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Reg. No.: 2011/011959/07
LESSON ELEMENTS
Vocabulary
The meaning of new words to fully understand the text/content.
Tips
A useful hint to help improve skills.
Language structures and conventions
Key language elements that must be studied, understood and applied to the content of the lesson.
Activity
Core content and questions to test the learner’s knowledge.
For the curious
Encouragement to do in-depth research about the content. Expand the activity and exercise to such an extent that learners are encouraged to explore.
SAMPLE
Facilitatorʼs Guide 1/2
G09
PREFACE
The study guide and facilitator’s guide cover all the work for Grade 9 First Additional Language. The book has been compiled according to the CAPS requirements as set out by the Department of Basic Education.
CAPS provides a breakdown of the minimum work that must be covered. In some instances, the study guide and facilitator’s guide contain more information than required by CAPS.
The study guide is divided into four units and 18 lessons. Each lesson is discussed over two weeks (8 hours) and each unit extends over a term.
At the end of units 2 and 4 (terms 2 and 4), the learners write exams (refer to the portfolio book and assessment plan).
Unit 1 consists of five lessons
Lesson 1: The power of one
Lesson 2: Cool caves
Lesson 3: Graphic novels
Lesson 4: The world of comics
Lesson 5: Film tourism
Unit 2 consists of four lessons
Lesson 6: Zoos: Renew or undo?
Lesson 7: Street art
Lesson 8: Fantastic beasts
Lesson 9: Ghosts in the machine
Unit 3 consists of five lessons
Lesson 10: Under African skies
Lesson 11: Mountain teacher
Lesson 12: Mythical cities
Lesson 13: A stitch in time … Lesson 14: A night at the library
Unit 4 consists of four lessons
Lesson 15: Toadally amazing frogs
Lesson 16: Heroes and villains
Lesson 17: ‘It’s all Greek to me …’
Lesson 18: Are we there yet?
The lessons are divided into activities – this contains the lesson content as well as questions on it.
Each lesson consists of:
• Listening and speaking
• Reading and viewing
SAMPLE
• Writing and presenting
• Language structures and conventions
Section 1: Listening and speaking
Listening and speaking are integral to all subjects. Each lesson begins with a discussion about the topic which serves as an introduction. Other discussions in lessons can be viewed as orals instead of only formal conversations/discussions. The more learners practise writing and delivering orals, the easier it becomes to do tasks and exams. It will also improve their self-confidence if they speak to an audience more often.
It is important to pronounce words clearly and correctly when reading aloud. Help learners when they use incorrect sentence structure or vocabulary when they speak.
Pay attention to the listening process as it is very important in the higher grades and used during listening tests. The listening process is discussed below. Make sure you know when learners can take notes.
Listening process and strategies
The listening process is a three-phase activity and not every step of the process will be used every time. For example, if learners are listening to a recording, they will need to do a pre-listening activity which allows them to focus their listening and helps them to make associations with their own experiences. Listening activities help learners to recall details and evaluate the message. Post-listening may include learners responding to what they have heard through discussion.
Pre-listening
This introduces learners to the listening situation. It allows them to access their existing knowledge of the topic and prepare for listening.
• Talk about background knowledge before listening.
• Predict what the text may be about from the title.
• Deal with any unfamiliar vocabulary.
• Set a pre-listening question/s to focus learners’ attention.
• Prepare learners with, for example, pen and paper for taking notes.
During listening
Learners:
• Analyse the message, the speaker, and the speaker’s evidence
• Make mental connections
• Find meaning
• Ask questions
• Make inferences and confirm predictions
• Reflect and evaluate
SAMPLE
Post-listening
Learners:
• Ask questions and talk about what the speaker said
• Review notes
• Summarise the presentation orally
• Analyse and evaluate critically what they have heard
• Combine new knowledge with prior knowledge
• Draw conclusions, evaluate, give an opinion, and respond critically.
Follow the listening process for the first few weeks and see how the learners progress. If it becomes clear that they do not have to listen to a text three times, you do not have to read it three times. The process must, however, be followed for tasks/exams.
Facilitatorʼs Guide 1/2
G09
Section 2: Reading and viewing
The more learners read, the easier it will be for them to understand language use and pick up on things such as spelling patterns. Learners must read as much as possible on their own. Always help with pronunciation and meaning when learners read on their own.
Learners must read at least one book per term. Encourage them to read more than one book per term and from as many genres as possible.
If there is not enough time to do all the language activities in the lesson, make sure new work is covered before going back to previous work.
Section 3: Writing and presenting
The more learners write, the better. When you write, you are more inclined to use grammar and spelling correctly. Take note of the writing process set out below. Learners are also introduced to various types of texts, each with its own format (e.g. stories, dialogues, news reports, posters, and poems).
Writing process
Not every step of the writing process will be used each time. Make sure learners know where the focus is for each task, e.g. structure, sentence construction, or paragraph writing. The writing process includes:
• Planning/Pre-writing
• Drafting
• Revising
• Editing
• Proofreading
• Presenting
Planning
SAMPLE
Analyse the structure and features of the text. What is the purpose of the text? Decide on the requirements for the format and brainstorm ideas using, for example, mind maps, idea trees, flow charts, or lists.
Drafting
Write a first draft from the planning process. Read the draft critically and get feedback from others. Make sure all the requirements for the text have been met.
Revising, editing, proofreading and presenting
Read through the draft, correct spelling errors, refine word choice, evaluate style and register, use grammar correctly. Write the final draft including correct layout/format, heading, and fonts. Present the final version.
Section 4: Language structures and conventions
By interacting with language in written and spoken format, the foundation for grammar is laid. Although all the work required by CAPS is covered in the study guide, we do, however, recommend that facilitators provide learners with additional language exercises. It does not necessarily have to be an activity; it can simply be a revision of the previous day’s work or an informal quiz about synonyms or a spelling test.
Language aspects must be entrenched early on – it forms the basis for all language work up to Grade 12 (the level only gets higher each year). The more learners practise these language aspects, the better they get at using them correctly.
Time allocation
According to CAPS, learners must spend 4 hours per week studying English First Additional Language, so 8 hours per lesson (runs over two weeks). This means that homework is not included in this time. If learners cannot complete the activities during school time, they must do it for homework.
Two hours must be spent on listening and speaking, 3 hours on reading and viewing, 2 hours on writing and presenting, and one hour on language structures and conventions.
Take note that the time allocation for each activity does not necessarily add up to the 8-hour two-week cycle. This is because the time spent on an activity will be determined by the number of learners in the class. Some activities also take longer, where the facilitator must assess learners’ work, presenting a poem, orals, etc. In these cases, the activity could be done over a few days to allow each learner the opportunity to complete the activity.
Use your discretion to make sure learners cover all the work. In some instances, the work extends over a few periods, you can decide on how to complete these lessons.
Planning
SAMPLE
The books have been compiled in such a way that the facilitator has to do the minimum planning. However, it is still necessary to prepare for the lesson (especially since the time allocated for the activities is determined by the number of learners). Go through the lesson and see what you must prepare (for example, a text for reading aloud, decorating the class to suit the theme of the lesson, the necessary preparation for a language quiz/game, to ask learners to bring an item to class the following day, etc.). Also, plan which activities you will do on which days during the two-week cycle (day 1 to 10).
The activities can be done in the order they appear in the book, but it is not necessary to do all the listening and speaking activities only at the beginning of the lesson. If time does not allow, you may decide to not do some of the listening and speaking activities such as performing a poem. If learners have mastered some language aspects, they do not have to complete all the activities in class. If, for example, they understand abbreviations, they may complete the activity on abbreviations as revision at home (you can mark it in class).
Vocabulary and spelling
Encourage learners to use their dictionaries from day one and throughout the year. If possible, write a spelling test at the end of each lesson, or they can write a spelling test at the end of the day or week.
Where possible, we have included lists of words that learners may find difficult or to help them broaden their vocabulary to make essays and transactional texts easier to write.
About the texts
The texts, poems, and stories used in the books have the necessary permissions or are freely available in the public domain. Where there is no accreditation the author of the book wrote the poem/story/drama.
IMPORTANT NOTE
The lengths and complexity of the texts in the study guide vary. There are easier texts and there are those that may pose more of a challenge to learners. They must learn to read and engage with texts of various lengths and levels of difficulty. Reading comprehension is not only a vital step in helping learners develop a better memory and vocabulary, they also acquire the soft skills needed to navigate social and professional situations in their adult lives.
The advantages of a longer attention span cannot be overstated. The better we can focus on one task at a time, the more productive we become. Reading for longer periods of time will help instil the discipline needed to remain committed to a task until it is done.
SAMPLE
If you find that a learner/learners are having difficulty with a text, spend time with them and help them to read the text bit by bit. We want to remove the apprehension some learners may feel when they must read a longer text for comprehension. There is no need to rush through any text and you may provide as much assistance as necessary. However, do not shy away from longer texts as we are gradually building up to the skills expected of learners in the higher grades (and beyond). This will make the transition easier for them in the long-term and they will overcome any perceived obstacles to reading longer texts.
General
A few things to keep in mind:
• Each lesson has a theme. Try to make the theme as exciting as possible – the class could be decorated to suit the theme or learners could find interesting articles about it and share them with the class.
Facilitatorʼs Guide 1/2
G09 ~ English First Additional Language
• There is a table at the beginning of each lesson in the facilitator’s guide. This table contains the relevant activities and time allocation. Although other aspects may also be covered during the activity it is not the focus and not listed in the table.
• Many activities require more than one learner if there is only one learner the facilitator must take up the other role(s).
• As mentioned, some activities require learners to bring items to class – read ahead and give learners enough time to collect these items. For example, if they must bring along a magazine/newspaper or an item for role play, give them at least a week or two to get these together.
• In-between doing activities, learners can also write short, informal tests about language aspects, such as gender, degrees of comparison, etc.
• As far as possible, the headings in the study guide are according to CAPS, even though it might say ‘perform a poem’, it refers to the poem in the study guide, unless stated otherwise.
• More advanced learners can research the topic throughout the year, design and make a poster and tell the class about it. For example, they can research the information in the ‘Did you know?’ block or you can ask them to research a specific author or poet.
Recommended books
There are no prescribed books for English First Additional Language. Learners must, however, have a good bilingual dictionary or school dictionary from Oxford or Pharos. A thesaurus is also beneficial.
As mentioned, learners are expected to read at least one book per term. This may be any appropriate book of the learner’s choice. When learners read, they broaden their vocabulary and improve their spelling. We have included suggestions for further reading throughout the study guide.
SAMPLE
Some recommended books for Grade 9 English First Additional Language level:
• Holes – Louis Sachar
• Tales of Beedle the Bard – J.K. Rowling
• Stories of Africa – Gcina Mhlophe
• Eragon – Christopher Paolini
• The Lion, the Witch and the Wardrobe (The Chronicles of Narnia series) – C.S. Lewis
• Ella Enchanted – Gail Carson Levine
• Danny the Champion of the World – Roald Dahl
• White Fang – Jack London
• The Borrowers – Mary Norton
• Harry Potter Series – J.K. Rowling
• Charlotte’s Web – E.B. White
Facilitatorʼs Guide 1/2
G09 ~ English First Additional Language
• The Tale of Despereaux – Kate Di Camillo
• How to Eat Fried Worms – Thomas Rockwell
• Wonder – R.J. Palacio.
• The Lightning Thief – Rick Riordan
• Lord of the Flies – William Golding
• The curious incident of the dog in the night – Mark Haddon
• The Witches – Roald Dahl
• Little Women – Louisa May Alcott
• The Maze Runner – James Dashner
Formal assessment
No activity in the study guide is done for formal assessment. Please refer to the portfolio book for all formal assessments.
Exams
There are two exams in Grade 9 – the June and November exams. In both exams, learners write three papers.
• June exams
ל Paper 1: Oral (listening comprehension/debate/conversation/prepared or unprepared speech/group discussion)
ל Paper 2: Reaction to written texts (reading comprehension of literary/nonliterary text, comprehension of visual text, summary, language structures and conventions)
ל Paper 3: (written before the exams) Writing (transactional text: 2 short or 1 long) (poster/advertisement/web page/review, descriptive or argumentative essay)
• November exams
ל Paper 1: Oral (listening comprehension/debate/conversation/prepared or unprepared speech/group discussion)
ל Paper 2: Reaction to written texts (reading comprehension of literary/nonliterary text, comprehension of visual text, summary, language structures and conventions)
ל Paper 3: (written before the exams) Writing (transactional text: 2 short or 1 long) (newspaper article/questionnaire/directions/instructions, descriptive, argumentative, or narrative essay)
Always refer to the assessment plan as the content of the exams may change.
1
G09 ~ English First Additional Language
YEAR PLAN
LESSON 1: The power of one
LESSON 2: Cool caves
LESSON 3: Graphic novels
LESSON 4: The world of comics
LESSON 5: Film tourism
LESSON 6: Zoos: Renew or undo?
LESSON 7: Street art
2
3
LESSON 8: Fantastic beasts
LESSON 9: Ghosts in the machine
LESSON 10: Under African skies
LESSON 11: Mountain teacher
LESSON 12: Mythical cities
LESSON 13: A stitch in time …
SAMPLE
LESSON 14: A night at the library
4 LESSON 15: Toadally amazing frogs
LESSON 16: Heroes and villains
LESSON 17: ‘It’s all Greek to me …’
LESSON 18: Are we there yet?
Units 1 and 2 (terms 1 and 2) are in this facilitator’s guide, and units 3 and 4 (terms 3 and 4) are in facilitator’s guide 2/2.
• Personification
• Assonance
• Alliteration
• Literal and figurative language
• Give a report
• Listen to a newspaper report
• Unprepared speech
• Role play a situation
• Discuss a telephone conversation
• Prepared reading
• Listen to a text
• Class reading activity
• Do a listening comprehension
• Discuss an advertisement
• Have a group discussion
Listening and speaking
SAMPLE
• Simple, compound, and complex sentences
• Mood
• Language test
• Oxymorons
• Spelling patterns: the y-rule
• Capitalisation
• Idioms, proverbs, and euphemisms
• Read a magazine article
• Read an extract from a movie screenplay
• Elements of drama
• Read a contract
• Study images for meaning
• Read a poem
• Study key features of a poem
• Read short stories
• Read an extract from a novel
• Read a cartoon
• Read an advertisement
Reading and viewing
• Write an interview
• Write a report
• Narrative essay
• Descriptive essay
• Write a blog post
• Write and present a report
• Read and write a letter of appreciation
• Create and present an advertisement
• Create and present a poster
• Questions
• Conjunctions
• Direct and indirect speech
• Prefixes and suffixes
• Adjectives
• Nouns and pronouns
• Concord
• Sentence structure, verbs, and simple tenses
• Abbreviations
• Spelling rules and patterns
• Write a spelling test
Writing and presenting
Language structures and conventions
UNIT 1: Weeks 1 – 2
LESSON 1:
The power of one
Listening and speaking
Have a group discussion
Discuss an advertisement
Do a listening comprehension
Reading and viewing
Read an advertisement
Read a cartoon
Read an extract from a novel: The Power of One (Bryce Courtenay)
Writing and presenting
Edit and present a poster
Plan and draft an advertisement
Revise, edit, proofread, and present an advertisement
Language structures and conventions
SAMPLE
Write a spelling test
Revise spelling rules and patterns
Revise abbreviations
Revise sentence structure, verbs, and simple tenses
Revise concord
Revise nouns and pronouns
Revise adjectives
Remedial activity: Write a poem
Extension activity: Write a new slogan
1
3
11
12 15 min.
13 20 min.
14 20 min.
16
SECTION 1 Listening and speaking
‘The
power of one is above all things the power to believe in yourself …’
– Bryce Courtenay
SAMPLE
In this lesson, we want learners to realise that their value is not measured compared to someone else. They must embrace and accept who they are and celebrate their unique personality and how they look. This lesson is all about positive reinforcement of the idea that ‘being different’ is fine. Try to find age-appropriate movies or short films on YouTube that you can watch with your learners to enhance the lesson.
The most important aspect of this lesson, and all other lessons for that matter, is open, honest, and constructive discussions. Encourage learners to speak up in class, encourage them to share their views and opinions. Create an environment that is conducive to free speech, expression, and tolerance of others. Language is learnt not only from reading and writing but by speaking.
You are enough
Let’s begin this new year with the decision that you do not have to be more, or do more, or buy more to be who you are meant to be. This does not mean you will never need help – you will simply find it easier to ask for help. It will be easier to admit that some things about you are not perfect, but these things do not reflect on your worth, because you are already enough, just as you are.
You are enough means that you do not have to strive to become more worthy, valid, acceptable, or loved. You already are all those things.
Walk into the new year without fear – you can do this. Believe in yourself and believe that you are strong and brave. You really are.
In this lesson, we will meet Peekay, the hero of the novel, The Power of One, you will read and listen to advertisements and design your own advertisement and poster. Our focus is on being strong, confident, and never doubting the ‘power of one’.
SAMPLE
Literature features many brave, strong, and fearless characters we can read about and relate to. We learn from their adventures, their struggles, and how they overcome all the odds. Find these books online or at the library.
Agnes Wickfield (David Copperfield by Charles Dickens)
Agnes personifies everything strong and pure. Despite her youth and modesty, she is respected for her wisdom and opinions. She manages to stay happy even during times of misery. She has a loving and gentle nature but her mental strength and self-reliance are admirable.
Edmond Dantès (The Count of Monte Cristo by Alexandre Dumas)
Dantès is an intelligent, honest, and loving man who turns bitter and vengeful after he is convicted for a crime he did not commit. When Dantès finds himself free and enormously wealthy, he takes it upon himself to reward those who have helped him when things were at their worst and punish those responsible for his years of suffering.
Edward Cullen (The Twilight Saga by Stephenie Meyer)
Even vampires can have good sides. Edward Cullen, for example, has a few positive attributes. He is more than a century old and has learnt and grown in many ways. He can be particularly deep and soulful. He loves classical music, art, and the world around him. While Edward has moments of selfishness, he is mostly very caring and loyal. Edward is particularly intelligent and likes learning, he is introverted, thoughtful, and careful about how he treats others.
Lisbeth Salander (The Girl with the Dragon Tattoo by Stieg Larsson)
Lisbeth Salander, above all else, is a survivor. She is incredibly intelligent with a photographic memory and the ability to understand systems, making her a chess master, a maths genius, and a world-class computer hacker. As strong as Salander is, she is very vulnerable and full of selfdoubt. She has a strict moral code and protects those who cannot protect themselves.
IMPORTANT
SAMPLE
The Millennium series which includes The Girl with the Dragon Tattoo is only appropriate for readers aged 17+. We look at the character of Lisbeth Salander as an example of a strong individual in literature.
Jo March (Little Women by Louisa May Alcott)
Jo has a strong personality and is fiercely determined. She wants nothing more than to go off into the world and make her own way. She has a gift for writing and works hard to get her work published. She refuses to fit in with the Victorian definition of who a woman should be – she stays true to herself and develops her talents. She pursues her dreams in a way that makes her proud and while she is aware of her flaws, she remains independent and dares to move forward. She shows us what it means to be unique, to never give up on our dreams, and remain true to who we are.
Charlotte (Charlotte’s Web by E.B. White)
Charlotte is an ordinary barn spider with many extraordinary gifts. Sensitive, practical, motherly, and wise, Charlotte introduces herself to Wilbur the pig shortly after he arrives at the Zuckermans’ farm and becomes his guide and friend. She teaches Wilbur many lessons about patience, keeping calm, and learning to be himself. When Charlotte and the other farm animals realise that Wilbur is in danger, she spins ‘miraculous’ webs to save him. Charlotte sacrifices her time and energy to keep her friend safe.
‘Charlotte, there must be something I can do …’
‘No, Wilbur, don’t you know what you’ve already done? You made me your friend, and in doing so you made a spider beautiful to everyone in that barn.’
‘I didn’t do anything Charlotte, you did it all …’
‘No, my webs were no miracle Wilbur, I was only describing what I saw. The miracle is you.’
Activity 1: Have a group discussion 20 minutes
‘Why fit in when you were born to stand out?’
SAMPLE
– Dr Seuss
Discuss these points in class. Say whether you agree or disagree with the statements.
REMEMBER: Be respectful, tolerant, and act appropriately. Allow everyone a turn to speak and give their opinion. Participate and keep the discussion going. Use class discussions as an opportunity to practise speaking English and build your confidence. No one will judge you – we all learn something new each day.
Five reasons to stand out from the crowd.
1. Freedom
You have the freedom to do whatever you want. Instead of thinking as everyone expects you to, you are free to do what is right for you. You can do what you enjoy instead of wasting time on things you do not care about.
2. Connection
You can connect with people who share similar interests. It may be difficult to have real friendships with others if you are always in the crowd. But if you step outside the crowd, you have a better chance of forming genuine friendships with people who have the same interests as you.
3. Creativity
You cannot learn and discover things about yourself if you are trying to be like everyone else. Outside the crowd, you can be creative, original and explore things that interest you.
4. Strength
You will become stronger if you hold on to your values. Do not let what others think become your reality. Do not try to please everyone or worry needlessly about their opinions of you. People are going to judge you no matter what you do, so just live in your truth. Be strong and live for yourself while others struggle to fit in.
5. Your true self
Do not be a ‘copy’ of someone else because that is not who you are. You need to be your true self. It is the best way to live, and you will be a lot happier with your life.
Activity 2: Discuss an advertisement 30 minutes
You know by now that advertisements try to sell consumers things (most often something you do not need!): a product, a service, or an idea. Sometimes, however, an advertisement is not selling something, it has a different aim – to inform, recruit, raise funds, etc.
Read the advertisement on the next page and answer the questions in class. Use the colour version of the advertisement in the Appendix for your discussion.
SAMPLE
1. What is your opinion about the use of colour in the advertisement?
Learners’ own opinions, but they must be able to recognise that the colours are vibrant and meant to catch the reader’s eye.
2. What is being advertised?
The advertisement is for two positions at a company: a social media manager and an illustrator.
3. Who would be interested in this advertisement?
The advertisement is aimed at people looking for employment, specifically in a creative field or at an advertising agency.
4. Where is the wordplay in the advertisement? The wordplay is in ‘ducktastic’, the word should be ‘fantastic’.
5. What is the tone of the advertisement? Why is this tone used? The tone is quirky/funny/light-hearted – it is aimed at illustrating the culture of the company.
6. Do you like the company’s logo? Why or why not? Remember, when you are asked to say whether you like something or not, you cannot just say yes or no. You must be able to motivate your choice.
Learners’ own opinions with motivation.
7. From the line ‘we don’t believe in blending in’ what can you infer about the company? We can infer that they are looking for people who are creative, original, and willing to do extraordinary things in their field. The company does not like being like everyone else and aims to be noticed.
8. ‘True colours’ is an example of an . What does it mean? What does it mean in the context of the advertisement?
Activity 3: Do a listening comprehension 30 minutes
SAMPLE
It is an idiom, and it means to show what one is really like: to reveal one’s real nature or character. In the advertisement, it is a play on the colour of the purple duck that stands out from the yellow ducks. It is telling applicants that they can be themselves at the company and show who they truly are and live out their creative side. Accept learners’ interpretations but they must be able to make the connection between the idiom and the visual.
Listen to the advertisement your facilitator will read to you. It is from the Nike: ‘Find Your Greatness’ marketing campaign.
Pay attention to the text and make notes as your facilitator reads. You will discuss a few points afterwards in class.
Read the information in the box before you listen to the advertisement and try to apply some of the tips to your listening – not only now, but every day and in other subjects.
What is active listening?
Listening is one of the most important skills to develop. How well you listen has a major impact on your studies and learning process.
What do we listen for?
• We listen to obtain information
• We listen to understand
• We listen for enjoyment.
• We listen to learn.
Can you see how these skills relate to all your school subjects and life in general? It takes a lot of concentration and practise to be an active listener. We all have habits of not listening when someone is speaking – or we listen with an answer already on the tip of our tongue. Work hard to break these habits and become an active listener.
There are five key techniques you can use to develop your active listening skills:
1. Pay attention
• Put aside distracting thoughts.
SAMPLE
• Avoid being distracted by environmental factors. For example, side conversations. Do not be distracted by your fellow learners, focus on the task at hand.
2. Show that you are listening – use your body language to show that you are interested and engaged.
3. Provide feedback – when your facilitator asks questions or asks for your opinion, make sure you can answer. By providing feedback they can determine whether you understand the content of the text and the lesson. If you do not understand something, say that too! Never assume that your facilitator knows what you are thinking, it is up to you to tell them and ask for help.
4. Do not be ready to judge – never interrupt when someone is speaking or reading to you. Listen until the end and then form an opinion.
• A complete guide with all the texts (contemporary and classic) for comprehension exercises, speeches, and reading included.
• Contains tips for better writing, critical reading and understanding.
• Various levels of questions and activities to develop language skills and critical thinking.
• Complete explanations on grammar and syntax
• Practical examples of writing tasks.
• Encourages independent reading and research and broadens vocabulary.
