘How are you doing?’ ‘Okay, how about you?’
‘How is it going?’
‘What’s happening?’
‘What’s up?’
‘Hey, dude! What’s up?’
‘Hey, how’s it going? Great to see you! Got to run, catch you later.’
Sample
‘Actually, I am new to the school, can you show me around, please?’
‘Okay, but I am looking for the principal’s office. Can you tell me where it is, please?’
‘Okay, and you?’
‘Not much, how about you?’
‘Same old, same old, and you?’
‘Not much. What’re you up to?’
‘Hi!’ (and a wave)
‘Okay, but I forgot my lunch at home.’
‘Well, I’m trying to figure out what to wear to Margot’s party.’
‘Right now, I’m trying to get over this horrible cold.’
‘I feel clueless! Does this maths class ever end?’
‘Bye!’
When you write a dialogue or narrative essay with characters speaking, you may use the informal greetings as listed above. This makes the words your characters/ speakers say more authentic. However, do not use informal greetings in formal/ prepared/unprepared speeches – it is not appropriate, and you will lose marks.
Introduce yourself to other learners or your facilitator by saying ‘hello’ or ‘good morning’ in your home language and then in English. Then give your name and surname. Say one sentence about yourself. It could be something about your family or what you enjoy most. For example: ‘Dumela/Sawubona/Goeiemôre/Good morning …’
We always introduce ourselves in the simple present tense. The simple present tense tells us what is happening right now.
Introduce yourself using a formal and informal style of introduction.
Activity 2: Listen to a short story
Pre-listening
Your facilitator will read a short story to you. It is about a teenager and her family and the role of technology and social media in their daily lives. Read the vocabulary in the box before your facilitator reads the story to you.
During listening
Make notes of important points as you listen. Listen carefully and think about some of these points in the story.
• What are the main and supporting ideas?
• Who are the characters?
• What is the sequence of events?
• Are there any unfamiliar words?
• Specific details in the story.
Post-listening
Arrange your notes in a logical order to help you discuss the story. extravagantly: Excessively or elaborately
Sample
trickle: (Of a liquid) flow in a small stream.
inching: Move along slowly and carefully.
unfurled: Make or become spread out from a rolled or folded state, especially to be open to the wind.
panorama: A picture or photo containing a wide view.
triumphant: Feeling or expressing joy after a victory or achievement.
brimming: Be full to the point of overflowing.
YA: Young adult
Lowe’s: An American retail company specialising in home improvement.
ill-disposed: Unfriendly or unsympathetic
jovially: Cheerful and friendly
photogenically: (Especially of a person) looking attractive in photos or on film.
unperturbed: Not concerned
vice: A metal tool with movable jaws which are used to hold an object firmly in place while work is done on it, typically attached to a workbench.
swathe: /sweɪð/ the symbol ð is pronounced like th in this, say ‘sway-th’. A broad strip or area of something.
flinch: Make a quick, nervous movement as an instinctive reaction to fear, pain, or surprise.
Have a short discussion about the text, using these questions to guide you.
1. What is the setting of the story?
2. Who are the characters in the story? What is the effect of the characters not having names?
3. What does the title of the story refer to?
Sample
4. Do you think the YouTuber is ‘really honest’ with her fans and does she love them ‘so so much’?
5. ‘For a moment, he felt the vice in his chest tightening.’ ‘Bob, curled up like a cinnamon bun on her bed.’ Which expression is a metaphor, and which one is a simile?
Activity 3: Retell a story
Sometimes we may feel hesitant to speak up in class or stand in front of an audience. That is perfectly all right, and many people have butterflies and shaky knees when they are up on a stage or called on in class. Try to remember that discussions in class, or in general, can help you in many ways:
1. Participation makes things more exciting. It is boring just sitting through a lesson and not taking part.
2. A good question can make you think or wonder why.
3. When you answer and participate your facilitator can see how much you understand.
4. If your facilitator asks questions about something you were supposed to read at home or information in your study guide, it helps you to prepare for tests and examinations.
5. When you participate, you develop important speaking skills. You also gain confidence and that is a useful skill in many situations after school.
6. Participation allows you to practise using English in a more formal situation. It is very different from having a conversation with your friends and family. Practise using good English in class and broaden your vocabulary.
Retelling a story has five important parts that must always be included.
What is a retelling?
• Your facilitator uses retelling to determine how well you understand a story or text, and it can be used to help you improve your comprehension.
• When you retell a story or relate a text, your facilitator can see how you are putting together the information and whether you can relate the events in the correct sequence
• When you retell the story do it as if you are telling it to someone who has never heard or read it before. Once you are finished retelling the story, your facilitator may ask you to elaborate on certain parts.
Retellings should include:
• Talking about the major characters.
• Defining characteristics of the characters.
• The problem presented in the story.
• The solution to that problem (or the end).
• Events presented in sequential order.
• Only events important to the story and exclude unimportant events.
Use the 5 Ws and 1 H when you retell a story.
How to retell a story
• Focus on the main characters and events: You must know who you are talking about. Be very clear on the central theme that you are building your story around.
• Have a clear structure: All stories have three main ingredients: a beginning, middle, and end. Do not leave this out when you retell a story.
• Engage your audience: Connect with your audience. When you are retelling a story in front of people, you want to make eye contact with them. Speak clearly, do not rush, do not make too many gestures, vary your tone of voice. Keep your listeners interested in what you have to say.
• Look at other good storytellers: There is no better way to learn how to deliver a story than by watching storytellers you admire relate their own stories. Most of us know people who are very good at telling stories. Look for good storytellers and learn through observation.
• Focus on what is important: Do not ramble on, choose the important main points you should include. If you add too many details you will only confuse the audience or even worse, bore them! Choose a clear beginning and end to your story, then use other key plot events to complete your narrative.
Let’s make the information in the box a bit more practical. When you are retelling a story, try to play it in your mind like a movie with the different scenes in the correct sequence.
Take the story of Tarzan, for example, let us simplify the plot into only six scenes.
Sample
Tarzan is orphaned as a baby and left all alone in the jungle.
Kala, a female gorilla, finds him and protects him from the other gorillas.
Kala raises Tarzan as one of her own and he grows up in the jungle.
Tarzan meets Jane Porter. He begins to wonder about the country of his birth, England.
Sample
He decides to return to England to see it for himself. However, he cannot adapt to the life of an English nobleman.
Tarzan returns to the jungle and his beloved animals. Jane returns with him, and they begin their life together.
Can you see how the sequence of the novel or story is easy to follow when you visualise it this way? Remember, you do not have to retell every detail of the story as that would take far too long! Just make sure you cover the FIVE IMPORTANT parts and in the CORRECT ORDER
Think about a story you would like to retell. Draw a timeline of your story. Use the information and tips above to retell your story. Make sure you mention the characters’ names and that you retell the story in the correct sequence.
You may use the template on the next page to plan your story. You must retell your story in 2–3 minutes.
• A complete guide with all the texts (contemporary and classic) for comprehension exercises, speeches, and reading included.
• Contains tips for better writing, critical reading and understanding.
• Various levels of questions and activities to develop language skills and critical thinking.
• Complete explanations on grammar and syntax
• Practical examples of writing tasks.
• Encourages independent reading and research and broadens vocabulary.
