Gr 12-English Home Language-Facilitator’s Guide Language 1 by Impaq

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ENGLISH HOME LANGUAGE FACILITATOR’S GUIDE: LANGUAGE Grade 12

A member of the FUTURELEARN group

English Home Language Facilitator’s guide: Language

1812-E-EHL-FG01

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Grade 12

CAPS aligned

H de Villiers

Facilitator’s Guide G12 ~ English Home Language: Language

CONTENTS TIMETABLE AND TIME MANAGEMENT ........................................................................... 3 ASSESSMENT REQUIREMENTS ...................................................................................... 4 STUDY TIPS AND METHODS ............................................................................................ 6 OTHER USEFUL INFORMATION ....................................................................................... 7 PREFACE ............................................................................................................................ 8 IMPORTANT INFORMATION FOR CANDIDATES ............................................................ 8 LESSON ELEMENTS.......................................................................................................... 9 YEAR PLANNING ............................................................................................................. 10 UNIT 1: World Cup fever .................................................................................................. 11 Lesson 1: Reading and viewing – comprehension (1) .................................................... 12 ACTIVITY 1: MEMORANDUM .................................................................................... 12 Lesson 2: Listening and speaking .................................................................................. 14 Lesson 3: Writing and presenting ................................................................................... 14 Lesson 4: Language structures – Punctuation ............................................................... 14 ACTIVITY 4: MEMORANDUM .................................................................................... 14 Lesson 5: Language structures – The apostrophe ......................................................... 15 ACTIVITY 5: MEMORANDUM .................................................................................... 15 Lesson 6: Reading and viewing – Visual literacy: Cartoons (1)...................................... 16 ACTIVITY 6: MEMORANDUM .................................................................................... 16 Lesson 7: Listening and speaking – Oral: Prepared speech .......................................... 18 UNIT 2: Summarising, Visual Literacy and Language Structures ............................... 19 Lesson 8: Writing and presenting – Summaries ............................................................. 20 ACTIVITY 8: MEMORANDUM .................................................................................... 21 Lesson 9: Reading and viewing – Advertisements (1).................................................... 22 ACTIVITY 9: MEMORANDUM .................................................................................... 22 Lesson 10: Writing and presenting: Transactional writing .............................................. 24 Lesson 11: Language structures – Dictionary skills ....................................................... 25 ACTIVITY 11: MEMORANDUM .................................................................................. 25 Lesson 12: Language structures – Textual editing (1) – Concord .................................. 25 ACTIVITY 12: MEMORANDUM .................................................................................. 26 UNIT 3: “I’d Rather Walk the Plank” ............................................................................... 27 Lesson 13: Reading and viewing – Comprehension (2) ................................................. 28 ACTIVITY 13: MEMORANDUM .................................................................................. 28 Lesson 14: Listening and speaking ................................................................................ 29 1

Facilitator’s Guide G12 ~ English Home Language: Language

Lesson 15: Language structures – Direct and indirect (reported) speech ...................... 30 ACTIVITY 15.1: MEMORANDUM ............................................................................... 30 ACTIVITY 15.2: MEMORANDUM ............................................................................... 30 Lesson 16: Writing and presenting – Revision of transactional writing genres (1) ......... 31 ACTIVITY 16: MEMORANDUM .................................................................................. 31 Lesson 17: Reading and viewing – Advertisements (2).................................................. 31 ACTIVITY 17: MEMORANDUM .................................................................................. 32 Lesson 18: Language structures – Sentence analysis ................................................... 33 ACTIVITY 18: MEMORANDUM .................................................................................. 33 UNIT 4: Fine-tuning your reading, writing and language skills ................................... 35 Lesson 19: Writing and presenting – Revision of transactional writing (2) ..................... 35 ACTIVITY 19: MEMORANDUM .................................................................................. 36 Lesson 20: Reading and viewing – More on cartoons (2) .............................................. 36 ACTIVITY 20: MEMORANDUM .................................................................................. 36 Lesson 21: Language structures – Active and passive voice ......................................... 38 ACTIVITY 21: MEMORANDUM .................................................................................. 38 Lesson 22: Textual editing (2): Testing all your grammatical knowledge! ...................... 39 ACTIVITY 22: MEMORANDUM .................................................................................. 39 REVISION.......................................................................................................................... 41 ADDENDUM A: RUBRICS FOR LISTENING AND SPEAKING ....................................... 42 ADDENDUM B: RUBRICS FOR CREATIVE WRITING – ESSAY .................................... 44 ADDENDUM C .................................................................................................................. 47 ADDENDUM D .................................................................................................................. 60 ADDENDUM E .................................................................................................................. 61 BIBLIOGRAPHY AND REFERENCES ............................................................................. 64

Facilitator’s Guide G12 ~ English Home Language: Language

TIMETABLE AND TIME MANAGEMENT The timetable will help you to with plan your time and work during the year and will also give an idea of what will be expected from candidates in examinations and tests. The allocation in the timetable for Home Language is 4.5 hours per week. If you add 20 – 30 minutes homework per day, you’ll find that candidates can cope with the quantity of work included in each lesson. Home Language time for Grade 12 is calculated on a 30-week academic year, with an additional 10 weeks for exams. In reality, the 30 weeks does not always realise. It depends on what dates are set for the beginning of the Preparatory Exams (Prelims) and the final matric exams. You will see that the year plan below doesn’t have 30 weeks. The two weeks or so that should be available in the fourth term have not been included, because this will involve revision. Study units must be done thoroughly. Answers should be done carefully and thoughtfully. Do not use the memorandums as an easy solution. The purpose of many questions is to encourage your independent thinking and to use language for expressing your own thoughts. The National Curriculum Statement focuses on active and critical learning, encouraging an active and critical approach to learning, rather than rote and uncritical learning. The NCS sets high, achievable standards in all subjects. The focus of this English course is mainly on advanced reading and writing skills – comprehension and appreciation of literary texts, and communication skills to express one’s knowledge, thoughts and opinions. Candidates are required to not simply take a text at face value, but to read between the lines; to make “personal, thoughtful, and honest interpretations and comment”, to make their own deductions and question certain statements. This requires practise. Candidates must constantly think about what they are reading. “Unless they learn how to understand a literary text on their own, they will not have learnt much. Interpretation is not about right or wrong [within reason], it is about searching for what is meaningful to the reader.” (Quoted extracts from the Curricular and Assessment Policy Statement (CAPS) of the Department of Basic Education.)

Facilitator’s Guide G12 ~ English Home Language: Language

ASSESSMENT REQUIREMENTS Assessment policy

The assessors need to see that the candidate has made progress in terms of critical thinking; reading, writing and reasoning skills. Candidates should never hesitate to give an opinion and show independent thought. (Listening and Speaking) is assessed in four different tasks which test different skills. These tasks: 1, 4, 7 and 9 form the oral mark for the candidate. The oral tasks add up to 50 marks, and these marks count twice: They form part of the portfolio which forms the SBA (school-based assessment), and they also count separately as Paper 4 in the final examination. It is worth the while to do these tasks well. (Reading and Viewing) is assessed in Paper 1 – the comprehension and visual literacy components – and is marked according to a memorandum. In Paper 2, Literature is assessed by means of tests (contextual questions) – marked according to a memorandum – and literature essays – marked by means of a rubric. In the literature section you will be required to think critically about everything you read. Assessors should always consider the manner and level of engagement with the text, as shown by the candidate. (Writing and Presenting) is assessed by all essays and transactional writing samples in the portfolio and examination papers. As far as portfolio work is concerned, it is required that you include as much of the writing process in the work as possible, e.g. planning, editing and proofreading. (Language Structures). Tests are used to assess comprehension, summary skills, visual literacy and language structures. Assessment is done by means of: • a memorandum in the case of listening comprehension, comprehension and language questions. When the candidate is responding to a verbal or visual text, (i.e. comprehension, advertisement, cartoon and literary texts), bear in mind the “personal, thoughtful, and honest interpretations and comment” mentioned on the previous page. There may be other valid interpretations (with emphasis on “valid” – the candidate must have convincing substantiation for their interpretation). So, particularly in cases where the memorandum says [Own opinion] you need to consider whether the interpretation/opinion is substantiated. • a memorandum and instructions on mark allocation in the case of the summary. (The unit on summary has the instructions on how to mark the summary.). • a rubric in the case of oral, creative writing and literature essays. These rubrics are provided in the facilitator’s guide, as well as in the study notes which accompany the candidate’s language study guide. It is important that the candidates take note of how their work will be assessed by looking at the rubrics before starting work.

Facilitator’s Guide G12 ~ English Home Language: Language

Examinations • At the end of the second, and early in the third term, full examinations will be written. The final examinations are usually early in the fourth term. The papers will be set as follows: Paper 1

Comprehension and language

Comprehension test, summary, visual literacy (cartoons, advertisements, or other visual texts) textual editing including language structures – know all theory well, as explained in the Study Guide. SECTION A: Comprehension (30 marks) A range of texts may be used, including visual and/graphic material. SECTION B: Summary (10 marks) Length of text: 250 words to be summarised in 80 – 90 words. SECTION C: Language (30 marks) A variety of texts (advertisements, cartoons, prose texts, dictionary entries) will be used to test visual literacy and language structures.

Paper 3

Creative writing

Know the forms of the writing you have done, e.g. a formal letter, memorandum, etc. Pay attention to different types of essays, good writing and style. SECTION A: Essay: Choose ONE topic SECTION B: Transactional: Choose TWO topics

(50) (50)

GRAND TOTAL: 100 Paper 4

•

• • •

Oral

This is not a separate exam, but the tasks that you have done throughout the year will be added again as Paper 4 (PAT). TOTAL: 50

Please note: The oral tasks must all be completed according to date on the annual calender. For each task, proof of research and preparation must be attached to the assessment rubric. Term tests. All formal tasks will be marked by Impaq. The term tests will have the same form and content as the examinations explained above.

Portfolio The purpose of a portfolio is building a “file of proof” that you have actually worked in English throughout the year, as opposed to a crash course shortly before the examinations, and then forgetting about English until the next examinations approach. The portfolio will consist of a neat folder into which all prescribed assignments are bound, in order of task number. Use the study timetable and the programme of assessment to plan the portfolio work from the first day.

Facilitator’s Guide G12 ~ English Home Language: Language

Do not send in all assignments for marking; only the portfolio tasks that are to be downloaded from my.Impaq.

STUDY TIPS AND METHODS Many of the study tips are included in the lesson itself, and in the literature study guide. General tips • Carefully read the passages for comprehension and summary. o In a test or exam, it’s sometimes a good idea to read the questions first to get an idea of what is required – then, when you read the passages, you will already be attuned to this. o In the case of lessons, it is more important to read the passages first, two or three times – because you are, after all, practising your reading skills and not only being tested on them. • Read questions carefully and take note of mark allocation. You have to give your answer and justify it – explain your reasoning. This generally does not apply to grammar questions (e.g. “What is the purpose of the full stop in this sentence?”). • Take mark allocation into account. It is very important to make sure that you give a sufficiently detailed answer! However, do not ramble on, keep to the point. • If there are a number of facts to remember, think of a rhyme to help you: e.g. the coordinating conjunctions are and, but, or, yet: ABOY. Co-ordinating conjunctions make compound sentences, where the clauses are equally important. This is seen in the word co-ordinating – suggests balance, and the repeated “o” is found in the word compound. • Diagrams on your wall (a suitably sized whiteboard is a good idea because you can clean and replace the work on a regular basis): Mind maps, writing up something that you continually forget, or want to remember. • When writing the exam, you do not have to start at Question 1 and work your way through the questions. In the Language paper, for instance, you can start with Question 3 or 4 (the advert and cartoon questions) and leave Question 2 (summary) for last. As long as you keep the whole of each question together, i.e. don’t do 3.1 and then 3.5 and then later in the paper do 3.2. You may choose to answer the questions you find easier first and leave the difficult ones until the end. • Find out what type of learner you are – visual, auditory, or kinaesthetic – and adapt your learning methods accordingly. If you’re kinaesthetic, for instance, you might want to doodle while learning, or get up and walk around; an auditory learner needs to talk and hear, etc. There are several websites that provide a reasonable test of this such as faculty.mu.edu.sa/download.php?fid=24012. You can then adapt your learning methods to suit your style by following the links.

Facilitator’s Guide G12 ~ English Home Language: Language

OTHER USEFUL INFORMATION Recommended language text books to supplement your studies 1.

English in Context Grade 12 (new CAPS edition) by J. O Hendry et al. (Maskew Miller Longman). ISBN: 978-0-636-14002-8. [An excellent chapter-by-chapter approach to CAPS, e.g. Chapter 1: Comprehension; Chapter 3: Summary; Chapter 5: Creative Writing etc.]

The Teacher’s Guide for English in Context is also available, and contains the answers to the exercises. ISBN: 978-0-636-14594-8

English Handbook and Study Guide by Beryl Lutrin and Marcelle Pincus. (Berlut Books). ISBN: 978-0-620-32583-7. [An excellent reference book for all aspects of grammar, and also includes sections on Writing, Oral and Literary Essays.]

Reader’s Digest Oxford Complete Wordfinder. (Reader’s Digest Association in conjunction with Oxford University Press). ISBN: 0276421019. [This combines a dictionary (which includes etymology of words, as required in the language syllabus) and a thesaurus.] OR a Cambridge dictionary, or any other recognised dictionary. Avoid the pocket dictionaries and others that don’t have etymology for the words.

Macrat is an organisation that publishes study guides for English Home Language – written by teachers, for teachers. You can contact them via their website at www.macrat.co.za or on Facebook: https://www.facebook.com/MacratPublishing

Previous Department of Basic Education Grade 12 National Exam papers are available at: http://www.education.gov.za/Examinations/PastExamPapers/tabid/351/Default.asp x. Remember that this is the first year that Paper 3 consists of only two sections, the Essay (50 marks) and Section B (2 pieces marked out of 25 marks each). Previous papers have Section B (30 marks) and Section C (20 marks).

Facilitator’s Guide G12 ~ English Home Language: Language

PREFACE INTRODUCTION Most of the lessons are set out in the candidate’s study guide so that they can practise their reading, writing and language skills in context, as required by CAPS. The language syllabus is largely covered by the time they reach this level, and it ought to be revision of knowledge and skills they acquired in the earlier grades. NOTE that literature lessons are in the separate literature guide. The number of lessons may seem to be fewer than are allocated by the Department, because there is a great deal of focus on the literature and poetry components of the Grade 12 syllabus. In this guide, at the beginning of each unit there is an overview of the unit and some pointers about the baseline knowledge expected, and about what to focus on to develop and improve reading and language skills. It is important to be aware that English is a communicative subject and the texts should preferably not be read in isolation, but read aloud and discussed. The same applies to the answers – the learning experience will be more effective if the facilitator goes through the answers provided in this guide with the candidate – have a discussion about them. In the classroom this usually occurs the following day, after the candidate has done the homework. If it is still fresh in the candidate’s mind the learning process and any remediation is more effective. If the candidate simply checks their answers with the guide or the facilitator marks it, there’s no real feedback. When more than one person speaks their mind on a topic, it immediately stimulates the critical thought processes of the other.

Important information for candidates Please mark all work that you submit on each page as follows: 1. Name and surname 2. Registration number 3. Grade 4. Nature of work: (Examination Term 2, Paper 1, etc.) Your work will be returned unmarked if you fail to do this. Literature: Know the texts very well. The examiner does not know your notes and is not interested in them either. They are only meant to help you. All literature notes (not texts) are included in the literature guide. These notes provide detailed analyses of the prescribed poems as well as the chosen novel and drama. Knowing the background to both texts will enhance your understanding and enjoyment. The themes of literature are usually still applicable. Open your eyes, look around you at the world and you will find plenty of examples of leaders abusing power and mass hysteria leading to catastrophes. © Impaq

Facilitatorâ€™s Guide G12 ~ English Home Language: Language

LESSON ELEMENTS LEARNING AIMS What the learner should know at the end of the lesson. Taken from CAPS.

IMPORTANT TERMINOLOGY New terminology to extend understanding of the subject as part of the lesson.

DEFINE Definitions of concepts to understand the content.

IMPORTANT Explain misunderstandings; possible confusion regarding existing knowledge.

TIPS Any information other than the content, to guide the learner through the learning process.

FOR THE CURIOUS Encouragement to do in-depth research about the content. Expand the activity and exercise to such an extent that the learner is encouraged to explore. For the gifted learner: expanded exercises. For Learners with Special Educational Needs (LSEN): explain the need to complete the basic questions to achieve a passing mark.

ACTIVITY Questions that must be done to test the knowledge of the completed lesson.

EXERCISE In conclusion of the specific unit. Formative assessment.

CORE CONTENT Emphasise the core content; in-depth explanation of a specific section of the lesson; must be understood.

STUDY/REVISION Time spent to study the content in conclusion of the unit and in preparation for the test or examination.

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Facilitator’s Guide G12 ~ English Home Language: Language

YEAR PLANNING WEEK Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7

Week 8 Week 10 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

Week 7 Week 8 Week 9 – 12 Week 1

Week 6 – 10

LESSON TERM 1 Settling in – get books together, overview of year plan and assessment programme Unit 1: Lesson 1 – Comprehension Unit 1: Lesson 2 – Listening strategies Lesson 3 – Writing and presenting Unit 1: Lesson 4 – Punctuation Lesson 5: The apostrophe Unit 1: Lesson 6 – Visual literacy: Cartoons Unit 2: Lesson 8 – Summaries Unit 2: Lesson 9 – Visual literacy: Advertisements Discuss work to be learnt for the language test in week 8. Unit 2: Lesson 11 – Dictionary skills Unit 2: Lesson 12 – Textual editing TERM 2 Unit 3: Lesson 13 – Comprehension Unit 3: Lesson 15 – Direct and indirect speech Unit 3: Lesson 16 – Revision of letters, dialogues, diary entries, reviews Unit 3: Lesson 17 – Advertisements Unit 3: Lesson 18 – Simple, complex and compound sentences Unit 4: Lesson 19 – Revision of reports, minutes, written speeches, emails Lesson 20 – Cartoons Unit 4: Lesson 21 – Active and passive voice Unit 4: Lesson 22 – Textual editing Revision June examination TERM 3 Exam feedback Language revision Revision of language and creative genres Preliminary Examination

DATE STARTED

DATE COMPLETED

Facilitator’s Guide G12 ~ English Home Language: Language

Unit

UNIT 1: World Cup fever LEARNING OBJECTIVES Reading and Viewing: 1. Comprehension – types of texts, compare texts. 2. Work out the meanings of unfamiliar words. 3. Answer comprehension questions from low order to high order. 4. Identify features of the text. 5. Understand visual texts: Cartoons. Language Structures: Understand the meaning and use of punctuation marks in texts. Listening and Speaking: Complete an assessment task on a listening comprehension. Writing and Presenting: Write, edit and present an essay for an assessment task.

INTRODUCTION This unit is designed to practise reading and viewing skills, as well as understanding and being able to use language structures in context. By now, candidates should be familiar with all language structures, as well as verbal and visual texts; it is a matter of practising their skills. Vocabulary development is an important factor of being able to decode texts effectively; so reading the passages provided and discussing the texts (“World Cup Fever”, “Bookshelf” and the visual texts), forms an important part of (a) development of vocabulary in making meaning of texts and unfamiliar words; as well as (b) allowing candidates the opportunity to express their opinion and responses to texts. To understand the satire in cartoons, candidates must have some knowledge of current affairs. This and the understanding of the verbal texts means that they must be encouraged to read as widely as possible: The set works, newspapers, novels, short stories, texts on the Internet. Baseline knowledge for the cartoons is provided in the lesson itself in the study guide.

Unit

Facilitator’s Guide G12 ~ English Home Language: Language

IMPORTANT TERMINOLOGY Not new, but may need revising! All of these can be found in the glossary provided in Addendum C. • • • •

Figures of speech: e.g. metaphor, rhetorical questions, pun, etc. Features of texts, e.g. style, diction, genre, satire, irony Advertising terms: slogan Features of visual literacy, e.g. font, caricature

LESSON 1: Reading and viewing – comprehension (1) DEFINE Refer to Addendum D (Terms used in Comprehension and Literature Questions) and STYLE and DICTION in the glossary (Addendum C).

The comprehension passages are to be read and discussed – first stage is to sharpen reading skills by the reading process (preferably aloud, particularly for auditory candidates) and appreciation of the passage via the discussion. Note that TEXT TWO is a visual text – again, discuss the texts, and don’t simply use them to answer the questions. The questions are to be answered and checked against the memorandum. Discuss any answers that require it. Read the two texts provided for this lesson – the passage entitled “World Cup Fever” and the visual texts labelled Text B – and then complete the comprehension activity.

ACTIVITY 1: MEMORANDUM

At Rugby school, a boy broke the rules of soccer by picking up and running forwards with the ball, and this became the game of rugby. (2)

The excitement associated with the World Cup is compared to a fever. A fever is a condition which involves high temperature, and some fevers can spread rapidly. Similarly, the excitement surrounding the World Cup (or rugby) is infectious and leads to high temperatures as people hold heated discussions about the sport, or is passionate about it. (4) 12

Facilitator’s Guide G12 ~ English Home Language: Language

Unit

(REMEMBER: (a) what is compared with what; (b) features of a fever that will be relevant to the World Cup; (c) what is being said about the World Cup). 3.

It is used as a device to make the reader wonder, and then introduce the next paragraphs in which the origin of rugby – based in soccer – is given. (2) “Kicked off” has two meanings here: It means that the tournament started; but also plays on the idea that a rugby match starts with a kick-off. (2) (NB: ALWAYS give both meanings of a pun: The obvious meaning and the other (often implied) meaning.)

His interest in rugby history is purely personal or as a hobby; he is not a professional historian. (1)

“forward”. (Soccer players in those days could pick up the ball and run backwards with it. Webb Ellis was the first to run forward.) (1)

It is colloquial, conversational and informal. “Naughtiness” and “kicked off” are examples of informal and colloquial diction. Contractions such as “wasn’t”, “I’ve” and “isn’t” are used. Because contractions are normally used in direct speech, they give a more informal or colloquial feel to the passage. Use of the first person (“we”) makes the style more personal and conversational. (6)

“Sizzling” links up with “hot” and “the Gospel” links up with the religious idea of “faithful”. (2)

The adverts rely mostly on the word “scrum” which will catch the eye of any rugby fan. However, the white shape containing the website and information is shaped like a rugby ball, and the full stop for “dot com” has been replaced with a miniature rugby ball poised to be kicked. (3)

10. The adverts drum up excitement for the Rugby World Cup, and target people who are very excited about not missing a thing, so it echoes the metaphor of “World Cup Fever”. (2)

Unit

Facilitator’s Guide G12 ~ English Home Language: Language

LESSON 2: Listening and speaking The candidate should study the tips provided for listening comprehensions in the study guide.

LESSON 3: Writing and presenting Refer to my.Impaq for the task instructions on writing an essay.

LESSON 4: Language structures – Punctuation DEFINE Definitions and functions of the various punctuation are provided in the study guide.

Punctuation affects meaning: It either makes meaning clear, or in the case of literature, creative work or speaking (use of pauses, emphasis, etc.), it enhances meaning. Candidates need to know: a. how to use punctuation correctly and effectively; and b. how to appreciate nuances in texts by understanding the functions of punctuation marks. Read and discuss the “Bookshelf” passage then complete the activities. More punctuation practise.

ACTIVITY 4: MEMORANDUM 1. Omission: “you’re” – “you are”. 2.1. Indicates the title of a book. 2.2. Block letters (capital letters) or underline the title [NOT inverted commas! They are only used for the chapter in a book, but not the title]. 3. Marks off a single word (“however”). 4. Parenthesis: Additional information is added between the brackets, not essential to the sentence. 5. They form compound adjectives: “light-hearted” is a compound adjective. “Oh-so-separate” and “yet-to-be-charted” have been joined to form compound adjectives. All of them would be hyphenated even if they weren’t split at the end of the line. © Impaq