TG_Gr_8_9_ENG_home
OVERVIEW GRADES 8 AND 9
The four ICS English modules cover every aspect of language skills: Listening, speaking, reading and viewing, writing, thinking and reasoning, language structure and language use. They also cover basics such as handwriting skills, awareness of the value of good spacing, attention to developing a wide range of vocabulary and encouraging good spelling and cross-cultural exercises. The emphasis is on good principles, good attitudes and commitment.
There is ample opportunity for self-expression and communication, personal development and empowerment and group word. Pupils are encourages to follow the regular assessment rubrics and checklists for further enrichment and to monitor their development and growth by assessing their ability before the module and again when they reach the end of the module. Finally, they will be able to record their progress with the final mark / code sheet, which will be completed by self-, peer- and teacher evaluations.
The pupil will be equipped to act confidently, calmly, rationally and imaginatively, to become a productive member of society. When the pupils start Grade 9 they should have gained enough experience to express themselves on a healthier and more hopeful note by building on the confidence, maturity and insight into language skills gained in these modules.
The educator can feel confident that all learning outcomes are addressed and that the activities in the modules prepare learners for the Common Task for Assessment (CTA). However, in their planning, educators must make provision for the 10 hrs CTA.
The way the New Learning Outcomes (NSC) are covered by the Specific Outcomes (curriculum 2005)
Learning Area: Languages
|SPECIFIC OUTCOMES |LEARNING OUTCOMES (new NSC) |
|(Curriculum 2005) | |
| |1 |2 |3 |4 |5 |6 |
| |Listening |Speaking |Reading and |Writing |Thinking and |Language |
| | | |viewing | |reasoning |structure and |
| | | | | | |use |
|1 |( |( | |( |( |( |
|Learners make and negotiate meaning and | | | | | | |
|understanding | | | | | | |
|2 | |( |( |( | |( |
|Learners show a critical awareness of language| | | | | | |
|usage | | | | | | |
|3 |( |( |( |( |( |( |
|Learners respond to the aesthetic, affective, | | | | | | |
|cultural and social values in text | | | | | | |
|4 |( | |( |( | | |
|Learners access, process and use information | | | | | | |
|from a variety of sources and situations | | | | | | |
|5 | | | | | |( |
|Learners understand, know and apply language | | | | | | |
|structures and conventions in context | | | | | | |
|6 | | | |( |( |( |
|Learners use language for learning | | | | | | |
|7 |( |( |( |( |( | |
|Learners use appropriate communication | | | | | | |
|strategies for specific purposes and | | | | | | |
|situations | | | | | | |
GRADE 8
Step-by-step through Module 1
This module attempts to encourage confidence in speaking; to elicit an understanding of the vital role that language plays in life and to dispel the fears and prejudices that stifle creativity. Instead, this module will develop the imagination so that the pupils in their first year in secondary school will make a strong start, gain confidence, read and write with ease, feel comfortable with their peers, have no fears about expressing a viewpoint and start maturing by using language as it was intended – correctly, concisely, cleverly, communicatively and calmly.
Critical Outcome: COMMUNICATION
Topic: Relationships and YOU!
This is an important module because so many learners have REAL fears about public-speaking, or even voicing an opinion on a subject (although the noise in the classroom might indicate otherwise!). And relationships is a difficult path for many new pupils, so they need some guidance.
Remember,
“TO BE A TEACHER MEANS BELIEVING THAT MANKIND CAN PROGRESS, THAT CONDITIONS CAN BE IMPROVED AND THAT A BETTER FUTURE FOR ALL IS POSSIBLE. TEACHERS ARE LITERALLY WORKING THROUGH THE PRESENT FOR THE FUTURE. TEACHERS CANNOT LOOK INTO THE FACES OF CHILDREN AND TELL THEM THAT LIFE IS MEANINGLESS, THAT ALL IS HOPELESS AND IN VAIN - FOR THEIR PURPOSE IS TO INSPIRE, TO OFFER MORE THAN THE PRESENT CAN GIVE, TO PERSUADE THEM THAT THEIR TOMORROWS CAN BE BETTER THAN THEIR TODAY’S.”
Wilhelm Ebert
← So, this is a module in which you have to motivate, encourage and praise.
Making our own judgements
ACTIVITY 1:
This is an opportunity to talk about values, to discuss those that are absent or those which show good attitudes, principles. Bigotry, prejudice and so on can also be touched on.
ACTIVITY 2:
Go over some interviewing techniques first e.g. Do not ask a question where the answer can be ‘Yes’ or ‘No’ – ask an open-ended question to encourage the interviewee to respond fully. Or pick up on a word that the interviewee uses and ask him to elaborate.
This is an opportunity for the class to get to know one another, essential when pupils start a year and find themselves among strangers.
ACTIVITY 3:
Encourage the children to be honest – in this way YOU also get to know them and your understanding of them grows.
ACTIVITY 4:
It is important that pupils realize early that their characters are judged daily and that impressions of character start early in their career. Perhaps one could mention ‘register’
at this point: An awareness of where you are when you speak and to whom you are speaking.
ACTIVITY 5:
Help the pupils to understand the value of planning and making a rough draft and editing. Go over the meaning of the different adjectives that are supplied. Revise adjectives and participles with them and let them discover the difference.
ACTIVITY 6:
This passage can lead to pupils opening up and this should be encouraged, especially by letting them understand the value of calm and rational conversation. Pay close attention to their answers about friends. Friends that are cultivated in high school can decide the future of any pupil! Allow them to understand about Freedom of Speech but that the MANNER in which one airs views is crucial!
← It might be a good idea to discuss the quote: Speech is the index of the mind. P. 2
Here you can introduce the idea of “register” again i.e. registering to whom you are speaking and where you are when you speak!
One can also briefly discuss the poor practice of loud noise, profanity, crudeness and rudeness. “We are what we speak” / “Who we are is how we speak” in other words.
ACTIVITY 7:
← FEARS: Go over these slowly so that you can involve every learner who might have a fear that (s)he is not expressing.
Here are suggested SOLUTIONS to some of the fears; others are dealt with in the course of this module.
|MONOTONY |Take a simple sentence and STRESS certain words. This will make your voice go up immediately. |
| |Learn to allow the tone to move up and down so that it does not stay on the same tone |
| |(mono-tone). |
| |e.g. But WHY do you choose THAT colour? |
| |Oh PLEASE! DON’T be so ridiculous! |
|PACE |Use a timer. Let them say so-many words in so-many minutes and actually time them. Then some |
| |learners will realize that they are talking too slowly or too fast. But you will have to have a |
| |standard time to work against. |
|AUDIBILITY |Once you have taught learners how to OPEN their mouths when they speak, sound should come out. |
| |The problem is getting the sound out of the throat! So allow them to say, individually, to |
| |someone at the back of the class: “ Go away!!” in a loud, firm voice. Or take the class outside |
| |so that they can learn to project the sound by throwing their voice over a distance. The |
| |learners should feel that the person they are addressing is standing far away and try to make him|
| |understand a message. Then they will understand about projection. |
|POSTURE and |Allow the pupils to stand incorrectly and let the class decide what is wrong: Hands crossed over|
| |the chest; legs apart; hands behind the back; arms akimbo; etc |
| |Pupils should stand legs together, one slightly in front of the other and arms held loosely at |
| |the side. |
|EYE-CONTACT |Help them overcome this by just going through the motion of sweeping the eyes from the back of |
| |the class to the front and from left to right. Encourage lifting the head during orals. |
|LACK OF ENTHUSIASM |Teach them to stress certain words and to raise the tone when necessary as if a bubble is about |
| |to burst! |
|GESTURES |These should be used to help convey meaning to the words that are used. Discourage over- or |
| |under-use. |
|BEING DISORGANIZED |Encourage planning, rehearsing and the proper use of notes. |
|ORIGINALITY |Just have an oral and see eg. how many different kinds of openers there are only. |
Encourage an open discussion about the fears that members of the class have. Let them know that they are not alone in having these fears and that there are solutions.
ACTIVITY 8:
← In the next list, the PERCEPTIONS are ALL FALSE!
It is important that pupils realize / take in / become aware that ALL speakers have fears. Explain about TOP athletes at the Olympic Games who also make mistakes.
EVERYBODY makes mistakes BUT they learn from them and carry on!
Deal with each one and explain how WRONG the PERCEPTIONS are. So they need not fear.
ACTIVITY 9:
← P.4 Illustration of HOW SOUND IS MADE.
The importance of this illustration is to show that as all the learners have all their faculties and physical qualities necessary for speech, there is NO reason why they cannot speak properly. If a learner has a cleft palate then (s)he has a reason for making a different sound.
It is also important that learners realize that this is partly Biology!
ACTIVITY 10:
← FUN WITH SOUNDS can be VERY NOISY.
However, the important lesson is for them to open up to good enunciation and audibility and for them to realize that EVERY learner can be a public-speaker. It has more to do with SOUND than CONFIDENCE. Most pupils just need to learn to OPEN their mouths properly.
ACTIVITY 11: Class discussion about the gift of speech:
Perhaps let the conversation come around to some of the following issues: We are the only animals that use words to communicate; words have impact; words can wound or inspire; . . .
ACTIVITY 12: Ways of teaching oratory manners:
Let each pupil take a separate item. Let each do an activity wrongly and ask the class to identify what is wrong. When they do, ask them for the correct method. Then consolidate at the end. Explain that these “rules” should always be considered in spoken language.
ACTIVITY 13: The technique of evaluating
Go over the positive aspects of this technique and encourage its use in oral exercises.
ACTIVITY 14: The purpose of looking at a two-way conversation:
Pupils need to understand how much spoken language influences our lives and that learning this skill can be useful.
ACTIVITY 15:
Sharing Problems in a Group Discussion: Again, pupils should understand that bottling up feelings is not healthy and that talking about them can help. Again, realizing that many pupils face the same problems helps to minimise the misery. Perhaps some of the advice that is meted out by them can be conveyed to the staff and parents!
ACTIVITY 16: GROUP DISCUSSIONS
More discussions in groups. Make sure that EACH pupil is contributing and perhaps give an award / prize to the best group: How well / thoroughly did they tackle the problem and did everybody take part?
ACTIVITY 17: WRITING A SPEECH and PRESENTING A SPEECH:
Go through ALL the stages with them BEFORE they start and then encourage the different techniques. Allow the class to evaluate.
ACTIVITY18: Reading and reacting to “The Power of the Word”
← As this is a fairy story, there is a special way to read it:
← The important words are stressed.
← Whatever is in the story must be expressed in the sound of the voice e.g.” beautiful” must SOUND “beautiful”(using a voice of admiration).
← Pupils must learn to let their eyes run ahead so that the head AND eyes are lifted, looking at the audience when the last word(s) of the sentences are read/said.
← This takes practice. What it means is that a reader maintains important eye-contact with the audience.
← Most people drop their voice and their head at the end of a sentence and lose the punch of the sentence. So, PRACTISE, PRACTISE, PRACTISE.
← Now some of the words will be difficult so here is a list for you to use: Give the pupils the list and let THEM work out the story for themselves!
|Logos |the name means “word” and is a Greek word |
|groomsmen |those men attending the King and Queen on the coach |
|handmaidens |those attending to the needs of the Royal Family |
|elegant |smart |
|escorted |partnered by |
| | |
|gallant |very polite and brave |
|glittering |shining |
|grand |very smart |
|admiring |respectful |
|glided |moved smoothly |
| | |
|craned |leaned forward, stretching one’s neck to get a better view |
|serenely |in a very controlled way |
|gurgling |making a laughing sound in his throat |
|situations |where you are at the time |
|command |control |
| | |
|patience |the ability to be long-suffering |
|sensitively |with understanding |
|openly |honestly |
|appreciate |who will KNOW what it is worth and be grateful |
|arrogant |proud |
|sulked |pouted |
| | |
|enforce |push |
|narrow-minded |was not broad-minded |
|small-minded |had a mean streak |
|objectionable |he was an ill-mannered boy who really upset people |
|assessed |summed up |
|verdict |judgement |
| | |
|abused |to use (the gift) badly |
|condition |idea that had to be done in order for something to happen |
|tantrums |losing his temper badly, stamping his feet |
|to cope |to deal with |
|lonely |feeling that he is all by himself |
| | |
|miserable |unhappy |
|laden |loaded |
|fodder |food for horses |
|adequate |enough |
|rationally |with reason |
|calmly |slowly and gently |
| | |
|realize |understand |
|unselfish |not thinking of himself |
|attitude |way of thinking |
|folly |the stupidity, the foolishness |
|decision-maker |person who can decide firmly. |
5.1 EIGHT REASONS for using language: Discuss each with the pupils.
5.2 Problems solved by language: Let them understand the power of language.
5.3 How should one speak? Help them to understand this.
5.5 Now let them design an invitation to the palace party.
Explain the format AND explain about sending our invitations on time and replying on time.
Discuss when invitations are usually sent out e.g. to celebrate a wedding, special birthday party, anniversary, retirement party, graduation, 21st and let them add to the list.
FORMAT: Design a more informal invitation, using all the information
MR AND MRS RUBEN KANDISHURA
HAVE GREAT PLEASURE IN INVITING
MR AND MRS STEVEN SHETASHE
to the 21st Birthday party of their daughter,
THEMBISA
to be held at the Blaauklippen Wine Estate
on 16 May 2001 at 20:00
R.S.V.P.
‘The Mermaid’
Fish Road
Strand
7140
(021) 852 3456
REPLY
|MR AND MRS STEVEN SHETASHE |Mr and Mrs Steven Shetashe |
|have great pleasure |regret that they cannot accept |
|in accepting the invitation |the kind invitation of |
|of Mr and Mrs Ruben Kandishura |Mr and Mrs Ruben Kandishura |
|to the 21st Birthday Party |to the 21st Birthday Party |
|of their daughter, |of their daughter, |
|THEMBISA |THEMBISA |
|to be held |to be held |
|at the Blaauklippen Wine Estate |at the Blaauklippen Wine Estate |
|on 16 May 2001 |on 16 November 1999 |
|at 20:00 |at 20:00 |
|P. O. Box 21587 |P. O. Box 21587 |
|Strand |Strand |
|7129 |7129 |
|18 February 2001 |18 February 2001 |
← Now go through the different stages of the writing of a narrative essay with the pupils for them to understand the value of planning, drafting and editing.
17.6 Go over the two forms of summarising so that they realize the difference and let them see the importance of numbering and spacing and clarity in a point-form summary.
ACTIVITY 19: NOW, we are moving on to RELATIONSHIPS!
← Read the introduction with the pupils.
← Explain the following terms:
“struggle” have difficulty with something or somebody
“tense” when you feel something is wrong between people because they are stiff with each other
“sensitive” to be hurt easily
← Next, read “Children are all the Same” and then GO THROUGH the questions.
Go through EACH question with the pupils to make sure they understand the question. Then, give them time to write down their OWN answers in their workbooks.
After each question has been written down, you could have a class discussion to hear their views.
Suggested answers:
18.1 Stop blaming the child all the time.
Stop criticising.
Give some praise too.
Show some love.
Help the child to understand.
Do something WITH the child.
18.2 The teacher shouts too much. She always finds fault.
She never praises.
She never rewards.
She does not like her pupils.
She should find other methods to discipline.
She should do more with the class.
18.3 The mother does not stop for breath.
She does not give the child a chance to reply.
She is very angry and words just fall out of her mouth.
18.4 The teacher is shouting.
She is angry.
She is giving instructions.
19 Dramatization / Play-writing. Go through the notes with them carefully.
AN EXTRA QUESTION TO ASK THEM! How can pupils help a teacher?
← See what ideas they come up with, but they could consider the following:
Be quiet when the teacher speaks.
Stand up when the teacher comes into a room.
Listen in class.
Do not eat in class.
Do not throw papers down in class.
Do the work that the teacher gives you.
Listen to the instructions she gives you.
Listen when she explains the work.
Do your homework.
Do not move about too much.
When you speak, speak quietly.
When you come into the room, go to your seat and sit down.
Be prepared to work.
Help the teacher carry things that are heavy.
Offer to help with chores.
Clean the blackboard occasionally.
Work neatly.
Do not be late for class.
Wait until the bell goes before you pack up your books.
When you work in a group, do the expected work.
And so on . . .
ACTIVITY 20 Listening to a reading
This is a song by Harry Chapin about a boy’s first day at school, and how a teacher affects him.
← Read it slowly and carefully but rhythmically – remember, it is a song.
“FLOWERS ARE RED AND GREEN LEAVES ARE GREEN”
The little boy went first day in school
He got some crayons and he started to draw
He put colours all over the paper
For colours were what he saw
And the teacher said, “What’re you doing, young man?”
“I’m painting flowers,” he said.
She said, “It’s not the time for art, young man
And anyway, flowers are green and red.
There’s a time for everything, young man
And the way it should be done.
You’ve got to show concern for everyone else
‘Cause you’re not the only one.”
And she said, “ Flowers are red, young man, and green leaves are green.
There’s no need to see flowers any other way
Than the way they always have been seen.”
But the little boy said, “There are so many colours in the rainbow.
So many colours in the morning sun.
So many colours in the flower
And I see every one.”
The teacher said, “You’re sassy!
There’s ways that things should be
And you’ll paint flowers the way they are
So repeat after me:”
And she said, “ Flowers are red, young man, and green leaves are green
There’s no need to see flowers any other way
Than the way they always have been seen.”
But the little boy said, “There are so many colours in the rainbow.
So many colours in the morning sun.
So many colours in the flower
And I see every one.”
The teacher put him in a corner.
She said, “It’s for your own good.
And you won’t come out till you get it right.
And are responding like you should.”
Well, finally he got lonely
Writing it up in his head
And he went up to the teacher
And this is what he said:
And he said, “Flowers are red. And green leaves are green.
There’s no need to see flowers any other way
Than the way they always have been seen.
Time went by like it always does.
And they moved to another town.
And the little boy went to another school.
And this is what he found.
The teacher there was smiling.
She said, “Painting should be fun.
And there are so many colours in the flowers
So let’s use every one.”
But that little boy painted flowers
Mostly green and red
And when the teacher asked him why
This is what he said:
And he said, “Flowers are red. And green leaves are green.
There’s no need to see flowers any other way
Than the way they always have been seen.”
← Make sure that the pupils understand what really happened to this boy.
Perhaps you should read the song TWICE
Now let them respond to the words in their own way:
20.1 What does each pupil think of the words of the song?
20.2 What does the pupil think of the music of the song? (If you can find it)
20.3 How do you think colour influences our lives?
20.4 What was the boy drawing at the start of this song?
20.5 What was the boy drawing at the end of the song?
20.6 What caused him to change?
20.7 Do you prefer the first or second teacher?
20.8 Is it important to be imaginative? Why?
ACTIVITY 21: FORUM DISCUSSION
Let all the groups in the class have a turn.
The pupils are judged by whether they tackled the topic thoroughly and whether every member of the class spoke.
Read the notes in the pupils’ textbook to them and explain the procedure clearly and quietly.
TIP: First take any subject and show them how the forum should be done. Use the best pupils in the class, who are not afraid to speak or to share their views i.e. Do a demonstration at first.
Only now give them the topic: ”Some teachers are not good teachers.”
OR “Some pupils make it very difficult for any teacher.”
OR any other topic you like to choose.
This is a CONVERSATION, not a debate, so they should chat around the topic, interrupt one another, disagree intelligently and calmly. To show them that conversations can be controversial but controlled! Choose relevant topics for them.
ACTIVITY 22: A PLEDGE
Read the section about a pledge with the pupils and make sure that they understand what they are signing! Explain that “mutual” means two people are involved and that BOTH agree to the undertaking, together.
You might also let the pupils make a simple badge which they wear as a sign that they have signed the pledge; a badge with the letters “I W T L” (I will try to learn)
Give the pupils a chance to sign the pledge and to be proud of the DECISION they have made.
Explain that this is what commitment means: Making a promise to yourself and being prepared to keep it.
|( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( |
|Pledge |
|I agree that learning cannot takes place |
|unless I am prepared to work |
|with the teacher. |
|I AGREE THAT TEACHING CANNOT TAKE PLACE |
|unless I am prepared |
|to co-operate with a teacher. |
|( ( ( |
|Therefore I sign this pledge |
|that I will try to co-operate |
|with the teacher, |
|to listen in class and |
|to do my work well. |
| |
|.................................................. ......................... |
|Signature Date |
|( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( |
ACTIVITY 23: “COMMUNICATION”
← Read the story with the class AND read the questions that follow the story and make sure that they understand the story AND the questions.
← The following vocabulary will help you and the pupils:
|capture |when someone is caught |
|alien |a strange unearthly being |
|foreign |strange |
|interrogation |questioning |
|doing his rounds |doing his work by travelling about from place to place |
|faulty |broken down |
|whirl off |move off in circles |
|on orbit |on the route that was planned for them |
|as scheduled |as planned beforehand |
| | |
|stilted |stiff and short |
|inflection |kind of sound which makes it sound different |
|barked |a loud short way of speaking |
|diplomatically |politely |
|extraordinary |very strange |
| | |
|straight talking |talking in a very direct, honest way |
|gauge a response |to see if he could find out something about him from his answer |
|rushed |asked a question fast |
|indicated |pointed to |
|blinking |(machinery with lights that) go on and off |
|flashing |(a machine that has) bright lights going on and off |
|back-up |support |
|do not make decisions |do not come to a conclusion |
|commit |do not pledge yourself |
|ignorance |lacking knowledge completely |
|calculations |sums |
|be involved |have a relationship with someone |
| | |
|interrupted |started talking before the other person had finished speaking |
|to cope with |to deal with |
|patronisingly |as if talking to a small stupid child |
|psychological |mental |
| | |
|thoughtful |considered, thought about |
|automatic |mechanical, like a machine |
|preferred. |liked better |
23.1 PRAISE whenever a pupil comes up with a good word. This time you can decide whether a word is suitable or not. Let as many pupils as possible give you a word to write up on the board. Praise EACH effort.
23.2 MAKING AN INFORMED CHOICE
Explain HOW the learners must answer. Make sure that they understand the meanings of all the words.
We hope you enjoyed teaching this module!
Have a look at the vocabulary studied in this module
How to use this vocabulary list:
1 Look at the meaning of words e.g. audibility, construction . . .
2 Look at the spelling of words e.g. immature, unnecessary, guardian, actually, fulfil
3 Look at the use of prefixes e.g. maladjusting, non-reliable, disinherited
4 Look at the use of suffixes e.g. arguments, conclusions, closely, inconsiderate
5 Break the words up into syllables e.g. im-ma-ture
6 Break the words up into morphemes e.g. close-ly, in-consider-ate
7 Show differences e.g. próject / projéct; ímpact / impáct; cóntent / contént
8 Use the word correctly in a sentence. Let the context be correct
9 Place words alphabetically. Give ten at a time.
10 Place words into words classes. Discuss how to know which class a word belongs to.
11 Look at the functions of the words. Discuss the differences.
12 Change words from one word class to another (and so study affixes)
13 Find synonyms, antonyms, homonyms, homophones
14 Look up the origin of words (etymology)
15 Look at the roots of the words – find other words coming from this root
ADJECTIVES (and their antonyms) qualify a noun, pronoun or gerund
Note the suffixes (and prefixes)
busy / free occupied / liberated (past participle)
candid / closed (past participle) frank / inhibited (past participle)
conscientious / non-driven (past participle) hardworking / lethargic (present participle)
industrious / lazy hardworking / indolent (present participle)
ADJECTIVES
honest upright, candid, truthful
(im)mature (not) fully developed, perfected, ripe, well thought out
(im)patient (not) enduring, persevering, long-suffering
(im)perfect (not) complete, mature, exact; flawless
(im)polite (not) courteous, well-mannered
(in)active busy, brisk
(in)considerate (not) caring, kind
(in)definite (not) fixed, exact
(in)sincere (not) genuine, free from pretence
(ir)responsible (not) answerable, capable of discharging duty
(mis)calculated (not) thought out
(non-)violent (not) intensely forcible, actively unrestrained
(un)acceptable (not) welcome
(un)ambitious (not) aspiring, strongly desirous
(un)attractive (not) beautiful, enticing
(un)comfortable (not) giving ease
(un)emotional (not) having feelings
(un)enthusiastic (not) zealous, ardent
(un)friendly (not) amiable, amicable
(un)helpful (not) useful, assisting
(un)imaginative (not) speculative or creative
(un)important (not) serious, momentous, urgent
(un)impressive (not) fixed deeply in the mind
(un)intelligible (not) understandable, clear
(un)kind (not) considerate, benevolent
(un)natural (not) inborn, without affectation
(un)necessary (not) needed, indispensable
(un)original (not) novel, uncopied
(un)popular (not) liked by people
(un)reasonable (not) rational
(un)selfish (not) thinking of oneself and one’s needs
(un)tidy (not) neat
(un)trustworthy (not) worthy of confidence
adequate sufficient
apologetic regretful, acknowledging a fault
arrogant very proud, overbearing
automatic mechanical, involuntary
calm quiet, serene, tranquil
clever intelligent, ingenious, skilful
close near, confined
cold chilly, spiritless
constructive giving positive advice
creative imaginative, producing, forming
critical discriminating, captious
descriptive delineated
difficult not easy
elegant smart, refined, tasteful
enough sufficient
extraordinary remarkable
faulty imperfect, defective
funny mirth-provoking, humorous
gallant very brave, noble
gentle mild, refined
grand very smart, pre-eminent, magnificent
harmless not able to injure
healthy sound, wholesome
hostile very unfriendly, showing enmity
hysterical extremely emotionally unstable
instant immediate, urgent
lifeless dead, sluggish, without vigour
lithe supple, limber
lonely solitary, alone
magic enchanted
manly brave, dignified, noble
miserable very unhappy, wretched
monotonous boring, dull, uniform
non-reliable not trustworthy
objectionable distasteful
peculiar strange, odd
precise exact, definite
psychological of the mind
punctual / late keeping time
real genuine, authentic
respectful showing esteem, deference or honour
rough crude, unpolished, coarse
rural countrified
scientific based on knowledge
secretive concealed, hidden
shy bashful
special distinctive, exceptional
sporty recreational, involving bodily exercise
strange peculiar, odd
superior higher in rank, place or excellence
symbolic emblematic, representative
tasteful discerning, classy
tearful sad, unhappy, sorrowful
tense rigid, strained
terrible frightening, awful, dreadful
thoughtful pensive, meditative
tired exhausted, worn down, weary
warlike aggressive, war-like, military, martial
worst bad or evil in the highest degree
PRESENT AND PAST PARTICIPLES qualify a noun, pronoun or gerund;
come from a verb; act like an adjective OR complete an incomplete verb.
NOTE the suffixes
e.g. The disinherited man was annoyed. / He dreamt about the frightening experience
OR The man was disinherited / The dream was frightening.
(dis)inherited (not) the heir of
(dis)interested impartial
(ill-)chosen (badly) selected, sorted out
(mal)adjusting (badly) regulating
(non-)frightening (not) scary
(non-)irritating (not) making angry, fretful
(non-)questioning (not) interrogating
(non-)reassuring (not) giving confidence to, reaffirming
(non-)sporting (not) playing the game
(un)blinking (not) glancing, twinkling, winking
(un)complicated (not) entangled, complex
(un)escorted (not) partnered by
(un)imagined (not) conceived
(un)interested (not) fascinated,
(un)qualified (not) categorised, equipped
(un)realized (not) achieved, recognised
(un-)well-educated (not) qualified, knowledgeable
abused harmed, maltreated, ill-used
admiring appreciative
amusing diverting, entertaining
captured caught, apprehended
confusing perplexed, disordered
depressed dispirited, dejected
entertaining amusing, diverting
evaluating determining the value of
experienced skilful, wise
fascinating charming, delightful
frustrated having a sense of discouragement and dissatisfaction
heated passionate, vehement
kidnapped stolen
losing failing to keep, ceasing to have
mumbled speaking indistinctly
narrow-minded not broad-minded
puzzled perplexed, bewildered
relaxed less tense or strict
selecting picking out, choosing
small-minded petty
sorted out separated, grouped, classified
stilted stiff and pompous
surrounded encompassed
talented possessing mental and physical gifts
GERUNDS end in i-n-g; come from a verb and act like a NOUN
E.g. The gurgling was infectious.
The findings The results
The flashing momentary gleam of light
The gurgling A bubbly sound; laughing sound in the throat
COMMON NOUNS Common names
accident mishap
checklist list for verification purposes
choices preference
connectives words that connect sentences and words
cóntent substance
dictionary words alphabetically arranged with meanings, etymology etc
experiment test
eye-contact looking into the eyes of the person spoken to
fodder food for horses
format shape, form
forum conversational grouping
gestures hand movements
index table of contents
issues things one is concerned about
key that which leads to the solution of a problem
language human speech
logos the name means “word” and is a Greek word
manners morals, good behaviour, courteous deportment
message communication between one person and another
mistake error
myths figments of the imagination
narrative story-telling
notice heed, announcement
orbit regular, circular course
parties detachment, company
próject scheme, proposal
souvenirs memento’s, keepsakes
tantrums capricious fit of ill-temper
thesaurus treasury of words
title heading
topic subject matter
vocabulary list of words
voice sound of human being in speech or song
window opening (fig. an opportunity)
zones areas
NOUN OF AGENT The person who . . .
adult a grown-up
athlete strong, vigorous sporting contender
chairman one who presides at a meeting
decision-maker person who can settle an issue
extrovert outgoing person
groomsman a man attending the King and Queen on a coach
guardian one who cares for the property, rights and person of another
handmaiden one attending to the needs of the Royal Family
individual pertaining to one only
parent mother or father
reminder person who makes us remember
youngster vigorous, young man
ABSTRACT NOUN An idea, concept, abstract quality
differences quarrel or dissimilarity
decision settlement, judgement
(dis)belief (no) faith, judgement
(dis)like (no) approval
advantage a favouring condition or circumstance
oratory the art of the public speaker
pace speed
pledge token or assuring sign, vow
posture carriage, attitude, pose
qualities attributes
input contribution
inflection modulation of the voice
the stupidity the foolishness
differences quarrel or dissimilarity
decision settlement, judgement
anger wrath, ire
approach a drawing near, access
arguments proof, evidence, debate
aspects direction, appearance
attitude way of thinking, posture, position
audibility ability to be heard
audience those paying attention (hearing)
benefit advantage
category class or order
clarity clearness
communication correspondence, intercourse
compassion fellow-feeling, pity
concern caring
conclusions final inferences
condition pre-requisite
confidence firm trust or belief in yourself
confrontation face-to-face in conflict
conviction strong belief
co-operation working together
courage bravery
criticisms act of judging
design drawing, sketch
diction choice of words in context
difference dissimilarity
discussion debate
economy thrift, saving
effort attempt
emphasis stress, accent, prominence
enthusiasm passionate zeal
excitement emotional rousing
faith trust, belief
folly silliness
frustration balking
gentleness mildness, gentility
grievance distress
happiness good fortune, well-being
hard work diligence, effort
hope belief in the prospect of fulfilment
humility modesty, lowliness of mind
hysteria outbreak of wild emotionalism
ideas concepts, notions
ignorance lack of knowledge
interrogation examine by harsh questioning
impact effect, influence
independence non-reliance on others, competency
knowledge that which one knows, enlightenment
love strong liking, devoted attachment
mannerisms marked peculiarity in manner
maturity ripeness, full maturity
opinion judgement, estimation
opportunity a chance, an occasion offering a possibility
optimism bright, hopeful view of things
patience long-suffering, enduring
peace freedom from contention
perseverance steadfastness
preparation preliminary readiness
process series of actions or events
profanity irreverence
punishment penalty for an offence
relationship connectedness with
resentment considering everything an insult or an affront
setting scene
situations where you are at the time, locality, position
social relationships social connections
society fellowship companionship, community
style manner of expression, execution, action or bearing
sympathy compassion, pity
techniques methods
temper temperament, frame of mind
tolerance ability to endure, willingness to allow
tourism the activities of tourists and those who cater for them
values intrinsic worth
verdict judgement , findings
reference: relation, allusion, a direction to a book or passage
ADVERBS How? When? Where? Why? To what degree?
actually as a matter of fact, truly
beyond on the farther side of, apart from
calmly slowly and gently
carefully heedfully
closely narrowly
comfortably soothingly
diplomatically tactfully and skilfully
effectively successfully producing a result
eventually finally
honestly truly, uprightly
increasingly abundantly, more and more
logically reasoning correctly
openly free from prejudice
patronisingly condescendingly
rationally agreeing to reason, sanely
satisfactorily giving contentment
sensitively with acute and delicate feeling
serenely calmly, coolly
simply merely
too also
EXPRESSIONS
according to as may be appropriate
comes down to amounts to
come into play becomes effective
in public in open view
is concerned with involved in
it works both ways both are affected
on the surface on outer appearance
registered mail letters needing special precaution for security
safety valve an outlet that gives relief from pressure
to pass judgement to sentence, condemn (unfairly)
VERBS Basic form = to -
to (ab)use to treat badly
to adjust to regulate
to admire to wonder at, to respect
to affect to influence, move the feelings of
to apply to put to use
to appreciate to KNOW what something is worth and be grateful
to (re)arrange to put in order
to (re-)assess to fix the value of, to estimate
to assist to help
to avoid to evade, to shun
to (mis)behave to act (improperly)
to cast aside to shed, to reject
to celebrate to party in honour of
to command to order, to bid, to have authority over
to commit to give in charge or trust
to concentrate to focus
to consider to look at attentively or carefully
to contribute to add towards
to convey to communicate
to cope to deal with
to crane to lean forward, stretching one’s neck to get a better view
to debate to contend in words
to deliver to liberate, to hand over
to discipline to train, to educate
to (dis)empower (not) to authorise
to enforce to push, to compel
to examine to test, to look closely into
to fail to be faulty
to gauge to estimate, to measure
to glide to move smoothly
to grasp to grab, to seize and hold
to handle to hold, to manage
to interfere to interpose, to meddle
to introduce to make known
to involve to implicate, to concern
to manifest to make clear, to show plainly
to overcome to get the better of, to subdue
to overload to burden
to pause to rest, stop briefly
to pay attention to to heed
to prefer to choose before others
to projéct to throw, propel
to rate to estimate its value
to realize to understand, comprehend completely
to recognise to identify
to refer to to allude to
to regain to recover
to rehearse to practise beforehand
to remind to put in mind
to resist to oppose, to stand against
to (dis)respect (not) to show esteem, honour or deference
to rest to remain, to repose, to be at ease
to rule to reign, to govern, to manage
to share to apportion
to stamp out to extirpate
to struggle to contend strenuously
to substitute to replace with
to suffer (from) to endure
to sulk to pout
to supply to provide
to swear to curse, to blaspheme
to take the plunge to jump into impulsively
to tell to narrate, disclose
to (dis)trust (not) to rely on
to (mis)understand (not) to comprehend
to vary to diversify
to whirl to twirl
to worry to be anxious, to fret
Grade 8 Module 2
Overview
The Grade 8 learners are beginning to find their place in the world and need to have opportunities to work alone and in a group, expressing a viewpoint, without fear of undue criticism or unfair prejudice. They need to have encouraging opportunities for listening, speaking, writing, thinking and reasoning, reading and viewing and using language correctly and need to practise these skills in order to cope emotionally with a world that is increasingly encroaching on their life-style and thoughts of themselves and the future.
The ICS English modules provide these opportunities.
In this module . . .
The learner will be assisted with good communicative skills (how to read extracts well, dealing with a prejudicial situation and learning to recognize the difference between givers and takers), learning to listen, looking at general and common prejudicial terminology in South Africa and in the rest of the world, dealing with problems and simple solutions, highlighting admirable qualities and positive role models, explaining how misunderstandings arise with dramatization and making a well-researched presentation on how fact and opinion is used in advertising. Entrepreneurial skills are introduced (how to create a new product or service. A special look is taken at the advertising and selling techniques). The learner is assisted with writing skills (writing a poem, book analysis, letter, a playlet, a diary page and finally producing a pamphlet). The learners will have the chance to meet and work fairly intensively with new words, and to write down their own viewpoints. Finally there are language exercises in context. Attention is also paid to basics such as handwriting, spelling, spacing, commitment to good principles, values with special emphasis on good attitudes.
ACTIVITY 1: Rate yourself before you start
← It is important that the learners are honest because they need to SEE how much they have learnt after doing this module. On the other hand, if they say they are expert, then you can hold them to that! It is possible that some learners are more unprejudiced than others. It is not a grading exercise but a–let-us-look-at-our-perceptions exercise. We can all learn from one another.
ACTIVITY 2: Learn some prejudice terminology
← Prejudice happens so much in our daily living that it is important to keep these terms in the back of our minds so that we recognize our behaviour when prejudice rears its ugly head in front of us. Wariness is all.
← You can already take a reading mark from some learners here. They should pause slightly when they read the term and use different tones for the direct speech.
ACTIVITY 3: Oral on prejudicial issues
← Go through the different criteria first, again (you did this in the first module). Perhaps here train their peers to do the marking or divide the class so that ONE learner assesses THREE criteria each and the educator assesses the use of language. Then there should be a feed-back evaluation to justify the marking. Let them merely put a tick in the column they think the candidate deserves but let them make a note of WHY they
← awarded this mark. Then, afterwards, they can make up the assessment chart into the different levels. Before the final mark is awarded, let them look at the written speech to judge the opening, the no. of points and the closing.
← Remember: 1-10 = 1 11-16 = 2 17-31 = 3 32-40 = 4
ACTIVITY 4: A look at Logic
← Give them extra exercises and let them work out some of their own. Let them read their final statement to the class and you grade them.
ACTIVITY 5: Reading a story
← A reading exercise is important early on in this module. SHOW them how to read well, by letting the eye run on and lifting the head as a result. Teach them how to stress certain words; how to pause effectively and how to pace themselves. Generally, pace is the one aspect of public reading which affects everything else: They go so fast that they gobble up the words!
ACTIVITY 6: Find synonyms.
← Let them do this exercise themselves and mark it themselves with your help. You can use this exercise to do so many other activities. (See start of the vocabulary list in Module 1).
← 1 - 3 = 1 4 - 5 = 2 6 - 9 = 3 10 - 13 = 4
ACTIVITY 7: Language test on above synonyms
← You can let them find other words that follow the same spelling pattern and do a spot test the next day. A word broken up into syllables is a word broken up into the separate SOUND parts. A word broken up into morphemes is a word broken up into separate MEANINGFUL parts e.g.
← Ad – mi- ni- stra – tion = 5 syllables of administration (5 sound bits)
← Ad – minist(er/r)-ation = 3 morphemes of administration
← (prefix / root /suffix)
← Let their peers mark this. YOU check the neatness and the spelling as you walk about!
ACTIVITY 8: Answer comprehension questions on passage
← THIS you can take in and mark to check their expression, neatness, punctuation and spelling. It is a response to text which can go into their portfolio’s. They can see that the previous exercises have helped them towards doing this properly.
ACTIVITY 9: Write poetry
← Make a Poet-TREE on your classroom wall and hang their poems from the bare branches. Let them enjoy one another’s efforts. Perhaps use a few to enter into a competition or have an inter-class competition. A poetry evening, with candles and sitting on the floor on rugs and cushions is also a good idea. It is worth telling them that they might appear to avoid reading poetry but that poetry is an extremely popular means of expression among young people! It is a good idea to EDIT their work individually so that they get a feel for rhythm and rhyme and diction.
← Rather avoid saying anything is wrong (as this is their effort) and your opinion is too subjective, but make suggestions and let them decide if your suggestions improve the work. This should be checked by the writer, but looked at individually by the educator.
ACTIVITY 10: A look at prejudice in the world
← We are so often caught up in the belief that South Africa is the ONLY country that suffers (or suffered) from prejudice. This is, of course, not true. “People is people”, after all! So, it is healthy to have a look outside our borders and to see how the rest of the world acts and reacts. The bonus mark is for good expression.
← Explain how sometimes in an examination, a bonus mark is awarded.
← Their findings will lead to a healthy class discussion but keep it on the topic and remind them to remain objective and not emotional. (Just a thought: Dickens was a social reformer who criticised so many social ills, like child labour, hours of work, industrial relations, street children, prostitutes etc – how much have we changed and how much have our attitudes changed?)
ACTIVITY 11: My thoughts on prejudice in the world
← By now they should be expressing themselves more maturely and have more intelligent things to say about prejudice. Point out the growth in content and in expression. Explain how airing one’s views is healthy and that fairness plays a role in a discussion on prejudice.
ACTIVITY 12: Book review
← DO encourage reading: Still the best means of educating anyone. Perhaps read a few paragraphs from a book to motivate them? Their book reviews can be filed in the class so that there is a record of a book which they might like to consult before reading it. In any case, let them show and tell in front of the class. A young person recommending a book is more powerful than an educator trying the same! This YOU need to mark to assess the value.
ACTIVITY 13: Write a sensitive letter
← Perhaps a short discussion about what is happening or has happened in the suggested countries. They might like to add some extra scenario’s but need to explain their choice. Let them get the FEEL of the country AND the circumstances so that the letter is as REAL as possible. They must hand in the rough work with the final EDITED version. They might like to add a picture taken from a newspaper or a magazine for extra credibility.
ACTIVITY 14: Read passage
← Here you can spend time talking about bullying in general and why and how bullying is manifested. You might like to go over the questions AND answers with the learners but they are not allowed to write down anything. Then they will be judged on how well they listened and also how well they can express themselves – almost like editing a test! Then you can take this in as part of their portfolio.
ACTIVITY 15: Point-form summary
← They need to understand about headings; numbering; writing concisely (but still including the finite verb) and spacing. Do this roughly with them first so that they
← understand the techniques fully. Explain the purpose of a summary: To tell the truth, the whole truth and nothing but the truth!
ACTIVITY 16: Project: Creating a pamphlet
← Allow this investigative project to be meaningful by going over the checklists with them and explaining exactly what it is they are expected to do.
← When they have finished, you may like to enlarge their efforts and to glue them to hard boards like this for viewing purposes.
← Overleaf are pages 4 - 6
← This stands firmly and is easy to read.
ACTIVITY 17: Group discussions
← Let them add extra problems that they can identify as well. We are looking for solutions here. They should realize that there ARE solutions to all problems and that sometimes it merely takes a different perception to solve a problem.
← They should also understand that one bad experience does not mean that all experiences like that will be bad!
ACTIVITY 18: A look at qualities to admire and role models
← The aim of this exercise is to show how positive, pro-active qualities beat negative, destructive qualities hands down! Let them add other abstract nouns to the list (Can even do an exercise here on abstract nouns!)
← It is important for them to realize that a state of mind is CHOSEN – and that positive qualities lighten the load of living! That for every quality in life there is an alternative and that we have the will to choose it! After all, if they are choosing positive qualities in others, then why can they not possess them themselves?
← Let them tell the class about the people in their lives who have influenced them positively. You will be amazed at some of the wonderful stories. Perhaps it is time they actually told these people themselves!
ACTIVITY 19.1: Answer questions on playlets; Dramatise a scene
← SO many misunderstandings can be avoided if we only know how they started in the first place. This might help to avoid unnecessary conflict situations! Let them first just do the exercises and understand the underlying cause for the misunderstanding.
← Only now should they dramatise the scenario’s further by adding extra dialogue to each and then dramatising it, using simple props . . . Go over the assessment criteria with them first and discuss the possibilities of each.
ACTIVITY 20: Write own scene
← Now that they have a feel for prejudice and playscript-writing, they should be in a position to write a good playlet of their own. This should be taken in for the portfolio. Go over the instructions with them.
ACTIVITY 21: Change from direct to indirect
← Go over the notes on how to change direct to indirect with them. Then let each group in the class do TWO different scenario to make the necessary changes. Then let them
← explain their changes to the class and see if everyone agrees. Make sure you consolidate this technique. This can be for self- or peer-marking.
ACTIVITY 22: Study fact / opinion
← Allow them to work separately, do self-marking and take in the results. Perhaps go over the technique first and give them other examples to consolidate this technique too.
ACTIVITY 23: Finding 10 advertisements / extracting fact and opinion
← This should be a project to be handed in. They should realize just how much opinion there is in advertising. Go over the checklists with them and take in the project for you to mark – for the portfolio.
← You should mark the class presentation as well or get members of the class to assess certain aspects and to report at the end, justifying their assessment.
ACTIVITY 24: Invent a board game or toy
← This is also a project and should elicit some original ideas and some creative thought. They should by now have learnt about presentation and you and they should notice the difference. In general, their confidence in writing and in speaking should have improved vastly.
ACTIVITY 25: Write diary page
← Finally, the diary page might just give you some insights into their growth!
Add here which exercises you thought worked really well:
Space for Extra Notes:
VOCABULARY USED IN THIS MODULE (Not used in Module 1)
How to use this vocabulary list:
1 LOOK AT THE MEANING OF WORDS E.G. AUDIBILITY, CONSTRUCTIVE . . .
2 Look at the spelling of words e.g. immature, unnecessary, guardian, actually, fulfil
3 Look at the use of prefixes e.g. maladjusting, non-reliable, disinherited
4 Look at the use of suffixes e.g. arguments, conclusions, closely, inconsiderate
5 Break the words up into syllables e.g. im-ma-ture
6 Break the words up into morphemes e.g. close-ly, in-consider-ate
7 Show differences e.g. próject / projéct; ímpact / impáct; cóntent / contént
8 Use the word correctly in a sentence. Let the context be correct
9 Place words alphabetically. Give ten at a time.
10 Place words into words classes. Discuss how to know which class a word belongs to.
11 Look at the functions of the words. Discuss the differences.
12 Change words from one words class to another (and so study affixes)
13 Find synonyms, antonyms, homonyms, homophones
14 Look up the origin of words (etymology)
15 Look at the roots of the words – find other words coming from this root
For details on the word class and its function, see Module 1
ADJECTIVE
(IN)ACCURATE (NOT) EXACT, CORRECT
(in)visible (not) in sight, obvious
(un)ambiguous (not) doubtful, determined, indistinct
(un)clear (not) plain, distinct, obvious
(un)fair (not) impartial or just
(un)fashionable (not) according to prevailing fashion
(un)sure (not) fit to be depended on, certain, assured
(un)willing (to change) (not) ready to and prompt to act
acceptable received with approbation, favour, consent
accurate exact, performed with care
aesthetic relating to a sense of beauty
appropriate suitable
attractive alluring, enticing
basic fundamental
benevolent charitable, generous
bitter painful, acrimonious
bonny comely, cheerful
capable able, qualified
civil polite OR pertaining to the community
clumsy unwieldy, ungainly, awkward
common ordinary, usual
competent efficient, fit
courteous polite, civil, respectful
cross angry
cultural refined, cultivated, relating to a civilization
eligible fit to be chosen
expensive costly, dear
expert skilful, adroit
fidgety restless
figurative metaphorical, not literal
furious very cross
gorgeous absolutely beautiful
gracious becoming, abounding in kindness
greedy covetous, eagerly desirous
guilty blameworthy
handsome good-looking
illegible difficult to read
indignant infected with anger and disdain
individual single, separate, subsisting as one
kindly benign, genial
literal not figurative, factual, real
lovely beautiful, pretty
meaningful making sense, significant
mild gentle, soft, calm
negative expressing denial, refusal or prohibition
observant noticing
persuasive influencing the mind or passion
pretty lovely, beautiful
quiet still, composed
reckless rash, heedless of consequences
resentful considering as an insult or affront
respectful showing regard
sensitive feeling readily, acutely or painfully
shy bashful, warily reluctant
silly simple, witless, foolish
skilful expert, accomplished
strict exact, rigorous, severe
supportive holding up, bearing the weight of
tactful seeing and doing what is best in the circumstances
trustworthy worthy of confidence
typical characteristic, representative
understanding comprehending
universal extending to the whole, without exception
PARTICIPLES (these qualify a noun)
AUDITIONING SOMETHING HEARD
balanced well-arranged, stable
biased prejudiced
condemned censured, blamed, pronounced unfit for use
cradled nurtured
dignified invested with honour, exalted
disapproving rejecting, having an unfair opinion
displayed unfolded, spread out, exhibited
distinguishing marked off, set apart
encouraging inspiring with spirit and hope
garbled confused
generalised reduced to a general term
good-hearted kind, generous
griping complaining, whining
grousing grumbling
halting stopping OR in a limping way
hardened insensitive
heartfelt sincere
holding gripping, maintaining
improved raised in value, made better
lasting enduring
lulling soothing, composing
nestling lying close and snug
non-prejudiced not biased
noticing observing
qualified accomplished
reserved shy OR booked
retiring withdrawn, reserved in manner
rocking swaying to and fro
stimulating exciting, rousing, inciting
striking impressive OR refusing to continue (work)
stunning dazzling
surfaced came close to the top, rose to the surface
surrounded by encompassed by, extended all around
taught instructed, educated
trusted confidently grounded, charged with responsibility
victimised treated oppressively
whining complaining in a plaintive way
ABSTRACT NOUNS
AGONY EXTREME SUFFERING, A VIOLENT STRUGGLE
anxiety state of being fearful or solicitous
birth nativity, act of bringing forth
category a class or order
characteristics distinctive qualities
charity universal love, disposition to think favourably of others
conviction strong belief
decency becomingness, sense of what may fitly be expected of one
decision settlement, judgement
deference a yielding in judgement or opinion
despair being without hope
distrust want of trust, faith or confidence
effect the result of an action
embarrassment being disconcerted
empathy power of entering another’s personality and imaginatively experiencing his experience
expectations prospects of future good
fact deed, act
fairness honest dealing, justice
fame renown
feed-back improvement of quality by a report back
fiction (non-fiction) made-up stories (factual writing)
hope a desire of good with some expectation of fulfilment
intensity concentration, denseness
interpretation power of explaining
knowledge that which is known, assured belief
lack of information deficiency of knowledge
love fondness, affection, devotion
notoriety publicly known in a bad sense
occasion special time, something happening
opinion judgement, estimation
population number of inhabitants
potential latent ability, existing in possibility
prejudice bias
principles fundamental truths, fundamentals, basics
progress advance to something better or higher in development
qualities attributes
reactions responses
recommendation advice as suitable for acceptance
sadness sorrow
selling technique sale’s trick
service work, performance for a cause
trauma shock, wound, injury
NOUNS OF AGENT
ADMIRER ONE WHO HAS A HIGH OPINION OF SOMETHING OR SOMEBODY
beggars mendicants or indigents
coward faint-hearted person
crooks thieves, swindlers
foster family family bringing up child(ren) not their own
gangsters roughs, criminals
giver donor, bestowed
neighbour person living next door
participants those who take part, are involved in
racketeers one extorting advantages by illegal threats or interference
role-model one who sets a good example
survivor one who outlives a crisis
suspect one to mistrust, to imagine to be guilty
taker one who seizes, appropriates, accepts or receives
untouchable Hindu of very low caste, not to be touched
COMMON NOUNS
BOARD GAME GAME INVOLVING SLAB OF WOOD TO PLAY ON
bonus extra payment
costumes clothes worn by actors/actresses
crackers fireworks
dynamite powerful explosive
fireworks show producing sparks, jets, flares, designs in fore
graph symbolic diagram
landmine explosive laid on or in the ground, exploding on contact
layout display, design
lump swelling
material relating to matter
morphemes meaning breaks in words
e.g. locat (e) – ion = 2 morphemes; lo-ca-tion = 3 syllables
pamphlet small, unbound book
Plutonium a highly explosive element
poetic device sound trick in verse like alliteration, assonance, onomatopoeia
product thing made, created (for sale)
props theatrical property
registered mail post requiring special security precautions
review critical examination
shacks roughly built huts, informal settlement
stanza few lines of verse
structure construction, arrangement of parts
talents special aptitudes
tone character of a sound
world the earth and its inhabitants
ADVERBS
CRISPLY CURTLY AND FRESHLY
dearly in a beloved, highly valued way
falsely wrongly, deceptively
horizontally levelly, in line with the horizon
lovingly fondly, devotedly
strongly powerfully, vigorously and forcefully
tenderly softly, delicately
thoroughly fully, completely, entirely
vertically from the zenith to the nadir
warmly ardently, glowingly, affectionately
GERUNDS (used as ‘nouns’)
MISGIVINGS MISTRUST, FOREBODING
misunderstandings taking in a wrong sense
stereotyping fixed, unchangeable opinions
VERBS
TO AFFECT TO INFLUENCE
to afford to bear the expense of
to associate to join, connect in one’s mind
to bemoan to lament, to grieve
to blame to find fault with, to censure
to brainstorm to have sudden inspiration
to bully to oppress
to chase to pursue, to drive away
to cheat to deceive, defraud
to compile to draw up or collect
to complain to express grief, pain, censure
to convey to carry across, transmit, to impart, communicate
to deserve to be entitled to by merit
to doubt to be undecided in opinion
to enjoy to delight in, feel or perceive with pleasure
to favour to regard with goodwill, to be on the side of
to fear to expect with alarm
to fit to be in agreement with, to suit
to freak to react uncontrollably
to harm to hurt
to inject to force in, to inspire or instil
to invent to devise or contrive
to invite to ask to come
to protect to shield from danger
to rebuff to beat back, to refuse, to snub
to regard to look at, to observe
to squirm to writhe, to wriggle
to swap to give in exchange
to vary to make different
to veer away from to change direction, to change course
EXPRESSIONS
A LAME EXCUSE A POOR REASON
at a future date at a later time
be true to yourself stick to your principles
for no apparent reason for no reason whatsoever
get a point across convey an opinion clearly, convincingly
go against the stream not to conform
in the final analysis finally
in the same vein in a similar way
it is not my fault I am not to blame
read between the lines do not accept at face value
something of value something that is precious
stake your claim appropriate as your own
stand in a person’s shoes to feel how another is feeling, to have empathy
stand to attention stand up straight, pay attention
stick to good principles adhere to good basics/ fundamentals
take a stand on principle show your fundamental values
to accept without question to take an action, response or answer as is
to be at fault to be wrong
to champion of the underdog to visibly support the oppressed
to commit suicide to take one’s own life
to pick on someone to bully someone
to take control of to take charge of
GRADE 8: Module 3
MODULE OVERVIEW
In this module the focus is on tourism and the learners will acquire the skills which will help them to:
← collect, analyse, organize and critically evaluate information;
← indicate that they have understood what they are reading by answering questions intelligently;
← understand and apply the rules of concord and good spelling, and increase their vocabulary;
← use a dictionary and a thesaurus;
← learn to read a map, charts and a telephone directory;
← write different letters, an advertisement, a brochure and a postcard;
← hold a telephone conversation and an interview;
← become acquainted with their heritage, passports, tourist signs and symbols;
← consider holiday destinations and hear the views of others.
The PRE-ASSESSMENT ACTIVITY will familiarize the learners with the words they will later recognize and learn in this module. It also gives an indication of what they know and what they need to learn. Let those who have ticked certain words explain these words to the class.
The LIST OF CONTENTS allows for the educator to see who is responsible for assessing which activities and to see clearly which Learning Outcome is being used.
LEARNER’S PLEDGE: It is important to instil a sense of commitment in our learners and their parents. Impress upon them that they are bound to honour this pledge once they have signed.
By having their signatures, the educator has a “backup” when a learner is shirking his/her responsibility towards the work. It is important that one or both parents/guardians sign the pledge so that parents also show some accountability for their child’s education.
CONTENT PAGE
|No. |ACTIVITY |LO |Assessed by |Portfolio |
|1 |To read for information |3.1 | | |
| |To use language to think and reason |5.1 |Educator | |
|2 |To work with words |6.1 |Self | |
|3 |To use a range of different ways to spell unfamiliar words |6.1.1 |Peer | |
|4 |To work with sentences |6.2 |Self | |
|5 |To listen actively for specific information and respond |1.2 |Peer | |
|6 |To read a map, telephone directory and a chart |3.4.3 |Educator | |
| |To write a brochure, postcard and letters |4.2/ 4.3 | | |
| | |4.1.2 | |( |
| |To hold a telephone conversation |2.1 | | |
|7 |To do research and communicate the findings |4.2/ 2.2 |Educator |( |
|8 |To do research and write down findings |3.1/ 4.2 |Educator |( |
|9 |To work with sentences (punctuate correctly and tenses) |6.2.6 | | |
| | |6.2 | | |
|10- |To use language to think and reason |5.1 |Self | |
| |To differentiate between fact and opinion |5.1.5 | | |
|11 |To analyse techniques of design |3.7.2 |Peer | |
|12 |To do research and convey findings |3.1/ 2.2 |Peer |( |
|13 |To interview: Listen and record |1.2 |Self | |
| | |2.3.3 | |( |
|14 |To work with words (spelling) |6.1 |Peer / educator | |
STEP-BY-STEP THROUGH THE MODULE and MEMORANDUM
ACTIVITY 1
Answers to questions:
1 Some suggestions:
← Tourists are in a hurry to get going and grow frustrated in a traffic-jam.
← Tourists are laden with cameras and dress informally.
← Tourists look about themselves eagerly.
← Some tourists like to record their experiences.
← Tourists like to try foreign foods.
2 A time-line
|THE HISTORY OF TOURISM |
| | |
|15th Century |Roman holiday villas |
| | |
|16th Century | |
| | |
|17th Century | |
| | |
|18th Century | |
| | |
|19th Century |European tours for rich and privileged |
| | |
|1845 |Thomas Cook’s Package Tour |
| | |
|20th Century | |
| | |
|1939 |One million people travel abroad |
| | |
|1970 |Tourism becomes an industry |
| | |
|21st Century | |
3 Thinking and reasoning
← Reasons
← shorter working week / more leisure time
← longer holidays
← more money available
← more cars / better, faster means of travel
|4 |ADVANTAGES |DISADVANTAGES |
| |money into country |traffic jams / crowds |
| |creates jobs |electricity and water consumption increase |
| |better facilities, service and resorts |littering and pollution |
5 Explain any 4 only:
n. noun
v. verb
esp. especially
Brit. British
pl. plural
Cf. refer to
attrib. Attributed to
v. intr. Intransitive verb
6 To have good quality family time
← To relax
← To re-energise themselves
← To visit a new place or to re-visit an old favourite place
7 Open-ended question but the skill is in answering well!
8 Accept learners’ answers.
9 expected to say no so that they understand the value of work. Too much leisure time would be boring and one would crave work!
10 It comes from Old English and means ‘holy day’.
11 Vacation
ACTIVITY 2
← After reading and explaining the dictionary extract, discuss the questions with the learners. Encourage the learners to express their opinions whenever possible.
← ALPHABETICAL ORDER:
Abroad
Accommodation
Cuisine
Culture
Landscape
Leisure
Pollution
Potential
Recreation
Resort
Tourism
Travel
← A SYLLABLE is a sound break-up of words
← A MORPHEME is a meaningful break-up of words (into a prefix, root, suffix)
|SYLLABLES |MORPHEMES |
|A-BROAD |A-BROAD |
|AC-COM-MO-DA-TION |AC-COM-MOD(E) –ATION |
|CUI-SINE |CUI-SINE |
|CUL-TURE |CULTURE (NO BREAK UP) |
|LAND-SCAPE |LAND-SCAPE |
|LEI-SURE |LEISURE (NO BREAK UP) |
|POL-LU-TION |POLLUT(E) -ION |
|PO-TEN-TIAL |POTENT – IAL |
|RE-CRE-A-TION |RE-CREAT(E)-ION |
|RE-SORT |RE-SORT |
|TOUR-ISM |TOUR-ISM |
|TRA-VEL |TRAVEL (NO BREAK UP) |
ACTIVITY 3
← Try to have at least one dictionary and one thesaurus available to each group.
← The following rubric may be useful in assessing a learner’s ability to function within the group.
← The rubric may be adjusted to your needs. It is also a good idea to let the learners come up with their own rubric, with the educator’s guidance.
← Learners must be aware of the criteria to be assessed and should be given the rubric before the activity or assessment is done.
← Mini-dictionaries can be displayed in the classroom or at a parents’ evening.
← Pronunciation – allow for a little noise as learners have great fun pronouncing words aloud.
← Same pronunciation:
← leisure, lemon, beg, dead.
← neighbour, weight
← It is worth consolidating this spelling rule so go around the class and reward those who get the words correct. As they spell correctly, they may sit down and then you will recognize who needs help.
ACTIVITY 4
← Concord is always a problem with additional language learners.
Part of the problem could be that they do not understand that the SINGULAR verb takes an ‘s’.
(After all, plural nouns take an ‘s’!!)
← Do this activity over and over until it is second nature to them. This will help them in the long run!
ACTIVITY 5
← Let learners read the questions beforehand. This helps them to listen more specifically.
← Read passage: read it TWICE and SLOWLY.
“This fair land is a gift of God.” So reads the motto on Knysna’s coat of arms. It bears testimony to the pride local people have in this resort of great scenic beauty.
A name sounding like Knysna was given to the river by the Khoi people. Several translations of the Khoi word have been suggested –“place of wood”, “fern leaves”, or “straight down” which refers to the two steep sandstone cliffs which guard the harbour and are known as ‘The Heads’. For many years freighters have passed these cliffs as they enter the harbour to load and ship timber from the surrounding forests.
More than 200 species of fish are found in the lagoon. Oysters, of which Knysna is a major supplier, exist in considerable numbers. The lagoon is also the home of a rare sea-horse. Divers encounter innumerable forms of marine life.
The well-known author and playwright, George Bernard Shaw, lived here during 1932 while writing The Black Girl in Search of God. Daleen Mathee’s acclaimed novels, Circles in the Forest and Fiela’s Child, set in the Knysna forest, have also done much to put Knysna on the map.
Knysna has several hotels and caravan parks. Craft shops sell furniture and curios made from local trees.
(Adapted from Reader’s Digest Illustrated Guide to Southern Africa)
1 The Khoi first names Knysna.
2 Knysna has been called ‘place of wood’; ‘fern leaves’ or ‘straight down’.
3 Countless fish, a rare sea-horse and oysters are found in this area.
4 The sandstone cliffs are called, ‘The Heads’.
5 George Bernard Shaw and Daleen Mathee are linked to Knysna.
6 furniture and wooden curios
ACTIVITY 6
1 Waterberg Mountains
2 Train; helicopter; road
3 TWO of fruit; grapes; wheat
4 There are fruit factories and tourism industries.
5 Guest houses; hotels; a caravan park and camping and a motel
6 Library
7 Abseiling; water-skiing; fishing; swimming; rugby; tennis; hockey; golf; soccer
8 Abseiling; water-skiing; fishing; swimming
9 Nature Reserve Conservationists
10 Doctor; dentist; veterinarian; hospital
11 Cinema; Natural History Museum; shopping; hiking; visiting the Nature Reserve; playing/watching sport
12 Let them produce something that is really worthwhile but you might show them an assortment of brochures so that they understand what is expected of them and also see the enormous variety.
← The following are all in bold. See how quickly they can find these numbers!
13 35462 ns 38789
14 38724
15 33762
16 Mr Nixon – this is a street address.
17 He is a Veterinarian Surgeon.
20 Explain that ‘st’ and ‘rd’ do not have a full-stop as the words and abbreviations end with the last letters!
← Unlike the others. See?
St street
Rd road
Cres. crescent
Res. residence
Ave. avenue
22 Need to understand that communication implies a message passing between TWO people. They should be tested for accuracy, clarity and getting to the point quickly and politely.
23. This can be a good exercise for summarizing information and yet keeping it interesting. Let them see which words can be omitted in a postcard – and why. Have a class display as suggested.
24 Pie charts and bar graphs can give information very clearly. Allow them to see this.
← Discuss different types of graphs and where and how often we come across them in everyday life.
← Column (bar) graph: Give learners a strip of paper. Let them divide the paper (you can do this beforehand if you think they will struggle) and cut it up according to the percentages.
← Let them draw the axes and paste the strips of paper according to the percentages and the reasons.
25 Make sure that learners do all the rough work and editing that is necessary to produce really good work.
ACTIVITY 7
← Class discussion:
← What have learners inherited from their parents and grandparents?
← Physical characteristics, personality, traditions, heirlooms, etc.
← Encourage learners to think of as many examples as possible as this will help them to understand what a heritage is. e.g. San paintings, Sterkfontein caves, artifacts, traditions, folklore, etc.
← Encourage learners to be sensitive regarding what is important to different cultures.
← Research can be done in groups. Once learners have identified their heritage, they ought to be more aware of the importance of preserving it.
ACTIVITY 8
← It is an opportunity for learners to find out more about their town and perhaps to realize exactly how many heritage sites there are and to explore them!
← The Social Sciences educator can help the learners to determine latitude and longitude if learners are not familiar with this. It will also be another opportunity for learners to LOOK AT a map, perhaps for the first time. They might discover all sorts of information! This is an important reading skill – to scan a chart for information.
← Hopefully learners will become more aware of what their town has to offer, in terms of services and industries. In effect, it can even lead to a discussion about employment or even the question of loneliness when the town has so much to offer. It might even
← encourage some learners to pay a visit to a factory?
This might involve writing a letter asking for permission. And writing a letter seeking a job-shadowing opportunity.
← Creating a map of the town can be a very creative exercise as they think of icons to represent different items. If they are capable of drawing an amusing map, this will be very successful!
← HOW to treat tourists is very significant and learners need to realize that politeness, a willingness to direct and assist whenever possible are necessary and in keeping with the reputation we have as South Africans for being very hospitable.
← Learners will probably enjoy reading/reciting their poems or performing their rap songs. They can take this idea further!
← Poster: This may be done as a group project with each group member contributing to the group’s poster or the class may work in groups with each group responsible for representing a certain aspect (history, services, attractions, etc.) of the town on the poster.
← Research on the history of the town may be done in groups or individually.
Encourage learners to use as many sources of information as possible.
A Research Schedule and a Research Assessment Rubric have been included to encourage systematic research and presentation. The Research Schedule enables you to negotiate due dates for sections of the research. This also commits the learners to produce a well-researched project completed by the due date.
← Writing a biography has its own advantages. It allows the class members to learn about a few important people in their town and perhaps to be motivated by their contribution.
← Finding out some statistics will perhaps astound some learners and perhaps lead them to some Entrepreneurial enterprise?
ACTIVITY 9
1 2 3 4 3 4 5 6 7
Mr Peter Arendse, a tourist from New York, arrives in Happy vale. He is staying at Happy
8 5 6 9 8 7
Farm Guest House, in Main Street. On Tuesday, he visits the winery and the National
5 6 7 10 7
History Museum. Then he goes to Cine 1 to see ‘Pearl Harbour’.
11 12 13 7 3 7
He says, “I always enjoy touring, but the San paintings, on the cave wall in the Happiness
3 14 12
Mountains, are the most exciting thing I have ever seen!”
← ANY FIVE
1 Capital letter for titles
2 Capital letter for names of people
3 Paired commas for enclosing extra information
4 Capital letter for names of city; town
5 Full-stop at the end of a sentence
6 Capital letter at the start of a sentence
7 Capital letter for the name of guest houses; museums; names of films; names of a people; name of mountains
8 A comma to mark off a phrase at the start or end of a sentence
9 Capital letter for the days of the week
10 Single or double inverted commas to highlight the name of a film
11 Comma to separate direct from indirect speech
12 Single or double inverted commas at the start and end of direct speech
13 Comma before ‘but’
14 Exclamation mark to express an emotion
← PAST TENSE
Mr Peter Arendse, a tourist from New York, arrived in Happy Vale. He was staying at Happy Farm Guest House, in Main Street. On Tuesday, he visited the winery and the National History Museum. Then he went to Cine 1 to see ‘Pearl Harbour’. He said, “I have always enjoyed touring, but the San paintings, on the cave wall in the Happiness Mountains, are the most exciting thing I have ever seen!”
ACTIVITY 10
← Filling in forms is a skill learners will have to employ many times in life.
Discuss any unfamiliar terms beforehand.
Handwriting must be neat and legible.
← It is important that learners consider illiterates at this stage – how difficult life must be if you cannot read or write!
ACTIVITY 11
← Learners must first identify all the symbols.
← They should also go around town and see how many signs there are in their own town.
← It is also a good time to go over traffic signs with them!
← Reading passage to practise listening skills:
← Read this TWICE and fairly slowly.
After leaving the plane, a tired Mr Arendse entered the terminal building. He made his way to the information desk to make enquiries about the facilities at the airport. A short conversation with the lady in attendance gave him all the information he needed.
He went down the escalator to locate the public telephones. He wanted to phone his family to tell them of his arrival. They were so pleased to hear his voice and, eager to see him, promised to set off for the airport immediately. However, Mr Arendse knew that it would take them at least two hours to travel the 200 kilometres from their home to the airport.
While he was waiting, he decided to freshen up a little. He proceeded to the cloakroom where he had a shave and a shower. While shaving he nicked himself and as the cut would not stop bleeding, he asked to be directed to the First Aid station. There they managed to stem the flow of the blood and dressed the cut.
Mr Arendse now felt much better, but his stomach was starting to rumble and he realized it had been three hours since he had last had a snack on the plane. He made his way to the restaurant where he enjoyed a juicy steak and a fresh salad. Feeling refreshed and replete, Mr Arendse settled down to wait for his family in the waiting room. He had not been there ten minutes when they arrived and a happy reunion ensued.
← Order of symbols: 9 , 12 , 11 , 4 , 2 , 3 , 7 , 10.
← Encourage the learners to create original signs and symbols.
← Let learners read their signs and display their symbols to the class.
← Working in pairs, let learners match the signs to the symbols.
ACTIVITY 12
← Try to ensure that the learners consult as many sources of information as possible. They may need a little guidance in using unfamiliar sources as it is important that they stretch their minds a bit outside the borders of South Africa.
1. Switzerland 7. Japan
2. Kenya 8. Namibia
3. France 9. USA
4. Tanzania 10. Australia
5. Spain 11. Egypt
6. Italy 12. Zimbabwe
← Give the learners the rubric for an oral presentation (included in this guide), beforehand so that they will know what is required of them.
ACTIVITY 13
← Learners may need guidance in drawing up the list of questions. This may also be done as a group activity. Make sure the questions are open-ended.
← Let the learners interview learners in other grades, parents, educators, neighbours, etc.
← Explain how a report must be drawn up. This can be a very simple report with the learner’s findings. Compare findings.
ACTIVITY 14
← This is a fun activity to reward learners for their hard work.
← Ensure that the learners’ sentences convey the meanings of the words.
← Learners can read their sentences to a partner, leaving out the relevant word. The rest of the sentence should enable the partner to choose the missing word from the list.
← Allow the learners a chance to enter the new words in their VOCABULARY BOOK!
REFLECTION on this module: Refer to the pre-assessment activity. Learners may be tested on how many words they now recognize and know. Let them write about what they have learnt and especially about the various skills they have found.
GRADE 8 MODULE 4
A. PHASE OVERVIEW
This is the first year in high school but the last term. By now, the learners should have a grasp of the scope of work in high school and also that more is expected of them individually. It is vital that learners understand here that their choices and personal effort will make a difference to their lives – otherwise Grade 9 is an uphill battle, academically and personally.
Again, attention is drawn to listening, speaking, reading and viewing, writing, thinking and reasoning and language use skills as these skills will prepare them for their future and leave them confident and independent and ready to make the right choices in later life. With the emphasis on temptations today, these are skills that should be considered very seriously. Also the ability to work in a team.
B. LEARNING PROGRAMME OVERVIEW
The focus in this module is slightly on thinking and reasoning but there is an even spread among the activities although language takes a bit of a back seat here as visual elements are introduced. The module is also slightly shorter as this is a term for the final tests.
Learners are asked to do research, to design and to draw but always to draw conclusions about their findings. The same applies to their interviewing activity.
They are asked to write a fable after studying one, to write descriptively and factually and to sum up after researching a topic. At the same time they are asked to write an invitation, fax and letter of thanks – always doing a rough draft first (which should always be handed in too). In keeping with the writing, some punctuation techniques are sharpened. Their writing extends to tackling environmental issues.
This time, time is spent on handwriting techniques and learners are encouraged to write well. This is too important a skill to ignore. Visual literacy is tackled as well to encourage intelligent viewing.
This module should take 1 term but could be handled in less than a term for examination purposes but also for revision time.
Assessment Charts are regularly given to assist the learners.
C. STEP-BY-STEP-THROUGH THE ACTIVITIES and THE MEMORANDUM
ACTIVITY 1
← Fables are short, short stories and are a wonderful way of teaching writing techniques, morals, punctuation and, in this case, even parts of speech! Allow the learners some latitude as far as their own fable is concerned. But reading their fable well to the class can be another activity if you wish.
← You could also introduce the other fabulists to them e.g. Aesop etc
[pic] SUGGESTION: Select a theme for the fables (e.g. Lessons for teenagers?) and then publish a little booklet with their fables.
1. What is a fable: A tale, especially with animals as characters, conveying a moral
2. La Fontaine: Jean de la Fontaine was one of the great poets of his age and is justly famous for his fables. He was a vivid story-teller, who drew his material from the great stories of Aesop, putting them for the first time into verse.
He was born in Chateau-Thierry in 1621 and died in 1695 in Paris. Among his friends were Moliere and Racine, also well-known French writers.
3.
|maxim |a general truth or rule of conduct expressed in a sentence. |
|avarice |greed |
|gain |increase of possessions; the acquisition of wealth |
|hoard |an amassed store |
|treasure |accumulated wealth |
|miserly |niggardly, not giving out easily |
|beyond all measures |excessively |
|slew (from “to slay”) |killed |
|wealthy |rich |
|moral |a life lesson teaching right from wrong |
4. Typical characteristics of a fable:
← Uses animals as main characters
← Has a moral
← Is short
← Is amusing.
← Is a narrative
5. What did he do that was so stupid? He killed the very thing that assured him of wealth.
ACTIVITY 2
[pic] Besides concentrating on reading techniques in this activity, you can also:
← Go over the colours of the rainbow with them;
← Ask them to mention any colourful characters that they know;
← Introduce them to some artists who use vivid colours in their paintings e.g. the Impressionists;
← Ask them if they have seen any street festival- whether they can describe the colourful costumes;
← Introduce them to colour photography (you can use magazine pictures too);
← Go over some figurative language with them; and finally,
← Establish some summarising techniques because that is how the questions were graded.
(a) What does ‘Our Colourful World’ mean to you? Leave this open-ended.
(b) What is one way of looking at the title, according to paragraph 2?
Give your answer as a statement, in a simple sentence, without using figures of speech.
There is a way of just looking at the actual colours used in the world about us.
(c) What is the main point of paragraph 3 – in your own words?
Peronalities and characters can also be colourful
(d) What the two main points made in paragraph 4 – in your own words?
Because artistic and poor people pay little attention to public opinion, they are naturally colourful as they are free to express themselves.
(e) Besides being colourful, having vivid costumes and original music, describe four other qualities that make the Cape Carnival such a success – use adjectives of the words supplied in paragraph 5.
The dancing and singing are lively, energetic, exuberant and joyful.
(f) What contrast is offered in paragraph 6? Black and white vs. colour photography
(g) In paragraph 7, mention two ways that the mind is affected by imagery.
The mind can be stimulated and not told what to think; the mind can create its own pictures.
(h) The writer feels we should do something now, having read this article. What is it?
We should now daily really look at the colours that surround us in the world.
ACTIVITY 3
← There is a whole Science attached to the effects of colour. Discuss this with the class.
← Draw up a long list of proverbs and idioms introduced by the class and perhaps illustrate them to place on the walls of the classrooms. (In this way, the learners will remember them more easily).
[pic] SUGGESTIONS: Perhaps they can make up some proverbs and idioms of their own (South African versions!)
ACTIVITY 4
← It is important for learners to really start thinking about their world and how it is treated. They should understand all the terms because they are bandied about the world and are the centre of controversy e.g.genetically-modified food etc
[pic] SUGGESTION: Perhaps ask a horticulturist to address the class on alternatives to pesticides.
← Ask the class in groups to do research on endangered species and then on what is being done in South Africa to alleviate this problem e.g. Cheetah Outreach; The Raptor Centre etc.
← Learners should definitely be left with the impression that there is such a thing as the power of one – that one person can make a difference. Perhaps they can think of people who did make a difference in the world by sheer dedication, conviction and relentless effort.
1. Select three Acts that have been enacted in South Africa to protect the environment.
Learners should do some research here. Perhaps write to the Dept of the Environment?
2. Give a definition of ‘global warming’.
As the ozone layer (which cushions the Earth from the sun’s rays), thins, more heat of the sun comes through, warming the Earth beyond what it has experienced before.
3. Mention some of the effects of global warming:
The ice-caps will be effecte, the flora and fauna and weather patterns.
4. What is ‘El Nino’? A high-pressure area that sits over the Atlantic that prevents cold fronts from reaching South African shores which means we have a long summer, with little rain.
5. How do pesticides affect the environment? They poison the soil, human beings, insects and birds of prey who eat an animal that has died from poisoning.
6. What is meant by genetically-modified foods? Is there a problem?
Some foods have been genetically modified to have resistance to pests etc, but the fear is that these plants do not generate their own modified seeds and so new plants will have to be bought constantly which makes it expensive and possibly abusive as food markets affect the economy of a poor country which constantly have to buy new modified seeds from these mother companies.
7. What would be the consequences of water shortages in the long-term on mankind?
Explain your opinion.
Man would die. Mankind cannot live without water!
8. Why we should look after endangered species with particular care. In your view.
Leave this open-ended and let learners air their views.
9. How does man’s greed affect the environment? Try to summarise your view.
We take so much land away from animals, plants and insects; we affect the life cycles of species that live on a particular stretch of land only and this we take away; we hunt where it is not necessary; we poach – mainly to feed our own ego’s (jewellery; love potions etc); we make money our God;
we litter; we waste; we make films merely for our amusement and to make money and in the process, we ruin the landscape; we hurt animals because we do not care about or for them. . .
10. What can one person do to help? Number your ideas.
Join a society and do volunteer work.
Teach your peers and young children about Nature.
Write letters when something happens that is not right in your view.
Let the learners come up with their own ideas and share these ideas.
11. What do the following terms mean.
|WORDS |MEANING OF THE WORD |
|A. Biodiversity | |
|B. Deforestation |to clear forests / trees |
|C. Rain forests |luxuriant tropical forest with heavy rainfall |
|D. Desertification |the process of making or becoming a desert |
|E. Earth Summit |a global meeting of environmentalists discussing world environmental issues |
|F. Fossil fuels |a natural fuel such as coal or gas formed in the geological past from the |
| |remains of trees |
|G. Greenhouse effect |the trapping of the sun’s warmth in the lower atmosphere of the earth caused |
| |by. |
| |an increase in carbon dioxide which is more transparent to solar radiation |
| |than to the reflected |
| |radiation from the earth. |
| | |
ACTIVITY 5
← This is just one example but you can provide more and then also ask the learners to give passages to their friends and vice-versa.
← This is such an important exercise because all writing, answers to questions and even reading relies on good punctuation so it is worth doing this slowly and making sure that EVERY learner can do this and understands WHY (s) he is doing it before moving on. It is a BASIC skill so is a foundation for future work and understanding.
← ‘Hello. Is that Mr Ploughman? This is Mrs I. C. Yu speaking, from The People Paper. I believe you are building a new housing complex on the river-bank of the Ezengi River. I would like to know whether you have received permission from the local council to build there and also whether you know that this is the home of the endangered Blue-headed Zinc. This is its only habitat. You will definitely send it into extinction.’
‘Madam, we are not interested in the Blue-headed Zinc and, after all, housing is needed!’
‘Are you prepared to talk about it or are you going ahead anyway?’
‘We are too far gone with our plans. This is an expensive exercise, you know. We cannot just stop now!’
‘We shall bring a court interdict against you to stop you from proceeding and am just notifying you, in advance, that you will be receiving such a notice.’
‘Well, do not speak to me. Send the notice to Mr G. Reed. He is in charge.’
‘Thank you. I will do that!’
ACTIVITY 6
← Another skill that seems to be lost is the ability to tell the truth, the whole truth and nothing but the truth. Very little can be re-told today without some embellishment or omission which affects the truth. And, as a result, there is endless misinformation in the world, which affects perceptions.
← So, again, do this slowly so that learners understand the skills involved. All learners.
Ithaba said that that day he had seen a very strange animal. It had a l-o-n-g tongue which it whipped out to eat insects and when he placed it on different plants it changed colour. He wanted to know from Sakhela what it was called. Sakhela believed its name was ‘a chameleon’ and that the changing of colours helped it to camouflage itself. He continued that it was a harmless animal and very friendly, so encouraged him to look after it. Ithaba wondered whether Sakhela knew that it could also swivel its eyes around. He exclaimed that it really was an amazing creature. He felt that it was a pity that it moved so slowly because very often it was squashed by traffic. Sakhela agreed and added that if a motorist saw a chameleon – or even a tortoise – that he should return it to the vegetation on the side of the road. He felt it was not fair to keep animals like those in captivity. People kept strange animals to boost their own ego’s and had no feelings for the animals or their needs. Of course he agreed that there were exceptions, such as taking animals away from a war-torn area or rescuing an injured animal. But as soon as an animal was healed, he believed that it should be returned to the wild.
ACTIVITY 7
← The whole question of school uniforms has been raised endlessly for generations. Some countries use them; insist on them; others have no use for them. Both sides have cause for concern (Perhaps a good question for a class debate first?)
← However, the strength of the activity lies in its completeness: There is research to be done, interviews to be held; written reports to be done; conclusions to come to and then finally, after all the preliminary work, the presentation to the class.
← Learners must understand that many presentations are the RESULT of a process. That if the process is flawed, the result can be flawed. This is also a time to examine their group work and perhaps to work on improving it. Ask each group if it had a problem with group work and, as a class, work out a solution for this problem.
← If the ideas are very good, perhaps some schools would like to hear their ideas? Or even the Education Department?
ACTIVITY 8
← This is also an important exercise because we are looking at no slang and no use of contractions.
← Also the use of good format. The message that the learner must learn is that although these are almost formal pieces of writing where it is clear what style is required, that good writing is still required. Particularly having no errors.
← Learners must also make use of the opportunity to do a rough draft first. Control this so that it is a useful tool. All rough drafts must be handed in too and you should look at them to guide the learners.
[pic]
[pic]
← A fax to your best friend telling her / him about what you and your partner
will be wearing. (You might like to include a colourful design).
|To: Katie Jackson From: Jenni Leigh |
|Business: ABC Agency Business: Amazing Pty Ltd |
|Date: 15 January 2004 No. of pages: 1 |
| |
|Have been invited to THE dance I told you about with THE man of my dreams: John J. It was very exciting when he approached me, |
|looked about shyly and then just blurted out, ‘ Please will you go with me to the Formal on Saturday’. I swear he emphasised the |
|‘Please’! |
| |
|I have decided to wear white, can you believe it. Here is a design of my dress: |
|It is a soft material and the brooch in the middle is a diamante that shines beautifully. What do you think?! |
| |
|I shall wear a soft green stole with the dress if it is cool and also wear small white flowers in my long black hair. Do you think I |
|should wear it up or down? Answer, my friend! |
|[pic] |
← Describe the hall, the decorations, the food and the music (without using ANY slang and contractions!). In other words, write so well that your answer could be used for a newspaper article!
← Select the best and display them. Let the others learn from those who do this activity really well.
← Thank-you letter to the organizer of the function congratulating them on their success.
← Heading, opening, opening paragraph and tone should be correct. Explain what register means.
ACTIVITY 9
← Here you have a list of words to do with colour.
← Now you can use any other category and do the same exercise e.g. words that describe an emotion;
← Words that will be used on holiday; words used by Jamie Oliver (popular chef) etc
← Learners do need to improve their vocabulary as this will give them so much confidence in general.
← Perhaps make sure that learners do have a personal dictionary (a good one) and that they are also keeping a book for recording new words they come across.
ACTIVITY 10
← Wording in advertising is so crucial to the message they are trying to convey so after studying this advertisement, go over some more and ask them to report their findings.
← Advertisements are aimed at younger and younger learners these days so you should spend time on letting the learners look at advertising objectively.
1. Decide whether the following are FACT or OPINION:
|Fact |Tick ( |Opinion |Tick ( |
|The most special baby in the world. | |The most special baby in the world. |( |
|Comes in blue and pink. |( |Comes in blue and pink. | |
|The tile records the date of birth. |( |The tile records the date of birth. | |
|This is something you definitely need | |This is something you definitely need |( |
|You should show how proud you are | |You should show how proud you are |( |
|What better way to remember that special day | |What better way to remember that special day |( |
|Contact memorytiles@mweb.ca.zo |( |Contact memorytiles@mweb.ca.zo | |
2. Discuss the appeals of this advertisement::
← Appeals to our sense of . . . motherliness / maternity / tradition / pride . . .
3. Decide on the suitability of the font and the picture.
← Feminine font, appealing to mothers and sentimentality.
← Picture cute, always has appeal
4. How successful is this advertisement would you say? How do you think it could have been improved or do you think it is successful as it is? Open-ended
ACTIVITY 11
← Here there are just a few prefixes used. You can use more or even ask the learners to ask one another.
[pic] SUGGESTION: You can also do some activities on the Origin of Words e.g. Latin roots etc.
← It is also a good time to see that they have a good dictionary each or that they have started their own home dictionary for recording any new words they come across.
The Unusual Art Gallery
The blueness of the summer sky impressed an artist, called Mr Hypersensitive. He superimposed the natural multi-colours that surrounded him, in his art and then telephoned his gallery director, Mr Extraordinary, to tell him the news. He was overjoyed. He could foretell that any exhibition would be successful.
So, he re-organized his art gallery into a garden. Around the perimeter he placed trees; in the centre he placed flowering shrubs and twenty rose plants called “Symphony”. He knew he would receive the cooperation of his staff to get the show ready on time. He placed all the paintings on the circumference of the inner circle. He corresponded with other art gallery proprietors and soon the guests arrived for this unbelievable show which was praised for its ultra-originality.
|Word |Prefix |Meaning of prefix |Meaning of the word |
|Impressed |Im- |On |Pressed on . . . |
|Hypersensitive |Hyper- |Above |More sensitive than normal |
|Superimposed |Super- |over |Placed over . . . |
|Multi-colours |Multi- |Many |Many colours |
|Surrounded |Sur- |Around |All around |
|Telephoned |Tele- |From afar |Sound from afar |
|Extraordinary |Extra- |Over and beyond |More than ordinary |
|Overjoyed |Over- |Over |More than just joyful |
|Foretell |Fore- |Before |Tell beforehand |
|Exhibition |Ex- |Out of |Something that is put out |
|Re-organised |Re- |Again |Organised again |
|Perimeter |Peri- |around |Placed on the outside of |
|Symphony |Sym- |With |Sound made together |
|Cooperation |Co- |With |Working with |
|Circumference |Circum- |Around |Around the circle |
|Corresponded |Cor- |With |To be in touch with |
|Unbelievable |Un- |Not |Not to be believed |
|Ultra-originality |Ultra- |Over and beyond |Much more than just original |
ACTIVITY 12
|Verticals: respect, dignity and |Horizontals: |Rays from central dot: glory and |Spirals from centre: excitement |
|strength |rest and peace |liberty |and movement |
| | |[pic] | |
| | | | |
| | | | |
| | | | |
|Curves: rhythm and grace |Diagonals: action and movement |Squares: stability and unity |Triangles like pyramids: security|
| | | | |
| | | | |
| | | | |
| | | | |
|Broken shapes insecurity and |Circles: ideas if space |Corners like sharp angles: action| |
|instability | |and aggression | |
| | | | |
| | | | |
| | | | |
| | | | |
ACTIVITY 13
← Everything on the face tells a story: The mouth, the nose, the eyes (especially), the eye-brows, the cheeks (puffed up?), the hair-do, the teeth, the tongue, the chin.
← The body is also a story-teller: Arms akimbo, folded, held behind the back, clasped in front, over one’s head; legs together, apart, bent at the knee, one in front of the other, on your knees; chest thrust out; shoulders slumped, upright, proudly back; hands in various positions.
← See how well they express the different emotions which should be expressed as abstract nouns e.g. defiance, anger, pride etc
← After this activity, the learners should be more au fait with visual literacy.
ACTIVITY 14
← As this is another BASIC skill, please take time and do this thoroughly. We hope you see an improvement in the handwriting that was illegible before!
GRADE 9 Module 1
Overview
Learners are now ready to make important decisions and to solve problems and are moving into the field of finance, where decision-making and problem-solving plays a major role. The use of language, reading and viewing, writing, thinking and reasoning , listening and speaking skills will help them to develop into confident citizens and empowered people.
The four ICS English modules will provide the opportunities for this confidence and empowerment.
Step-by-step through Module 1
IN THIS MODULE
In this module learners are given opportunities for understanding decision-making (making resolutions; assessing standards throughout; considering Human Rights issues; exploring the concept of pocket-money; looking at hard-sell advertising; assessing their own behaviour in class and the choices that go with that; exploring the role of infomercials; researching how to finance a purchase; budgeting for a party;) and solving problems (looking at the role of money in our lives); learning about budgets; learning how to fill in an application form acceptably; looking at financial problems and sharing solutions; writing a letter to the Advertising Complaints Board; looking at ways of earning extra income; sharing a problem with a friend via a letter; reading a story dealing with unselfishness and the love of sharing; writing an essay about advertising and choices). Learners are guided throughout by Assessment Charts and checklists and given the Learning Outcomes.
It is important for educators to reserve, in their planning, a 10-hour session for the Common Task Assessment.
CRITICAL OUTCOME:
IDENTIFY AND SOLVE PROBLEMS AND MAKE DECISIONS USING CRITICAL AND CREATIVE THINKING.
TOPIC: MONEY MATTERS
GOALS FOR THE YEAR:
It might also be a good idea to let pupils write themselves letters about their plans for the years – these are sealed and kept by the teacher until the end of the first / beginning of the second semester when the letters are opened and read and their progress discussed. It is a useful activity to teach pupils how to set themselves realistic goals and how to take their own abilities into consideration when setting themselves goals.
PRE-ACTIVITY SELF-ASSESSMENT:
← Please stress to the learners that we are relying on their honesty when they fill in this checklist on their prior knowledge.
ACTIVITY 1 POETRY
You could introduce the topic with the ABBA song “Money, money, money”. Please keep in mind at all times that money and finances are sensitive issues for everyone.
Let the learners read and discuss this poem and its title in their groups – perhaps in different voices.
← Suggested answers:
1.1.1 Alliteration
1.1.2 “bread”: food “shelter”: home / home “fire”: energy / electricity
1.1.3 He emphasises that no one should be excluded.
1.1.4 Take a new/realistic look at how we view money and how we fight about it. To be more logical.
ACTIVITY 2 THINKING ABOUT HUMAN NEEDS AND RIGHTS
2.1 and 2.2 Open discussion – make sure opinions can be supported by the text itself – lead pupils towards a discussion on human rights and issues like the housing crisis in South Africa.
2.3.1 Level 1 (top): Self-actualisation
Level 2: Self respect and respect of others
Level 3: Love and acceptance
Level 4: Security
Level 5 (bottom) Physiological needs
2.3.2 and 3 Open discussion. Also introduce the idea of children’s rights / pupils’ rights / teachers’ rights.
Suggest that pupils draw up a charter of rights for one of these groups.
ACTIVITY 3 BALANCING A BUDGET
3.1. After the groups have discussed the questions, let them report back to the class to ensure that each pupil understands the terms “budget”, “balance” and “expenses”.
← Facilitate the group debate: make sure that quieter pupils are also involved.
ACTIVITY 4 IDENTIFYING AND ANALYSING EXPENSES
4.1 Discuss the three fictional characters with the class. Explain vocabulary e.g. IT-expert, domestic, insurance etc.
Let each learner fill in a form (included) on their character – a useful exercise in reading, understanding and vocabulary. They may need some guidance on this. Where details are not known, let them make up the information. e.g. Employer’s name and address, ID numbers, etc.
Ensure that the learners identify the pictures correctly.
The pictures represent: savings; telephone/interne; electricity/services; transport; food and drink/groceries; education; cigarettes; clothing; medical expenses; housing/rent; entertainment.
They may choose to add other expenses or omit some of these, but must provide a reason for their choice.
The character’s income should be realistically allocated to cover these expenses. Learners may need guidance with this – encourage them to consult their peers, their EMS educator or parents – but the final product must be their own work. Let them draw up a simple balance sheet.
4.2 Mark this to see how accurate they were.
ACTIVITY 5 DIALOGUE
5.1. Make sure pupils are familiar with the play-form format:
← Opening lines to set the scene, in the present tense
← No inverted commas
← Name and colon before each speaker’s words
← No writing beneath speaker’s names
← Stage directions / adverbs to indicate voice tone etc. in brackets
5.2. Let’s Act: Give pupils guidance on what you expect from role-play activities and what specific criteria you will use for assessment.
ACTIVITY 6 “FANTASTIC OFFER”? THINK AGAIN!
6.1 Learning the spelling will also reinforce the new vocabulary. Ask weaker pupils to arrange the words in alphabetical order. A spelling test can assess what they have learnt, or use the crossword at the end of the module. Perhaps arrange the words in word class order?
6.2 Instalments: R200 x 24 months = R4800
Deposit: R 300
Total amount = R 5100 !
Pupils may collect similar advertisements to display in class.
Let the learners create a radio/TV advertisement along similar lines.
Create a jingle/rap/slogan to accompany this FANTASTIC FURNISHER’s advertisement.
ACTIVITY 7 SENTENCES
7.1. PUNCTUATION:
← the dash in line 2: emphasizes what follows = the climax of the sentence
← the 1st comma in line 5: introduces direct speech
← the 2nd comma in line 5: marks off someone who is being addressed
← the hyphen in line 7: forms a compound verb
← the dash in line 8: sets apart an extra thought
← the comma in line 9: introduces a participial phrase
← the hyphen in line 16: forms a compound adjective
7.2. SENTENCE PARTS
7.2.1. Mr and Mrs Jonas were shopping in town.
7.2.2. The next month they received a short letter with an invoice.
7.2.3. The invoice and the letter were sent to the couple’s home.
7.2.4. The special offer and the idea of receiving something for free were very attractive to them.
(subjects in boxes – rest = predicate)
7.3. PHRASES and CLAUSES
PHRASE: group of words without a finite verb
CLAUSE: group of words containing a finite verb
Revise the basic parts of speech if your pupils battle to find / identify e.g. finite verbs. Use the passage for revision.
7.3.1. phrase – no finite verb, “to browse” is an infinitive
7.3.2. clause – “returned” is a finite verb
7.3.3. phrase – no finite verb, “giving” is participle
7.4.1. subordinate clause
7.4.2. main clause
7.4.3. subordinate clause
7.4.4. subordinate clause
ACTIVITY 8 TIME TO FIGHT BACK
Guide pupils through the writing process. Emphasise neatness and handwriting when completing the form
ACTIVITY 9 SELF-ASSESSMENT
It might be useful to use this opportunity to sort out any behaviour and motivation problems while guiding pupils through this rubric. Encourage them to be honest with themselves, prove your commitment by assessing yourself as well!
ACTIVITY 10 ROLE-PLAY
By now pupils should be familiar with role-play and you can make it clear that our expectations have increased. Make sure they realise that communication as well as creative thinking are important in this activity.
ACTIVITY 11 PROBLEMS AND SOLUTIONS
← Learners need to consider the problems and decide (identifying obstacles) which problems are being experienced.
← After the group discussion, each learner must propose ways in which to solve the problems they have selected.
← Encourage learners to think carefully about each solution as they will have to report back on their reasons for suggesting them.
ACTIVITY 12 LETTER
Emphasise correct format and structuring of paragraphs – one main idea per paragraph etc.
ACTIVITY 13 INFOMERCIAL
Use the rubric as a teaching tool. Encourage class participation in the assessment process. Encourage creativity. Make sure pupils feel “safe” enough to perform in the classroom environment.
ACTIVITY 14 POSTER
A good idea to use peer assessment here.
ACTIVITY 15 PROVEBRS
Show pupils how to use various reference books e.g. dictionaries, to find the meanings. Do the same with other words.
ACTIVITY 16 RESEARCH: HOW TO FINANCE A PURCHASE
This activity can be shared with the EMS Department. Emphasise the importance of the declaration at the end of the assignment.
ACTIVITY 17 READING
Provide guidance for reading aloud. Also use whatever literature book you are using at the moment for prepared, dramatic reading.
ACTIVITY 18 COMPREHENSION
This short story could even form part of your literature study. Learners could look at the characters in the story. We learn about characters by looking at:
← What they say
← What they do
← What others say about them.
Make sure they follow instructions.
POSSIBLE ASSESSMENT FOR READING, UNDERSTANDING AND RESPONSES
| |ACCOMPLISHED |DEVELOPING |BEGINNING |
| |* * * |* * |* |
|READING |Participates confidently |Participates with hesitation |Lacks confidence when reading |
|UNDERSTANDING OF TEXT |Understands; shows ability to |Some mis-interpretation, but |Lacks understanding; |
| |respond |used dictionary |Reads word-for-word, not whole|
| | | |sentence. |
|RESPONSES |Responds appropriately and |Some hesitation |Many hesitations and |
| |quickly | |inappropriate choices. |
ACTIVITY 19 DICTION and IMAGERY
Diction: Help pupils to identify verbs and adverbs from the text. Do other exercises.
Imagery: Re-use similes and metaphors with the learners
ACTIVITY 20 SENTENCE TYPES
Go over statements, questions, exclamations and commands with them.
|SENTENCE |TYPE |
|Her eyes were shining brilliantly as an idea flashed into her mind. |Compound |
|It reached below her knee and made itself almost a garment for her. |Complex |
|I will make him think that I am still pretty. |Compound |
|Jim seemed to quickly wake out of his trance. |Simple |
|An ecstatic scream of joy was followed by hysterical tears. |Simple |
ACTIVITY 21 PROBLEM-SOLVING
Encourage learners to take these problems seriously, to be sympathetic and compassionate towards others and to be positive at all times.
The questions, the rubric (at the end of the module) and the checklist will serve as a guide for the learners and assist you in evaluating their effectiveness in solving problems.
ACTIVITY 22 UPGRADING OUR VOCABULARY
Make a list of banned words/ get/got/nice/ a lot . . . and always give alternatives.
ACTIVITY 23 PUNCTUATION
Emphasise neat writing so the exact placing of the punctuation mark is clear.
ACTIVITY 24 WORD FORMATION
← Nervous
← Suitable
← Happiness
← Beautiful
← Expensive
← Calculations
← Ecstatic
← Peculiarity
ACTIVITY 25 LISTENING SKILLS
Explain clearly what is required of the learner. Each must have the picture page in front of him/her.
Read the conversation twice:
← First, to enable them to identify the items.
← Secondly, to fill in the prices.
Pumla enters her local supermarket and approaches an employee for help
ASSISTANT : Hello, can I help you?
PUMLA : Yes, thank you. I am having a dinner party and I want to prepare a tasty chicken dish.
ASSISTANT : The chickens are in the refrigerator. Follow me, please. Ah, here’s a big chicken priced at R17,95. Will that do?
PUMLA : That’s fine.
ASSISTANT : Anything else?
PUMLA : Yes, please. I shall need onions, lemons and garlic to flavour the chicken.
ASSISTANT : Right, just let me weigh these. That’s R2.10 for the lemons, 59c for the onions and R1,13 for the garlic.
PUMLA : For vegetables I thought I would serve peas and carrots as the green and orange colours will brighten up the table.
ASSISTANT : I have a kilogram of peas @ R8,95 and the carrots cost R1,98 a bunch.
PUMLA : That’ll be fine. Now, just let me check my list. Oh, I also need half a dozen eggs and a litre of milk to make the dessert.
ASSISTANT : Will extra large eggs be all right? They cost R3,29 for six and the milk has just gone up, so a carton of milk now costs R3,99.
PUMLA : Oh, I’ll take a slab of chocolate too. I have R60. I hope that will cover everything.
ASSISTANT : No problem. That’s another R3,95 for the chocolate. Altogether that comes to …
PUMLA : Thank you for your kind assistance. You have been so helpful.
ASSISTANT : It’s a pleasure. Here’s your change. Good day!
← Once the learners have done the calculations, advance to Activity 27 to find the till slip for these purchases so that learners can check their answers.
ACTIVITY 26 INTRODUCTORY PARAGRAPHS
It might be good idea to write paragraphs together as a class, then in pairs and finally individually.
ACTIVITY 27 Till-Slip Quiz
Acronym – a word formed from the initial letters of other words.
Value Added Tax ( VAT
Let the learners think of other acronyms e.g. USSASA, LASER, SCUBA, NATO.
They can have fun creating their own acronyms.
← Discuss all the answers at the end
ACTIVITY 28 REPORTING ON RESEARCH
This activity should make the learners more aware of price differences and savings that can be made. Their conclusion should be that convenience stores are usually more expensive than supermarkets. You could ask them to explain why this is so.
← Discuss all the answers at the end
ACTIVITY 29 ARGUMENTATIVE / DISCURSIVE ESSAY
Spend quite a bit of time teaching writing method, making sure that pupils know what the genre expects of them.
← Go over the checklist too.
ACTIVITY 30 CARTOON
Pupils could bring more cartoons to class. Use these to teach cartoon format, explaining humour and changing dialogue into reported speech.
ACTIVITY 31 DESCRIPTION
Have a class/group discussion to determine what the learners understand by a “sixth sense”.
There are a number of games that allow the learners to experience their different senses.
SMELL: Fill containers with different smelling liquids or other foodstuffs (e.g. herbs, antiseptic, vinegar, etc). Blindfold the learners and ask them to identify the smell.
HEARING: Record various sounds (e.g. telephone ringing, car revving, etc) which they must identify.
TOUCH: Put some articles (e.g. sandpaper, cotton wool, etc) into a container/bag. Ensure that they cannot see them and let them decide what the articles are by feeling them.
TASTE: Let them taste various foodstuffs (e.g. sugar, lemon juice, etc) and describe the taste.
SIGHT: Put 20 articles on a tray/table. Give them about two minutes to look at the articles and then cover the articles. Let them write down all the articles they can remember. You could also ask them questions about the articles as this teaches them to be more observant.
Writing: Let the learners devise their own rubric to determine what is required in this piece of writing. For example:
← Make use of the senses for the description.
← Use good descriptive words.
← Write in the present tense.
ACTIVITY 32 CROSSWORD PUZZLE
This crossword should be fun, but is also reinforcement of the vocabulary they have learned in this module and can be used as an assessment tool.
WRAPPING UP THIS MODULE
← Learners will evaluate what they have done.
← You will be able to see how many of them feel they need more practice at a particular skill and then you must give them another similar exercise to reinforce this skill.
← Learners who are able to cope with all the skills can tutor those of his/her group who need help.
← When it comes to upgrading, you will need to look at each of the learner's charts and decide how much remedial work you will need to do for reinforcement. Use these charts as a diagnostic tool.
PROBLEM-SOLVING
This is a basic framework for problem-solving and can be adapted to suit different situations.
1. Define the problem.
2. Discuss all the ins and outs, gathering information.
3. Brainstorm for solutions.
4. Choose a solution to try.
5. After there has been time to try it, evaluate that solution.
6. Back to the drawing board, if necessary, OR congratulate yourselves on a problem well solved!
The problem-solving checklist may be used by educator or adapted to use as a checklist for the learner, as has been done in the module.
|THE LEARNER … |Not often |Usually |Always |
|Makes sure (s)he understands clearly what the problem entails. | | | |
|Brainstorms ideas in order to have several solutions from which to choose. | | | |
|Is willing to try new things and make changes to his/her original plan / mind map | | | |
|after reflection. | | | |
|Asks questions when (s)he does not understand. | | | |
|Listens to educator’s suggestions for improvement. | | | |
|Looks for things (s)he can improve. | | | |
|Tries another solution if first choice does not work. | | | |
|Works hard to finish the task or assignment. | | | |
← The RUBRIC in the module may be used as both an assessment and a teaching tool.
PRACTICE MAKES PERFECT!
This is a very valuable self-assessment tool to monitor progress. Used with the final summary of marks, it will give you a good picture of the learner’s standard and ability at this stage.
VOCABULARY: LOOK UP the meanings!
PURE ADJECTIVES qualify nouns, pronouns and gerunds. (Note the suffixes!)
admirable
aggressive
apparent
appropriate
argumentative
authoritarian
awesome
coherent
colourful
costly
current
discursive
dishonest
disruptive
distinct
dominant
ecstatic
exchangeable
fantastic
feasible
fierce
insurmountable
irrelevant
potential
realistic
revolutionary
rudimentary
stereotypical
uncapable
unnecessary
wet
Past and Present PARTICIPLES qualify nouns, pronouns and gerunds. (Note the suffixes!)
convincing
elaborated
embarrassed
distinguish
exempt
exploited
eye-catching
misleading
misused
motivated
over-emphasized
practised
ransacked
seething
sophisticated
supporting
tempted
VERBS = to -
browse
budget
calculate
cascade
challenge
beware
brainstorm
distinguish
entail
exploit
falter
flutter
generalise
portray
prioritise
reflect
resist
respond
whirl
ABSTRACT NOUNS NOTE the suffixes.
assignment
clarification
co-operation
conflict
criteria
culture
definition
diction
elaboration
fulfilment
hierarchy
Human rights
imagery
Impact
independence
industry
instalments
interaction
Irony
luxury
marital status
maturity
Mild interest
Modifications
need
payment
privilege
productivity
purchase
re-cycling
sanity
resolutions
responsibility
salutation
self-assessment
sequence
Sixth sense
Strategies
target market
trance
transaction
solution
NOUN OF AGENT (The person who . . . NOTE the suffix)
bargain-hunter
consumer
retailer
victim
ADVERBS tells you how, when, where, why and to what degree something happened or is.
brilliantly
constructively
convincingly
creatively
spontaneously
traditionally
COMMON NOUNS (Notice use of ‘the’)
The burdens
The caption
The characteristic
The deadline
The deposit
The findings
The fob-chain
The format
The hire-purchase
The infomercial
The mass
The materials
The nett income
The pitfalls
The receipt
The role-play
The slogan
The sofa
EXPRESSIONS
bond repayment
clean slate
informal settlement
literary device
stage directions
GRADE 9 MODULE 2
Step-by-step through Module 2
ACTIVITY 1
Reviews own habits and experiences critically.
LO 5.5.2 Marking: Self
← The learners will mark their own work. Make sure that they understand they must work quietly, alone, and be really honest so that the findings can be reliable. Explain the concept of surveys and questionnaires.
← To check that they are honest, go around the class and re-ask the questions of a few learners (pick up their books so that they cannot see the answers!) and see if the answers are the same. If there are inconsistencies, then tell the whole class again to be honest and that you have found unclear answers. This usually makes the rest of the class fill in the form more accurately! Marked according to whether they can work alone and be honest.
← They need to understand what ‘critically’ means.
ACTIVITY 2
Motivates own point of view and shows flexibility and selects and explores topics through using notes and lists.
LOs 5.5.2 / 4.4.1 Marking: Educator
← Go over the group notes with them and explain each fully so that they are sure what the duty of the leader is. Help them to form groups (Use surnames starting with . . .; use colour cards; use rows; use groups that you have pre-designed).
← Now, TAKE TIME for establishing the view of the group; their comments and their conclusions. Make sure that every learner in every group is taking part. If not, draw this to the attention of the group leader.
← Make sure that when an opinion is given, that it is motivated! Ensure that there is flexibility in the group and that an opinion is not bulldozed through or cast in stone.
← Make sure the learners take notes and make lists.
← When they have finished, they can neaten their effort at home and the next day you can go over the findings. This should be an eye-opener for some who take television-watching as a given.
← When you mark their work, check the WAY they have taken notes and give a full revision lesson on this. Comment on their maturity / the depth of their answers; the thoroughness; the care and attention to detail. Question whether they have gained from the activity.
ACTIVITY 3
Uses common prefixes to work out meanings.
LO 6.1.6 Marking: Self
← The preceding lesson can be on prefixes and the value of knowing this information e.g. helps with spelling, pronunciation, the meaning of a word etc.
← Let them do this activity and then ask them about other prefixes too. Give them a list to learn and show them how spelling, meaning of a word and pronunciation can be helped along.
ACTIVITY 4
Uses a range of punctuation appropriately.
LO 6.2.6 Marking: Peer
← Explain the difference between ‘identify’ / ‘explain’ / ‘correct’.
← Show them how to use language terms to explain language errors.
← Explain about spacing and neatness of the answers.
← Do a few more exercises with them based on the knowledge they gained here.
← Go over the answers first before the peers start marking!
ACTIVITY 5
Considers different perspectives when selecting information.
LO 5.2.5 Marking: Ed
← Go over the programmes first so that, even if they are not being shown at the time, one can guess at their content. Ask the class to respond orally and note their responses (Mark?)
← Have a good discussion on the programmes not very suitable for children – and WHY.
← Allow opinions to flow - and reach a DEMOCRATIC consensus. Explain this concept to the class. There will be different perspectives but there has to be a standard to start with. Perhaps they need to consider this first?
ACTIVITY 6
Draws on own experience and contrasts it with that of others to illustrate a point of view.
LO 5.1.7 Marking: Self
← Most learners have seen cartoons so can draw on their own experience but they do need to hear the view of the others so that they can come to a fair conclusion.
← They need to commit themselves again to a standard, a personal principle, especially when discussing whether it is a good idea to leave a child unsupervised in front of the television.
← Discuss the question of ‘latch-key children’.
← Go over the cost of animation too.
ACTIVITY 7
Plans, organises and presents research.
LO 5.2.4 Marking: Ed
← This is really a very important exercise as it can help the learners to manage their time more efficiently and even show them how to plan for their examination learning time.
← They need to see that time is limited and that playing all day means no work can be done or that working all day means that they can never relax. They need to see the balance in life; to cultivate it and manage it.
← So first they need to establish how they DO spend their time. Make sure that they know EXACTLY what they have to do before they start. Encourage them to ask questions.
← They MUST work quietly to do this effectively. Tell them you want to see their calculations; to see them adding up on their fingers!
← However, if they realize the value of this activity, you should have no problem. They do need to understand that planning and organising their material will help them with the presentation.
ACTIVITY 8
Uses factual information and interprets statistics to support argument
LO 5.1.6 Marking: Ed
← This too is VERY important because it is a programme to live by. It will help them with their work and let them know when they relax that it is acceptable.
← They will be using the information they put together in the previous activity and will now be able to interpret it and so support their argument for their parents that when they work, they work; when they play, they play!
← This activity should be done well! Encourage them to share what they are doing with their parents. Their finished product should be put up in their rooms where they study as a reminder of their effort.
ACTIVITY 9
To explore the creative, critical and playful use of language
LO 4.1.2 Marking: Peer
← Writing a skit is not easy. The learners should understand what is meant by a ‘satire’ or ‘satirical style’. They should understand the purpose in using language creatively and playfully but yet critically.
← It is important that their use of punctuation and spacing is correct.
← They should enjoy preparing and presenting these – with a straight face!
ACTIVITY 10
Chooses information and synthesises contributions into a coherent piece of writing
LO 5.3.2 Marking: Ed
← ‘Soapies’ play an enormous role in the literate life of learners and cannot be ignored. So pay attention to this exercise and their findings. Allow THEM to come to the conclusions you would like to lead them to! Make sure that they manage to encapsulate the information they glean from the group and that their findings are coherent.
ACTIVITY 11
Shows a range of interaction skills in a panel discussion tackling important issues
LOs 5.1.4 / 2.4.1 Marking: Peer
← First explain that every member of the panel discussion should have something to say; that the topic should be explored as widely as possible. Then go over ways of interrupting politely; ways of changing the subject and introducing another angle to the topic and ways of preventing a one-to-one conversation happening in the panel and also ways of not stultifying the conversation when the leader asks each person in turn for their view, which can be rather boring to the viewers because of its predictability. The speakers should feel safe enough to talk on their own without prompting.
← Explain again that the preparation eases the presentation. Look for good content; fair comment and good ways of communicating views.
← Then also, go over with the peers exactly how they should mark. Ask them to comment at the end.
ACTIVITY 12
Chooses information from various sources and individuals and synthesises contributions with own ideas into a coherent piece of work or presentation
LOs 5.3.2 / 2 5 Marking: Ed
← Doing an oral history is already a mammoth task. Let them work out the questions that they would like to ask their family members. Then let them compare their questions with those of their friends. Come to a final decision about the questions to ask.
← Make sure that they manage to encapsulate the information they glean from the group and that their findings are coherent.
← Make sure that they know they will be marked according to their preparation, what their product looks like and then on their presentation.
← If this is done well, one can have a family tree exhibition in the hall or library to encourage other learners to find their family history before it is too late and the information is lost for ever!
ACTIVITY 13
Responds critically to text by evaluating writer’s point of view / Questions and weighs options
LOs 3.8.4 / 5 2 3 Marking: Ed
← The writer of this article has strong views. See how far they agree with her and perhaps they can also look for other ways that TV effects us. They need to look at the article critically.
ACTIVITY 14
To explore the creative use of language in a letter
LOs 4.1.2 Marking: Ed
← A letter to the press can be so effective. Learners need to understand that there are issues that should be handled in the press and there are others that shouldn’t and they should know the difference.
← Go over the notes with them before they start writing and perhaps let them bring a good letter to class so that you can study what makes good writing and what not.
← Whenever learners hand in work, they must also hand in the rough work, planning work and preparation work.
GRADE 9 MODULE 3
MODULE OVERVIEW
This module has been prepared with the learners’ future career in mind. The intention is, therefore, that the learner begins to understand the reality of the workplace and his or her role in that reality. This may seem very serious, but the exercises are both informative and enjoyable.
Children often find it difficult to speak about themselves so they need to be encouraged to do some introspection and put their thoughts on paper.
As an introduction to this module, it may be a good idea to invite a speaker to address the grade nines on aspects of employment. This could be a professional, someone from the Department of Labour or someone from an employment agency. This person could discuss aspects such as affirmative action, trade unions, salaries, negotiations, qualifications, experience, job-shadowing, rights of employers and employees, etc. The learners could then write down any vocabulary they have learnt on the page at the back of the module. This could then lead to a discussion about the reasons for covering the topic of this module in grade nine when there are still a number of years left at school. Some learners may well leave school at the end of grade nine to pursue their chosen career/trade at another institution.
Activity 1 gives you the opportunity to speak informally with the learners about their choices as they fill in their answers. It is essential that you allow the learners time to consider their answer without rushing them.
Activity 2 needs two lessons. The first lesson should be an introduction to or revision of nouns, with special emphasis on the agent nouns linked to careers. It is important to mention that not all agent nouns are necessary careers. After attempting the exercise, and marking according to the rubric, spend the next lesson going through possible ways of helping learners to find answers, For example, let them use the dictionary and let them discover that often prefixes and suffixes are given either in the front of a dictionary or as an entry, such as -“wright”.
Activity 3 is usually a fun activity but you need to be circumspect with the choice of peers for the evaluation. It is often the best to let them draw names. Spend some time explaining both the peer evaluation and the presentation. Let them prepare in class but it is essential that they have their pictures by the next period.
Rubrics are provided with advice on Activity 4 and 5 in the Educator’s Guide. The module provides opportunity for writing, reading, understanding and reflecting. For the research task, learners will have to find information from various sources and it is essential that this is not seen as an arduous task but as an opportunity to discover more about our role in the community and our responsibilities as well as our rights in the economic sphere in the future.
This module has been designed to cover a whole term’s work and has provided suitable material for the learners’ portfolios. The main goal, however, is to help the learner to grow towards being a successful, confident adult who faces a future with ideals and hopes and dreams.
Enjoy the module.
Step-By-Step Through The Activities And Memorandum
ACTIVITY 1 MARKING:
← Remind learners to be honest and to rely on their own opinions and not on those of others. While the learners are filling in these answers, walk around and ask the learners about their choices. This will give you an understanding of the different aspects you may need to focus on as you work through the module.
Activity 2 Marking: Self
← Revise nouns as a whole before reminding the learners that agent nouns are formed by means of adding a suffix to a word. Explain clearly that the exercise that they will be doing on their own in class, supplies the suffix but they need to remember that the base word may change in its spelling. Let the learners supply the answers as much as possible and let them award themselves a mark according to the code given at the bottom of the page.
Memorandum:
B. – DENTIST C. – NURSE E. – GUITARIST OR MUSICIAN
F. – scientist / chemist G. – doctor
H. – soccer player I. – astronaut
← Accept any suitable answer. Do not accept answers already given in A – I. Warn learners that you will not accept them.
For example:
1. soloist, ventriloquist, terrorist, pharmacist,…
2. actor, contractor, orator, senator,…
3. inhabitant, defendant, assailant,..
4. writer, convener, singer, dealer, …
5. beautician, politician, mortician, electrician
6. playwright, millwright, shipwright,…
← If learners find this exercise difficult, let them use a dictionary by looking for the suffixes.
← Mark according to rubric given for a mark out of 30.
Activity 3 Marking: Peer and educator
← Explain the use of the peer evaluation rubric and draw names for peer assessment before learners prepare for this task.
← Spend a lesson illustrating the different criteria.
← For example, an introduction such as:
← “I am going to talk about…”would be considered mundane; an introduction such as “If anyone had to guess my three career choices, they would be unable to do so because I have chosen the most exciting and most unexpected careers for a girl, namely,…”could be considered effective.
← Do the same with the other criteria showing what it is meant by good eye-contact and use of aids. Also discuss how a speaker should respond to questions. Give the learners an opportunity to work on this in class. They need to bring their pictures and work on their speeches. They could then ask your help. When they present their speech, use the rubric in activity 9 to give them a mark which you could use for spoken English.
Activity 4 Marking: Educator, for use in portfolio under Response to Text.
← Explain carefully what you expect the learner to do in this exercise. Explain that different questions require different formats.
← For example, question 1 requires the learner to mention two places, therefore, only the words must be written down, but question 3 requires a sentence and own words.
← Also remind the learners that they need to use inverted commas to quote and to quote correctly only that for which they have been asked.
← Read the article with them in class.
← Let them complete the exercise in class and take in the exercise to mark.
← Give them an LO mark according to the grid at the end of the exercise. The mark out of 30 can be used in the portfolio.
← Take note of any errors which might need extra attention in a follow-up lesson. It is important that learners realize that they should not repeat the question in the answer and that they should answer as succinctly as possible.
Memorandum:
1. ANY TWO: LIBRARIES, UNIVERSITIES, TECHNICIANS, CAREER COUNSELLORS, OR CAREER
INFORMATION CENTRES. (2)
2. “…be sure of which subjects best fit their many career options” and “participating will also benefit the learner”. (2)
3. circle: university and technician. (2)
4. This means to ask whether you may be of service, often without being paid (2)
5. Own words must be used. You will gain experience, realize what you are good
at and practise those skills and realize what really interests you. (3)
6. This could be in a library or your school.
(Also accept ‘at the Department of Manpower’). (2)
7. Circle: B (1)
8. Own words. These activities help you to know yourself better, help you to improve your skills, and help you to realize your talents and to cope with various situations. (3)
9. Give a mark for a suitable answer. For example: “Be true to yourself” or “It pays to plan ahead”. Quotation marks are important (1)
← Mark according to the rubric given.
Activity 5 Marking: Self
← This is a summary question, therefore, it is important to stress that finding the relevant information is the most important aspect of the exercise. However, it is important also to mention that own words should be used to show understanding and that structure is very important.
Memorandum:
[pic] MYTHS
1. There is only one career for you.
2. You do not need time to make a career choice.
3. You do not have to take responsibility for a final career choice.
4. There will be a job for all matriculants.
[pic]Facts
1. We are all suited for a variety of jobs.
2. The making of a career choice is a process which takes time.
3. The learner must make the final career-choice decision.
4. You will face unemployment if you do not plan.
Activity 6 Marking: Educator
← This activity needs a lengthy introduction and a great deal of enthusiasm. You need to stress the importance of reading as it is linked to empowering the learner in his or her quest for a worthy place in society.
← It would be wonderful to have a published author to read from his work and tell his story. Someone like Michael Williams, for example, could speak about his trilogy of detective novels for teen-agers. This is a good opportunity for you, as educator, to tell of your love for reading and to speak of books that have influenced your life.
← Read extracts to interest the learners and be sure to visit the local library to see which books are available and which books are popular among the youth. A suggested list is given, but ask the learners to make one for the class.
← Put up a poster page on which they can write their suggestions. Since their first task is to recommend a book, it is essential that they get a book as soon as possible.
← Discuss the book report with the learners, going through the check list carefully.
← Also go through the rubric which would be used by the educator.
← Give the learners an opportunity to read in class quietly to illustrate enjoyment in a busy school day. (USSR – Uninterrupted sustained silent reading).
← When the learners recommend a book, it is important to stress that they need to motivate their reasons for doing so and they need to be specific.
← Opinions such as “It’s a good book” or “it is interesting” must be substantiated from the book itself.
← Encourage the learners to discuss reading with their parents and to fill in the information on the page provided. You may find that some parents may not have read much in their youth so if a child does return saying that this is a problem, tell the child to ask about prescribed books which their parents read.
← Assess the book report for portfolio under ‘functional writing’.
Activity 7 Discuss different styles of writing as an introduction to this exercise.
← Illustrate the difference in newspaper reporting and the writing to be found in magazines. Encourage learners to read magazines if they are not natural readers.
← Link the styles of writing to the career of a journalist or a writer who may want to write for children.
← Learners should have a list of prefixes by this stage, but if they do not be sure to give them one. Also discuss the use of morphemes in general, especially when words are changed to different parts of speech by means of the suffix.
Learners can start the exercise in class and complete it for homework. The exercise can be marked in class the next day.
Memorandum:
2.1 THEY DIED FROM NOT EATING WELL SINCE “MAL” MEANS BAD. (2)
“-ly” changes the verb to an adverb; “-ed” changes the verb to past tense. (2)
2.3 Impossible (1)
“-al” changes the noun to an adjective; “-it” changes the adjective to a noun.
2.4 “-es” changes the word to a plural. (4)
1. “homo-” prefix meaning “same”
“phone” base word, “tele-” prefix meaning “from afar”
“vision” base word
2. “mis-” prefix meaning “bad”
“treat” base word
“-ed” suffix changing the word to past tense.
3. “hypo-” prefix meaning “above”
“dermis” base word (this means skin)
“-s” suffix changing the word to an adjective.
4. “dis-” prefix meaning “not”
“interest” base word
“-ed” suffix changing word to past tense. (13)
5. Accept any reasonable answer. For example:
Pre-war, premature, preview (3)
See whether the learners are able to give you the base of their words
Activity 8 Marking: Educator for Investigation Task
← The preparation for this task is for the learners to do some introspection about their own likes, subjects, etc. This is an opportunity to discuss why learners enjoy some subjects more than others, how important a good relationship is with an educator (refer especially to the profession of teaching) and encourage learners to think seriously about the opportunities at school and the choices that only they can make.
← Explain the diary format and do the rough draft in class. The final draft is to be completed at home.
← In preparation for the presentation of career choice, allow the learners to work in groups to decide on a list of questions which could be part of a questionnaire.
← It is important that all members of the group participate and give suggestions.
← These suggestions need to be structured logically and to be relevant.
← Each learner must then fill in the information individually. You need to give at least two weeks for this task to be completed, so give a due date (be sure to emphasise the importance of deadlines in the real working world.)
← It is also important to tell the children about the possible sources they can use, for example, the library, the Internet, the Department of Manpower, the Municipality, NGO’s, guidance counsellors, Career exhibitions, tertiary institutions. Mark according to rubric given.
Activity 9 Marking: Educator
← As an introduction speak about involvement – at home and at school.
← Stress that preparation for oral work always enhances presentation.
← Learners have been considering career choices and, therefore, have a fairly good idea of what they are going to talk about.
← Now, they have to link these ideas to clubs and activities which they could use to their advantage.
← It is important to go through the oral rubric thoroughly, reminding learners about all aspects of presentation.
← Now explain how notes and aids are best used.
← Exaggerate the nuisance of a sheet of paper, stress the problem of posture and eye-contact, and the lack of confidence when a speech is written out and used in the presentation.
← Suggest ways of improving audibility and gestures.
Activity 10 Marking: Educator for portfolio under ‘Functional Writing’.
← Motivate the learners to study the examples of a formal letter and a CV well since the format and the tone is of utmost importance here.
← However, they need to realize that their content will differ as they differ according to their individual
← Personalities. Impress the need for being factual, truthful and accurate.
Activity 11 Marking: Peer
← The lesson preceding this should be on “Different kinds of language”.
← Give the learners a note containing the following information:
← Standard English is expected in writing and formal oral situations.
← Colloquial Language is used mainly in speaking or informal situations.
← Slang is restricted to a certain age group, usually teenagers.
← Jargon is a technical language usually restricted to a certain profession or sport.
← Archaic Language is no longer in use and a cliché is an over-used expression.
← South African English originates from local languages but must be accepted into English.
← Now, have a discussion on the fact that a language needs to change and remain vibrant.
← Ask the learners for example of slang that they use or have heard.
← Ask them for examples from their communities and share some of yours from your youth.
← Ask them to ask their parents if they had any slang words.
← The learners can do the exercise for homework and mark in class.
← Code is given at the bottom of the page.
Memorandum:
1. A) INFORMAL
b) appropriate because these are teenagers speaking
c) not necessary to change.
2. a) formal
b) inappropriate on the part of the learner
c) Good morning, Sir.
3. a) informal
b) appropriate because of close relationship
c) unnecessary to change.
4. a) Should be slightly more formal than informal.
b) Inappropriate to use slang when speaking to an educator.
c) Miss, that’s insulting me. (Or, something in that vein).
5. a) Informal
b) Inappropriate, because fathers should not be speaking slang.
c) Mr Niemand: How are you, Tom? I haven’t seen you in a while.
Mr Cohen: Yes, isn’t it terrible to watch our children play U11 soccer?
Although “kids” is acceptable here since it is colloquial, explain to the learners that it is not appropriate in formal situations.
Activity 12 Marking: Peer
← Work through the notes provided on telephonic conversations.
← Give learners the opportunity to evaluate by means of the rubric after you have discussed it.
Activity 13 Marking: Self
← Give the learners a pop-quiz on abbreviations commonly heard in the media.
← For example, ANC, NNP, DA, CIA, FBI, KGB, BMW, OBE, TRC, BOE, etc.
← Then, let them do the exercise and see how well they can do with those used in the advertisements given.
Memorandum:
1.1 COMPANY
2. minimum
3. years
4. experience
5. negotiable
6. Bachelor of Science
7. Company
8. Affirmative
9. Position
10. Curriculum Vitae
1. South African Society for the Prevention of Cruelty towards Animals.
2. Promotion
3. Non-Governmental Organization
Rewrite: built-in-cupboards, main en-suite, double garage
Or
nearest cash offer, World Wide Web, company South Africa.
← Finally, let them complete the last page. I hope that they will feel empowered and ready to face the challenge of choosing a future which will be successful and fulfilling.
← Give them time in class to fill in the definitions for the list of vocabulary provided at the end of the module.
GRADE 9 MODULE 4
A PHASE OVERVIEW
← Man has the ability to think and his thoughts influence his attitude towards others as well his self-image. His choices in life are also affected by that which he learns in his home, his school and any other environment in which he lives. It is, therefore important that we give the learner an opportunity to realize his humanity by allowing him to think of his basic rights has a human-being and the power that is at his/her disposal to demand these rights. Learners must also be aware of their responsibilities which flow from these rights.
← So, together with the ability of being able to use our language skills to our own advantage, we need to realize the advantage of using this special gift to improve our lives, that of the community and of the whole country.
B LEARNING PROGRAMME OVERVIEW
← This module has been prepared with the learner’s role in society as focal point. The intention is, therefore, to enlighten the child regarding opportunities to make a difference and to be aware of the possible abuses which are prevalent in today’s society and perhaps, he or she is also guilty of, to a certain extent.
← Learners need to be encouraged to have a social conscience and to be accountable not only for their own attitudes but that of others in their environment.
← Activity 1 gives you the opportunity to place the learners on a spectrum of aware-ness as far as human rights are concerned. Make sure that the learners are aware of what the questions imply. In other words, do they understand what the questions actually mean in reality?
← Activity 2 is basically a follow-up lesson to the one in the third term about nouns. Now, you need to link it to human rights. Explain that one cannot see human rights but one sees the consequences of adhering to human rights or not. Therefore, many of the words we will be learning about, for example, ‘equality’, are words which may be difficult to see in material terms, but inequality in treatment is clear to anyone.
← Activity 3 is also an exercise which they did in module three, therefore, the concept need not be explained. The discussion before the exercise of discussion is important. The sharing of ideas and the logical breaking down of pre-conceived ideas are important aspects of this whole module. The learners need to have their horizons broadened so that human rights is no longer a personal issue but a universal one.
← Activity 4 is some background knowledge and rubrics are provided.
← Activity 5 and six are both summary exercises which are used to convey general rights to the learners. This is also the opportunity for learners to link rights to responsibilities which is an integral part of mature thinking. If children learn that their behaviour, attitudes, choices and relationships have consequences and their rights have certain prerequisites, then they have, indeed, learnt a lesson which will make them worthy adults.
← The module provides creative as well as functional tasks for writing. Creating an advertisement which is both creative as well as functional in terms of our theme, will provide the learner to link the right to a responsibility. The essay is one in which the learners can re-evaluate their own thoughts and the letter to the press should be a good exercise of standing up for their rights.
← The opportunity to give a speech should also stress standing up for one’s rights. It is also an important skill for the future.
← The primary goal of this module is to encourage learners to become worthy South Africans who are accountable, aware and respected for their attitudes and strong views of what is appropriate and acceptable.
← Have fun with the module and encourage your learners to go into other communities and to discover other areas where they can make a difference. There are endless opportunities and much satisfaction and growth may well be the result.
ACTIVITY 1
← Marking: Self – by indicating on sheet.
← Remind learners to be honest and that this is an individual task. As you walk around the class, discuss answers with individual children so that you see whether they understand the questions.
ACTIVITY 2
← Marking: Self – according to rubric given.
← Revise briefly the work done in module 3 concerning the noun and the use of suffixes.
Memorandum:
← expression; ownership; empowerment; morality; marriage; education; legality; negotiation; security; dignity; disability; employment; mediation; friendship; understanding; imagination
ACTIVITY 3
← Marking: Educator
← The learners have done this before so they should have no difficulty doing this work. Discuss the concept of freedom with the class, obtaining their personal views. They could finish the task at home and present it in the next period.
ACTIVITY 4
← Marking: Educator marks for Response to Text.
← Read the comprehension passage with the learners and let them ask questions immediately after you have read it, but once they start answering the questions, they may not do so. Remind the learners to write as briefly as they can since this is a skill which is also tested in comprehension.
Memorandum:
1. Some cultures see the individual as most important and not the group. (2)
2. “consensus” (1)
3. e.g. disabled, gender, different culture, religion, status, (2)
4. It was an action caused by the terrible war crimes of the Second World War when so many Jews were killed. (2)
5. It is killing someone merely for being a specific nationality or race. (2)
6. They must make people aware of the abuse of human rights so that they can be
stopped. (2)
7. It is a non-governmental organization. Amnesty International
8. family and friends, youth groups, displays or plays, petitions, letter to the press, advertisement (any two) (2)
9. A petition is a piece of paper for signatures; you have to take part in a demonstration. (2)
10. Man is part of society. (1)
We are a part of society and, therefore, need to take the group’s rights into consideration. (1)
ACTIVITY 5
← Marking: self
← Summary work is a skill which should be practised as often as possible.
← In this exercise the emphasis is in giving a succinct answer, usually only one word. In this case the answer will begin with “the right” or “the right to freedom of”. Before you start the exercise, ask children to name as many rights as possible. This may also be a good time to conclude the discussion with a reading of a section from the U.N. Convention on the Rights of the Child or from the African Charter on Human and Peoples’ Rights. You could also perhaps use the Constitution as an example.
Memorandum:
1. Freedom from discrimination
2. The right to privacy.
3. Right to shelter and security.
4. Freedom of Religion
5. Freedom of Opinion.
6. Right to Employment.
7. Right to Education.
8. Right to vote.
9. Right to free movement.
ACTIVITY 6
← Marking: Educator
← This is group work so it is also an opportunity to explain how a group needs to function and the different roles which the members of the group need to fill. Explain the benefits of working in groups; that negotiation takes place and that this will be a skill which will aid them in their adult life and that it is important to stay with the agenda and not be distracted. Someone can be appointed to ensure that this happens. Everyone must participate, so it is important that someone draws a quiet learner into the conversation. Time-management is also an issue to be discussed. Give them a specific time to complete the discussion. This time will depend on the ability of the group you are teaching. Choose the groups – since we are looking at rights of different groups, it may be a good time to have mixed groups(gender/race/culture/ability). Ask the learners to tell you what they think the benefits and disadvantages are of working in groups. You may find that the stronger candidates disapprove of working in groups because they feel others may not pull their weight. Remind them that this happens in life out there too and ask them for solutions and strategies to avoid this from happening.
← Possible answers: consider other logical answers
Priority list: The right to shelter and security
The right to freedom from discrimination
The right to education
The right to rest and leisure
The right to freedom of expression
Responsibilities: To care for and not put yourself at risk
To tolerate and respect all others
To learn and not interfere with others who want to learn
To earn a rest by doing one’s duty
To voice your opinion at appropriate moments/ be relevant/ do not insult or do so to incite a riot…
Reasons for choice: Without shelter and security, education is very difficult.
Without work, one cannot rest or have leisure time.
Without education one can abuse the right to freedom
One can avoid discriminating but perhaps it should come
after education because through education we realize our common humanity and learn to know and understand one another.
Mark according to grid.
ACTIVITY 7
← Marking: Educator
← Introduce this lesson by asking the children to bring an advertisement which they like and one that they think is terrible. Bring some yourself if the learners are unable to do so. Discuss the effect which an advertisement has and how this is achieved. Let them decide in a group which is the best of those they have brought. Ask someone to report on their choice and give the group an opportunity to explain why. Mention the elements, such as use of colour, font, slogan, alliteration, emotive words, which are used to enhance an advertisement. Also touch on fact and opinion and explain how advertisements are meant to be persuasive so that they entice us to wanting and then acting on this “need”. Give them an opportunity to do the rough work in class so that you can assist if needed. Give plenty of encouragement to be creative.
ACTIVITY 8
← Marking: Educator
← Explain the importance of research to the learners. This exercise is an attempt to force children to use present sources and not just to find information on the Internet. They can also realize that institutions, firms, the municipality, etc. are places of information. This will teach them to consider questions and how to speak to adults or strangers at these institutions. The third section is to encourage a hands-on experience and observation. Give them deadlines for the preparations and opportunities to show you their progress.
ACTIVITY 9
← Marking: educator – according to grid given.
← This is a wonderful opportunity to read extracts of famous speeches to the learners. One can find copies of Martin Luther King Jnr or even that of local politicians quite easily. There is also a CD available of Nelson Mandela’s speeches. A little history could then be given to enhance our stress on rights. Explain that this a formal speech given to an audience. This implies an opening of: Ladies and Gentlemen or something similar. Bring a Dictionary of Quotations or a Toastmasters’ Book of Quotes and explain to the learners how to find relevant quotes by means of names or topics. Remind them all of the grid once again.
ACTIVITY 10
← Marking: educator
← Read the introduction in the learners’ module with conviction so that the learners feel they have to defend themselves. Play Devil’s Advocate as they try to persuade you that the letter is nonsense or try to find reasons to excuse the behaviour of teenagers. Go through the format and allow them to write the rough copy in class.
ACTIVITY 11
← Marking: Peer
← Learners should be well versed in this already so only a quick revision is necessary. Let them practise orally by asking learners to give sentences and letting others report that sentence to the rest of the class.
Memorandum:
1. Charles said that he had seen Rosemary the day before. (3)
2. Jannie shouted in pain that he had burnt himself. (4)
3. Mr Mbisi commanded Neil to come there. (1)
4. Ingrid asked why she couldn’t go then. (3)
5. Rafeeq said that he felt so tense that day. (3)
6. The girl shouted, “Hurrah, I’ve won!” (3)
7. Her mother asked her, “Is this the truth?” (2)
8. Thandi said “Heinrich, do your homework before tomorrow.” (3)
9. The learner said, “Thank you, Sir.” (2)
ACTIVITY 12
← Marking: Peer
← This is an exercise which must be handled very carefully because learners may agree that certain “names” should not be used because they are discriminating or derogatory, they may begin to sling terms around and begin to find them very amusing. You need to first explain to them the serious affect that such words have on the person who is the victim of such abuse. Begin with words which are used in the school context – even words which seem innocent, such as ‘nerd’ or ‘babe’ or ‘geek’, etc. Then go to terms which are used to refer to different nationalities, such as ‘jewboy’, ‘redneck’, etc. Let them do the exercise and discuss their contributions. It is important to stress the effects of these words. Explain that this prejudice is undesirable in all contexts. Then, move onto a discussion regarding the “battle of the sexes”. It would be interesting to speak about the woman’s role in society throughout the ages, the emancipation of women, the abuse of women, but also issues like women in the workplace, sexual harassment and the effects of all these changes on men.
← One could even have informal forum discussions on this. Divide the class into groups of 5 with a chairman (chairperson) elected in each group and give each group a different aspect to discuss. They are then given 10 minutes to prepare. They discuss the topic for ten minutes and then the rest of the class may ask questions or add comments through the chairman. This is a good exercise to teach learners to give their opinion in an acceptable manner instead of just shouting and not listening.
← Before looking at the exercise, remind the learners that it is sometimes difficult to find a suitable term to replace words which seem sexist. Tell learners that some extremist would possibly find some words unacceptable which we may not. Some words have to be used just to make life easier and are not intended to be sexist. For example, the word ‘history’ has nothing whatsoever to do with gender. The use of ‘he” in a sentence is also often used merely because it is obvious. For example, “A learner must do his work if he wishes to pass”. One could write “A learner must do his or her work if he or she wishes to pass”, but this is unnecessary. One could change the sentence to plural so that both sexes are included. “Learners must do their work, if they wish to pass”.
Memorandum:
← Personnel/ staff/ workers
← Journalist/ reporter
← Representative
← Diplomat/ politician
← Guard
← Humanity/ human-beings/ human race/ people
← Sales rep./ salesperson
← Chair/ (mention if woman, then often addressed as Madam chair)
← Soldiers
← Ancestors
ACTIVITY 13
← Marking: Educator
← You need to go through the different aspects of writing an essay thoroughly before the learners even consider putting pen to paper. Explain and illustrate how a mind map helps to create order in one’s thoughts. Once the basic outline has been done, stress that the introduction and conclusion needs to be done. The introduction must be effective and grab the reader’s attention.
← Discuss possible ways to begin. For example, a quote, a rhetorical question, an anecdote, a brief dialogue, a description of a setting, etc. The conclusion must be relevant to the rest of the essay. It could refer to the introduction, summarise the thoughts or ideas in the essay, challenge the reader, contain a personal comment, etc.
← Then, discuss the writing of paragraphs. It is important to teach the learners about ways of linking sentences by means of, for example, repeating the last words of the previous sentence, or using co-ordinate conjunctions such as ‘and’ or ‘but’ or using adverbs such as ‘however’ or ‘therefore’. One could also use ‘firstly’, ‘secondly’, etc. if you are giving examples to illustrate a point.
← Then, explain about the variation of sentences and paragraphs as far as length is concerned so that the essay becomes more than just words on the page.
← It is also important to stress the importance of editing. Discuss the rubric before the learner hands in the final product.
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Teacher’s guide
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Title
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English Home Language Grade
Learning Area Languages
Focus English Home Language Grade
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