Solutions for All English Home Language Grade 9 Learner’s...

WIP4478M000 • SOLUTIONS FOR ALL ENGLISH HL • GRADE 9 LEARNERS BOOK • TWELFTH POSITIVE PROOF • 20 MAY 2013

Solutions for all

English Home Language

Grade 9Learner’s Book

S KerrJ Unterslak


Solutions for all English Home Language Grade 9 Learner’s Book

© S Kerr, J Unterslak, 2013 © Illustrations and design Macmillan South Africa (Pty) Ltd, 2013

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, photocopying, recording,

or otherwise, without the prior written permission of the copyright holder or in accordance with the provisions

of the Copyright Act, 1978 (as amended). Any person who commits any unauthorised act in relation to this

publication may be liable for criminal prosecution and civil claims for damages.

First published 2013

13 15 17 16 14 2 4 6 8 10 9 7 5 3 1

Published by Macmillan South Africa (Pty) Ltd

Private Bag X19 Northlands

2116 Gauteng

South Africa

Illustrations by Linda Klintworth, USDI, Robin McBride Typeset in Swiss for All 12/5pt by Positive Proof cc

Cover image from VMS Images Cover design by Deevine Design

ISBN: 978-1-4310-1402-6 WIP: 4478M000

e-ISBN: 9781431025572

Photo acknowledgementsGreatstock: pp. 1, 41, 60 (a), 89, 103,

173, 175, 205, 206, 225, 263, 281, 284AAI Fotostock: pp. 20, 58, 60 (b), 72, 74,

107, 126, 142, 159, 164, 189, 195, 247, 294, 295

AcknowledgementsThe publishers have made every effort to trace the copyright holders.

If they have inadvertently overlooked any, they will be pleasedto make the necessary arrangements at the first opportunity.The publishers would also like to thank those organisations

and individuals we have already approached andfrom whom we are anticipating permission.

It is illegal to photocopy any page of this bookwithout written permission from the publishers.


Contents

TERM 1

Theme 1: It all ‘ads’ up 1 Listening and speaking Groupdiscussion 2 Listeningcomprehension 3–4Reading and viewing Thereadingprocess 4–6 Booksandshortstories 7–11Writing and presenting Thewritingprocess 11–12 Creatinganadvertisement 12–13Language structures and conventions Spellingpatterns 14 Abbreviations 14–15 Nouns,adjectivesandpronouns 15–16 Sentencestructure 16–18 Concord 18 Simpletenses 19Reference to Core Reader Riot 11 TheMerchantofVenice 19Homework activities Weeks 1–2 19

Theme 2: Blown away 20 Listening and speaking Listeningandreadingaloud 21–22Reading and viewing Thenovel:GoodnightMrTom 22–29 Comprehensionstrategies:Blown

awaybybooks 29–34 Poetry:Raininsummer 35–37Writing and presenting Theinformalletter 37–40Language structures and conventions Directandreportedspeech 24–25 Inferringmeaning 30 Punctuation 30–31Reference to Core Reader TheWishingFish 22 Thesongmaker 29 TheQuarry 37 TheMerchantofVenice 40Homework activities Weeks 3–4 40

Theme 3: X-roads 41 Listening and speaking Listeningtoadialogue 42–43 Role-playing 43–44Reading and viewing Readingacontract 44–47 Poetry:AnAbandonedBundle 47–50Writing and presenting Writingareport 50–51Language structures and conventions Abbreviations 52–53 Idiomsandproverbs 53–54 Spellingpatterns 54 Questionforms 54–55 Voice 55–56Reference to Core Reader Bantustan 50Homework activities Weeks 5–6 56–57

Theme 4: Reeled in 58 Listening and speaking Listeningtoadialogue 59–60 Unpreparedspeech 60–61Reading and viewing Theshortstory:IntheWithaak’sShade 62–65 Poetry:theafricanpot 65–67Writing and presenting Writinganarrativeessay 67–68Language structures and conventions Regularandirregularverbs 69 Idiomsandproverbs 69–70 Acronyms 70 Spellingrules:silentletters 70–71Reference to Core Reader TheMagicoftheLittleHoneyguide 65 TheGuitar 67 AdventuresofIsabel 71Homework activities Weeks 7–8 71

Theme 5: Far out 72 Listening and speaking Listeningandspeakingabouta

newspaperreport 73–75Reading and viewing Readinganewspaperormagazine

report:GhoststorieshauntPikePlaceMarket 76–81


Poetry:HomagetoMyHips 81–83Writing and presenting Writingareport 83–85Language structures and conventions Sentencetypes 77 Moreabouttheverb:tensesandmood 85–87Reference to Core Reader MybrotherBert 83Homework activities Weeks 9–10 88

TERM 2

Theme 6: Winning ways 89 Listening and speaking Listeningandspeaking:listentoa

storyandforumorgroupdiscussion 90–92Reading and viewing Thenovel:IronLove 93–98 Poetry:ToJames 98–101 Readingawillandtestament 101–105Writing and presenting Summarisingatext 92–93 Adiaryentry 105–106Language structures and conventions Idiomsandproverbs 99Reference to Core Reader TheRabbitandtheTortoise 98 TheWinner 101 TheMerchantofVenice 106Homework activities Weeks 1–2 106

Theme 7: Social media 107 Listening and speaking Listeningtoaspeech 108–109 Unpreparedreading 109–110Reading and viewing Readingandsummarisingatext:

IsYourFacebookAddictionaSignofLoneliness? 111–115

Readingafolklorestory:TheElephant’sNose 115–117

Poetry:APrayerforallmyCountrymen 118–119

Writing and presenting Writingareview 119–122Language structures and conventions Finiteverbsandinfinitives 122–123 Spellingpatterns 123–124

Reference to Core Reader TheToysofPeace 109 NewLifeinKyerefaso 110 TheMerchantofVenice 117 LovePoemforMyCountry 124Homework activities Weeks 3–4 124–125

Theme 8: Working it out 126 Listening and speaking Listeningtoanddiscussingaspeech 127–128Reading and viewing Thenovel:Stormbreaker 129–131 Poetry:NightSister 132–136 Readingacartoon 136–138Writing and presenting Introductionsandconclusions 132 Notices,agendasandminutes 138–141Language structures and conventions Wordattackskills 134 Spelling 135Reference to Core Reader TheGirlwhoWantedDawn’sDress 131 There’sAlwaysaWayOut 136 TheMerchantofVenice 138 MendingWall 141Homework activities Weeks 5–6 141

Theme 9: In an instant 142 Listening and speaking Listeningtoanadvertisement 143 Oralpresentation 147–148Reading and viewing Readinganddiscussing

advertisements 144–146 Creatingandreviewingan

advertisement 148–149Writing and presenting Writingasummary 150–152Language structures and conventions Tenses 152–153 Nouns 154 Workingwithwords 154 Paragraphs 156–157 Revision:literarytexts 157 Spelling 158Reference to Core Reader TheTestimonyoftheFly 146 TheMerchantofVenice 152 Grandpa 157Homework activities Weeks 7–8 158

Contents


TERM 3

Theme 10: Pods and Pads 159 Listening and speaking Listeningtoanddiscussinga

dialogue 160–161Reading and viewing Readinganabridgedwilland

testament 161–166 Poetry:Thecomputerswallowed

Grandma 166–169 Readingacartoon 169–170Writing and presenting Writingawillandtestament 171–172Language structures and conventions Concreteandabstractnouns 163 Paronyms,polysemes,homonyms

andhomophones 163–164Reference to Core Reader KwelaMan 169Homework activities Weeks 1–2 172

Theme 11: Working on it! 173 Listening and speaking Listeningtoaninterview 174 Groupdiscussion 178Reading and viewing Readingcomprehension:written

andvisualtexts 174–178 Readingayouthnovel:Nevermore 179–182 Poetry:AWorkPoem 182–183Writing and presenting WritingacoveringletterandaCV 184–185Language structures and conventions Spelling 186Reference to Core Reader Noorjehan 183 PromotersofCulture 186Homework activities Weeks 3–4 186–188

Theme 12: Fear of frying 189 Listening and speaking Speakingandlistening:thedebate 190–192Reading and viewing Readingskills:HowPrometheus

GaveFiretoPeople 193–197 Poetry:Incendiary 197–199 Readingandviewingfor

comprehension 200–202

Writing and presenting Writinganessay 203–204Language structures and conventions Sentencestructure 193 Conjunctions 194 Paragraphs 194 Theeffectofselectionsandomissions

onmeaning 194Reference to Core Reader HowFirewasDiscovered 197 Insomekitchen 204Homework activities Weeks 5–6 204

Theme 13: @english2.0 205 Listening and speaking Listeningtoaspeech 206–207 Preparedspeech 207–208Reading and viewing Readingashortstory:TheGiftof

theMagi 209–214 Poetry:LastLessonoftheAfternoon 214–217 Readingandviewingfor

comprehension:TheadventofTwitter 217–220

Writing and presenting Writinganinvitationcardandan

acceptancenote 221–222Language structures and conventions Bias,prejudiceandstereotypes 206 Paragraphs 222 Onewordforaphrase 223 Spellingpatterns 223–224Reference to Core Reader WhytheHarehasaSplitLip 214 Relatives 224Homework activities Weeks 7–8 224

Theme 14: All in the mind 225 Listening and speaking Speakingandlistening:conflict,

storytelling,dialogues 226–229Reading and viewing Readinganovel:AliceinWonderland 229–233 Readingdrama:Nothingbutthetruth 233–236 Poetry:SundayTwo 236–239 Readinganarticle:WaystoKeep

KidsonTask 239–244Writing and presenting Transactionaltext:adialogue 244–246

Contents


Language structures and conventions Spellingpatterns 238 Interrogativepronouns 240 Whentousewhoorwhom 241 Demonstrativepronouns 241 Indefinitepronouns 242 Importantwordsinsentences 242Reference to Core Reader SiphoSnake 236 Learning 239Homework activities Weeks 9–10 246

TERM 4

Theme 15: Chasing paper 247 Listening and speaking Listeningtofables 248 Role-playmeetingprocedures 249–251Reading and viewing Readingayouthnovel:Witch&

Wizard:TheFire 251–254 Poetry:BlankBeauty,ThePoet’s

RoomandComposerUncomposed 254–258

Writing and presenting Writingaletterofapplication 258–259Language structures and conventions Activeandpassivevoice 259–260 Ambiguity,cliché,redundancy,

tautology,slang,jargon 260–261 Spellingpatterns 261–262Reference to Core Reader Thisletter’stosay 259Homework activities Weeks 1–2 262

Theme 16: Hot stuff 263 Listening and speaking Listeningtoadialogue 264–267 Forumorpaneldiscussion 267–268Reading and viewing Readinganovel:CrocodileBurning 269–273 Poetry:AbouBenAdhem 273–275 Readingandviewingan

advertisement 276–278Writing and presenting Writinganemail 278–280Language structures and conventions Abbreviations 265 Nouns 270 Spellingpatterns 270–271

Reference to Core Reader TheCrooks 273 TheBirthofShaka 280Homework activities Weeks 3–4 280

Theme 17: i-Tuned in 281 Listening and speaking Role-playing 282 Takingpartinaconversation 283–286Reading and viewing Readingayouthnovel:Guitar

Wizard 286–289Writing and presenting Writingasummary 289–291 Writingadiaryentry 292Language structures and conventions Explanation:causeandeffect 292 Shiftofmeaning 292–293 Usinglanguageforspecialpurposes 293Reference to Core Reader Pianoanddrums 285Homework activities Weeks 5–6 293

Theme 18: What’s the deal? 294 Listening and speaking Speakingandlisteningstrategies:

preparedreading,role-playandlisteningtask 295

Reading and viewing Readingandviewing:article–How

SusanBoylewonovertheworld;poem–AChildHalf-asleep 296–300

Writing and presenting Writing:anarrative/descriptive/

reflectiveessay,aletterandadiaryentry 300–301

Language structures and conventions Revisinglanguagestructuresanduse 301–304Reference to Core Reader Zulu–ACreationMyth 300 TheMerchantofVenice 300 StrongMeasures 300 Ifyoudonotstaybitterfortoolong 300Homework activities Weeks 7–8 304

Index 305

Contents


Term 1 Weeks 1–2

1

1Theme

It all ‘ads’ up!

In this theme, I will:

● participateinagroupdiscussiononanadvertisement

● completealisteningcomprehensiononanadvertisement

● revisethereadingprocessandreadingstrategies,andusethemtoreadashortstoryandanadvertisement

● revisethewritingprocess ● writeanadvertisement ● learnaboutspellingpatternsand

abbreviations ● learnaboutsentencestructure,nouns,

adjectivesandpronouns,concordandsimpletenses

● readashortstoryanddramaintheCore Reader.

Let’s talk about this theme

Ingroups,discussthefollowingquestions: ● Whatimpactdoesadvertisinghaveonyou? ● Haveyoueverboughtanythingonthestrengthoftheadvertisement?Whichaspect

oftheadvertisementaffectedyou? ● Doyouhavefavouriteadvertisements,andonesthatyouloathe?Explainyour

reasonstothegroup. ● Doyoupreferadvertisementsthatareontheradio,thoseinprint,orthoseonthe

television? ● Arethereproductswhichshouldbeadvertisedinoneofthesemediaratherthan

others?

• Itall‘ads’up!


2

Group discussion

What you know already

Youknowthatinorderforgroupdiscussiontobefruitful,everyonemustlistenwhenotherstalk,andeveryonemusthaveanopportunitytohavetheirsay.

Check

myselfDoyourememberhowtobehaveduringagroupdiscussion?Setoutsomegroundruleswiththemembersofyourgroupbeforeyoubegin.Writethemuponabigpieceofpaperanddisplaythemintheclassroom,sothatifsomeoneforgetstherulesanddisruptsthediscussion,youcanreferbacktotherules.

What you still need to know

InClassroomactivity1youwillhaveagroupdiscussion.Youwillnotputupyourhandsforthisdiscussion;instead,youwillneedtowaitforopportunitiestoenterthediscussion.Alsowaitwhileothersaretryingtosaysomething,andallowthemtodosonaturally.

Duringthediscussion,youmightwanttousewhatiscalleddiscoursemarkers.Theyarewordsorphrasesthattellothersthatyouhaveheardthemandthatyouwillbeaddingtowhattheyhavesaid.Forexample,youcansay,‘Ontheotherhand…’andthenyoucanbringinopposinginformation.Ifyouagreewithsomeone,youcouldsay,‘That’savalidpoint.Inaddition…’Otherexamplesofdiscoursemarkersarehowever,withregardto,asfor,while,therefore,asaresult,consequently.Trythisinthediscussion.

Theme 1

3


Itall‘ads’up!•

Listening comprehension


Listeningisdifferenttohearing.Listeningisconsciousandfocused.

Check

myself CanyouanswerAlwaysforeachofthefollowingstatements?

Always Sometimes Never

Ilistenforinformationthefirsttimethetextisreadtome.Afterhearingthequestions,IcanfocusmyattentiononthesectionsoftextImissedinthefirstreading.Iamabletoanswerthequestionsthatareaskedafterthereading.

Word bank

tone howsomethingissaid–itcanbesaidinanexcitedtoneorasubduedtone,forexample

pace thespeedatwhichpeoplespeakorread–itcanbefastorslow

emotive and languagethatcreatesanemotionalresponseinthelistener manipulative language orreader font theshapeandappearanceofthelettersofwordsinprinted

material;differentfontslookdifferent font size thesizeofthefontinwhichwordsareprinted body language people’sfacialexpressionsandbodymovements;body

languagegivesusanindicationofwhatpeoplearethinkingorfeeling


Forthislisteningcomprehension,youwillneedtotakenotesduringthesecondreadingofthetext.Donotdothisduringthefirstreading,asthisiswhenyoulistentogetthegeneralgistofthetext.● Whenyoutakenotes,useyourownshorthand.Donotwriteinfullsentences,asonly

youwillbeusingthenotes.● Donotbedistractedbythenote-taking–youmuststilllisten.● Donottrytowritedowneverythingyouhear–justmakeanoteofthemainpoints.YouneedtobeabletorecogniseanddiscusstheconceptsintheWordbank.

CBA

Term 1 Weeks 1–2

• It all ‘ads’ up!


4

Classroom activity 1

Yourteacherwillreadanadvertisementtoyou,orshowyouapre-recordedone.

Youwillhaveagroupdiscussiononthefollowingconceptsinyouradvertisement:tone,pace,emotiveandmanipulativelanguage,fontsizeandbodylanguage.

Ifyouradvertisementdoesnothaveoneoftheaboveelementsinit,leavethataspectout.Thepointofthediscussionistoshareideasaboutconceptsintheadvertisementandtoidentifypersuasiveandmanipulativetechniques.

The reading process


Youknowthattherearethreestagestothereadingprocess:pre-reading,duringreadingandpost-reading.Useallofthemforbothwrittenandvisualtexts.

Check

myselfCanyouplacetheskillslistedbelowunderthecorrectheadings?Andcanyouplacethemintheorderinwhichtheyoccurinthereadingprocess?Copythefollowingtableintoyourworkbookandfillintheskillsundertheircorrectheadingsandintherightorder:

Pre-reading During reading Post-reading

Skills:answeringquestions,clarifyingissues,comparingandcontrasting,criticallanguageawareness,deducingmeaning,drawingconclusions,evaluating/discussingdifferentinterpretationsofthetext,explainingwriter’sinferencesandconclusions,exploitingtextforgrammarandlanguagelearning,inferringmeaningofunfamiliarwordsandimages,makinginferences,makingnotes,predicting,questioning,reproducinggenreinownwriting,re-reading/reviewing,scanning,skimming,summarising,synthesising,visualising


Whenyoureadavisualtext,suchasacartoonoranadvertisement,youalsoneedtoconsiderelementssuchastheuseofcolour,fontsizeandshape,bodylanguage(facialexpressionsandbodymovements),unusualuseofpunctuationandemotivelanguage.

Skimthroughtheadvertisementstoseeifyouunderstandallthewordsinthetext;scantheadvertisements,takingconsciousnoticeofthevisualelementsmentionedabove,andthenreadtheadvertisementsintensivelysothatyoucanunderstandhowalltheelementsfittogether.

Theme 1

5


It all ‘ads’ up! •


Workinpairsanddiscussthefollowingadvertisements.

1 Decideatwhichtargetaudiencetheadvertisementisaimed,forexample,homemakers,mothers,thegeneralpublic,teenagers,andsoon.

2 Withthatinmind,discusstheeffectivenessoftheadvertisement.

3 Usethefollowingtermsinyourdiscussions:useofcolour,fontsizeandshape,unusualuseofpunctuationandemotivelanguage.

Term 1 Weeks 1–2



6

➡

Theme 1

7



Books and short stories


Youalreadyknowmuchoftheterminologythatrelatestothepartsofabook:● Thecoveristheexteriorofthebook.Itcanbecolourful.Theblurb(theshortsummary

ofthecontentsofthebook)appearsonthebackcover.● Thetitle pageisthepageatthefrontofabookthatshowsitstitle,thenameofthe

writer,andsoon.● Theindexisanalphabeticallistatthebackofsomebooks.Itshowsonwhichpage

certainthingsarementioned.● Chaptersarethesectionsintowhichabookisdivided.● Theglossaryisalistofthedifficultwordsusedinapieceofwriting,withexplanations

oftheirmeanings.● Titlesrefertothenamesofbooks,poems,plays,filmsorotherworksofart.● Aheadingisthetitleatthetopofapageorpieceofwriting.● Illustrationsarepictures,drawingsorphotographsusedfordecoratingabookor

explainingsomething.● Font typesandsizesaresetsoflettersandnumbersinsizesandstyles,usedfor

printingorcomputerdocuments.

Ashortstoryislongerthananessay,butmuchshorterthananovel.Ashortstoryhasfewcharacters.Itnormallycoversashortspaceintimeandalimitednumberofevents.

Check

myself AnswerYesorNoforeachofthefollowingstatements:

Yes No

Shortstoriesusuallygetofftoaquickstart.Shortstoriesoftenhaveunexpectedendings.Inshortstories,muchdetailisleftoutandthereaderneedstomakeinferencestofillindetailaboutthecharacters.Onlythecentralcharactersofashortstoryaredeveloped.Shortstoriesmovequicklytotheclimax,whichisthehighestpointofthestory.

Term 1 Weeks 1–2



8

CBAWord bank

character apersoninashortstory dialogue thisreferstothewordsthatonecharacterwillsaytoanother.

Asignificantpartofthestorycanbetoldthroughthedialogue setting referstotheplaceortimewherethestorytakesplace theme themainmessageofthestory kindergarten anurseryschool;intheUSA,theyearthatschoolchildrenattend

beforetheygotoprimaryschool renounce tostateformallythatyounolongerbelieveinorsupportsomething corduroy athickcottonclothwitharidgedsurface swaggering walkinginaproudandconfidentway raucous rude,noisyandviolent insolently rudely,especiallywhenyoushouldbeshowingrespect fresh Americanslangfor‘cheeky’ recess break deprived nothavingthingsthatareessential rubbers boots simultaneously happeningordoneatthesametime elaborately inaveryexaggeratedway institution animportanttraditionorsomethingwellknownbyeverybody reformation improvingsomethingormakingsomeoneintoabetterperson grimly inaveryseriousway warily carefullyornervously incredulously notabletobelievesomethingornotwantingtobelieveit cynically expectingthatthingswillgowrongornotbesuccessful awed havingafeelingofgreatrespectoradmiration,sometimes

combinedwithfear matronly havingthegoodqualitiesortheappearancetypicalofanolder

marriedwomanormother haggard lookingverytired,worriedorill manoeuvre tomoveinaplannedway,withcareorskill primly verycarefulaboutyourbehaviourorappearance,andeasily

shockedbywhatotherpeopledoorsay lapses shortortemporaryperiodswhenyoufailorforgettodothingsinthe

rightway


Followthesestepstoanalyseashortstory:● Readthestorycarefully.Makesurethatyouarefamiliarwiththesettingandthetime

periodinwhichittakesplace.

Theme 1

9



● Considerthetitleofthestory.Decidewhythestoryhasthattitleandnotanotherone.

● Whoarethecharactersinthestory?Whoisthecentralcharacter?Canyoudescribethecharacterstosomeoneelse?

● Whatwastheauthor’sintention?● Isthereamessageorthemeto

thestory?Doesitjusttellusaboutcertainevents?


YouwillnowreadanextractofastorycalledCharles byShirleyJackson. ThestoryisaboutayoungboycalledLaurie,whostartedkindergarten.Fromtheveryfirstday,hisparentswereconcernedtohearofthebadbehaviourofaclassmateofLaurie’s–aboynamedCharles.Charleswasfrequentlyrudeandaggressive,andalwaysintrouble.

Yourteacherhasthefirstpartofthestoryandwillreadthattoyou.Youcanthenreadthelastpartofthestory.

Don’tforgettousethestagesofthereadingprocessasyoureadtherestofthisshortstory:skimthroughthetexttoseeiftherearemorewordsthatyoudon’tunderstand,andlookthemupinadictionary;scantogetthegeneralideaofwhatwillfollow,andthenreadintensivelysothatyoucananswerthequestionsthatfollow.

DuringthethirdandfourthweeksthereseemedtobeareformationinCharles;LauriereportedgrimlyatlunchonThursdayofthethirdweek,‘Charleswassogoodtodaytheteachergavehimanapple.’

‘What?’Isaid,andmyhusbandaddedwarily,‘YoumeanCharles?’

‘Charles,’Lauriesaid.‘Hegavethecrayonsaroundandhepickedupthebooksafterwardandtheteachersaidhewasherhelper.’

‘Whathappened?’Iaskedincredulously.

‘Hewasherhelper,that’sall,’Lauriesaid,andshrugged.

‘Canthisbetrue,aboutCharles?’Iaskedmyhusbandthatnight.‘Cansomethinglikethishappen?’

Term 1 Weeks 1–2



10

➡

‘Waitandsee,’myhusbandsaidcynically.‘Whenyou’vegotaCharlestodealwith,thismaymeanhe’sonlyplotting.’

Heseemedtobewrong.ForoveraweekCharleswastheteacher’shelper;eachdayhehandedthingsoutandhepickedthingsup;noonehadtostayafterschool.

‘ThePTAmeeting’snextweekagain,’Itoldmyhusbandoneevening.‘I’mgoingtofindCharles’motherthere.’

‘AskherwhathappenedtoCharles,’myhusbandsaid.‘I’dliketoknow.’

‘I’dliketoknowmyself,’Isaid.

OnFridayofthatweekthingswerebacktonormal.‘YouknowwhatCharlesdidtoday?’Lauriedemandedatthelunchtable,inavoiceslightlyawed.‘HetoldalittlegirltosayawordandshesaiditandtheteacherwashedhermouthoutwithsoapandCharleslaughed.’

‘Whatword?’hisfatheraskedunwisely,andLauriesaid,‘I’llhavetowhisperittoyou,it’ssobad.’Hegotdownoffhischairandwentaroundtohisfather.HisfatherbenthisheaddownandLauriewhisperedjoyfully.Hisfather’seyeswidened.

‘DidCharlestellthelittlegirltosaythat?’heaskedrespectfully.

‘Shesaidittwice,’Lauriesaid.‘Charlestoldhertosayittwice.’‘WhathappenedtoCharles?’myhusbandasked.

‘Nothing,’Lauriesaid.‘Hewaspassingoutthecrayons.’MondaymorningCharlesabandonedthelittlegirlandsaidtheevilwordhimselfthreeorfourtimes,gettinghismouthwashedoutwithsoapeachtime.Healsothrewchalk.

MyhusbandcametothedoorwithmethateveningasIsetoutforthePTAmeeting.‘Inviteheroverforacupofteaafterthemeeting,’hesaid.‘Iwanttogetalookather.’

‘Ifonlyshe’sthere,’Isaidprayerfully.

‘She’llbethere,’myhusbandsaid.‘Idon’tseehowtheycouldholdaPTAmeetingwithoutCharles’mother.’

AtthemeetingIsatrestlessly,scanningeachcomfortablematronlyface,tryingtodeterminewhichonehidthesecretofCharles.Noneofthemlookedtomehaggardenough.Noonestoodupinthemeetingandapologisedforthewayhersonhadbeenacting.NoonementionedCharles.

AfterthemeetingIidentifiedandsoughtoutLaurie’skindergartenteacher.Shehadaplatewithacupofteaandapieceofchocolatecake;Ihadaplatewithacupofteaandapieceofmarshmallowcake.Wemanoeuvreduptooneanothercautiouslyandsmiled.

Theme 1

11



➡

‘I’vebeensoanxioustomeetyou,’Isaid.‘I’mLaurie’smother.’

‘We’reallsointerestedinLaurie,’shesaid.

‘Well,hecertainlylikeskindergarten,’Isaid.‘Hetalksaboutitallthetime.’

‘Wehadalittletroubleadjusting,thefirstweekorso,’shesaidprimly,‘butnowhe’safinelittlehelper.Withlapses,ofcourse.’

‘Laurieusuallyadjustsveryquickly,’Isaid.‘Isupposethistimeit’sCharles’influence.’

‘Charles?’

‘Yes,’Isaid,laughing,‘youmusthaveyourhandsfullinthatkindergarten,withCharles.’

‘Charles?’shesaid.‘Wedon’thaveanyCharlesinthekindergarten.’

(Source: Charles.ShirleyJackson.TheQuickeningPulse–SelectedStoriesforStandard6.DJBrindley)

1 Commentonthetitleofthestory.

2 Explaininafewsentenceswhathappenedinthestory.

3 Whatisthesettingofthestory?

4 Whatpurposedoesthedialogueserveinthestory?

5 Whatisthethemeofthestory?

6 Whatdoyouthinktheintentionoftheauthoris?

7 Didyouenjoythestory?Givereasonsforyouranswer.

8 WhatdoLaurie’sparentslearnabouthim?

The writing process


Youknowthattherearestrategiesthatyouneedtouseinthewritingprocessforeverypieceofwritingthatyoudo.

Core Reader

Read the short story Riot on page 58.

Term 1 Weeks 1–2



12

Check

myselfGiveanexplanationofeachofthestagesofthewritingprocess:

1 planning

2 drafting

3 revisingandediting

4 rewriting

5 proofreading

6 presentation


Asyouknow,therearemanydifferentformsofplanning.Youshouldtrytouseasmanydifferentwaysofplanningasyoucan,sothatyoucanbesurewhichoneworksbestforyou.

Youcanmindmap,youcanwriteheadingsthatsayIntroduction,BodyparagraphsandConclusion,oryoucanjustjotdownpointsandfleshthemoutlater.Itdoesnotmatterwhichmethodyouuse,butuseone!

Todraftsomethingmeanstowritesomethingthatyoumaystillchangebeforeitisfinished.Therefore,whenyouwriteadraft,itisnotmeanttobeafinalcopy.Itismeanttobecorrectedoredited.

Editingandrevisionmaymeanmakingbigchanges,whileproofreadingischeckingforlittlemistakessuchasspellingerrorsorincorrectlyusedpunctuation.

Creating an advertisement


Youaresurroundedbyadvertisingeveryday.Youseeadvertisementsinmagazinesandnewspapers,onthetelevisionandonbillboardsnexttoourroads.

Theme 1

13



Check

myselfPickthecorrectwordsinbracketstodescribeadvertising:

1 Advertisementsmustbe(eye-catching/dull).

2 Theyshould(exaggerate/beaccurateabout)theclaimsthattheymake.

3 Thevisualaspectsare(moreimportantthan/lessimportantthan/equallyimportantto)thewrittenaspectsoftheadvertisement.


ManyadvertisementsarecreatedontheAIDAprinciple:Aforattention,Iforinterest,DfordesireandAforaction.● Theadvertisementmustcatchtheattentionofthereader.Thefontandsizeofthetext

(thewordsontheadvertisement)areimportant,asistheuseofcolourandvisualmaterial(thepictures).

● Theadvertisementshouldarousetheinterestofthereader,makinghim/herwanttoinvestigatefurther.Thereshouldbeinformationabouttheserviceorproductthatwillanswerthatinterest.

● Thereadermustfeeladesiretobuytheproductortheserviceadvertised.Someadvertisementssuggestthatmanyareasofourliveswillimproveifweownwhateverisadvertised.

● Finally,thereadershouldwanttoactonwhathe/shehasreadintheadvertisement.Thereforetheadvertisementshouldgivethereaderinformationabouthowhe/shecanbuytheadvertisedproduct.


Createaneye-catchingadvertisementforacellphonethatyouwanttosell.Theadvertismentwillbeplacedonthenoticeboardatschool.

● Usethestagesofthewritingprocesstoensurethatyourwritingisofgoodquality. ● Youmayusepicturesordrawingstocreatethevisualaspectoftheadvertisement. ● Thinkaboutwhowillbeinterestedinbuyingyourphone.Uselanguagethatwillsuit

yourpotentialreaders. ● Remembertoincludecontactdetails.

Youradvertisementwillbeassessedagainsttheshortertransactionalwritingrubric;yourteacherwillgiveyouacopyofthis.

attention interest desire action

Term 1 Weeks 1–2



14

Spelling patterns


One combination of letters that causes much trouble is ie or ei. The rule states: i before e except after c. So believe and piece are correct. But receive and deceive are correct, too. There are some exceptions to this rule, such as efficient, weird, ancient and foreign.


If you are a poor speller, you can improve by looking up words of which you are unsure in the dictionary. Create a personal dictionary. Buy a little index book and write under the appropriate letter those words which you have found difficult to spell. Make sure that you write them in the book correctly. You can add meanings to the words if you wish. Add any new or unfamiliar words that you come across into the book. That way you will be creating a new and varied vocabulary.


Here is a list of words. Some are spelt correctly, and some not. Say which are correctly spelt, and correct those that are not.

gaurantee, accommodate, begining, forty, acheive, definate, cheif, goverment, disappear

Abbreviations


We use abbreviations to shorten words.

Punctuation is important when abbreviating words: ● If the original word and the abbreviation end on the same letter, there is no full stop.

Mister and its abbreviation Mr is an example of this.● If the original word and the abbreviation end in different letters, we use a full stop.

December and its abbreviation Dec. is an example of this.● If an abbreviation consists of the initial letters of all the words of the full form, we usually

write it without full stops. The South African Broadcasting Corporation and its abbreviation SABC is an example of this.

Theme 1

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Give the abbreviations for the following words and phrases:

Junior, Please turn over, department, Annual General Meeting,

postscript, teaspoon, tablespoon, lane, boulevard

Nouns, adjectives and pronouns


Nouns, pronouns and adjectives are parts of speech. Nouns name things or groups of things. There are many different categories of nouns, namely: ● common nouns, which name things that you can see and

touch● abstract nouns, which name feelings and things you cannot

experience with your senses● proper nouns, which name people and places – they start

with a capital letters● collective nouns, which name a group of things.

Pronouns replace nouns in sentences. Adjectives describe nouns and pronouns.

Check

myselfRefer to the story in Classroom activity 3. Copy the following table into your workbook. In Column B, fill in at least three examples from the story of each of the parts of speech in Column A.

Column A Column B

proper nounscommon nounsabstract nounsadjectivespronouns

What does frustration smell like? What does it taste of? Can you buy frustration at the supermarket or hear

it on your iPod?

Term 1 Weeks 1–2



16


Adjectives and pronouns

Adjectivescanbedividedintoclasses.Numericaladjectivesindicatethenumberofthings:thethirdplace,ahalf-moon,twentybutterflies.

Pronounscanalsobedividedintoclasses.Relativepronounsarewho,whom,whose,that,andwhich.Theserelativepronounscanalsofunctionasconjunctions.Theycandothesameworkassubordinatingconjunctions:ThisisthemanwhosepaintingIbought.ThisisthepaintingthatIboughtfromhim.


InColumnB,fillintheappropriatewordsfromthefollowingextract:

ThedayLauriestartedkindergartenherenouncedcorduroyoverallswithbibsandbeganwearingbluejeanswithabelt;Iwatchedhimgooffthefirstmorningwiththeoldergirlnext-door,seeingclearlythataneraofmylifewasended,mysweet-voicednursery-schooltotreplacedbyalong-trousered,swaggeringcharacterwhoforgottostopatthecornerandwavegoodbyetome.

Column A Column B

propernounscommonnounsabstractnounsadjectivespronouns

Sentence structure


Allsentencesmusthaveafiniteverb.Thatmeansthatthesentencehasaverbthathasasubject,tenseandnumber.

half

one

ten

one thousand fifth three-quarterseight

one-thirdthirtieth

seventy

nineteeneleventhtwo-thirds

Theme 1

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Check

myself Explainwhatthetermssubject,tenseandnumbereachmeaninconnectionwiththefiniteverb.


● Sentencesthathaveafiniteverbarecalledsimplesentences.(Theycanalsobecalledclauses.)

● Coordinatingconjunctionsjointwosentences(mainclauses)ofequalweight,forexample:themanatethecakebutthewomandidn’t.Whentwomainclausesarejoinedbycoordinatingconjunctions,theybecomecompoundsentences.Examplesofcoordinatingconjunctionsareand,but,or,nor,yet,soandfor.

● Subordinatingconjunctionsjoinamainclauseandasubordinateclause.Asubordinateclauseisaclauseinsideanotherclause.Itplayssomekindofrole,suchasobjectormodifier,insidethemainclause,forexample:Themanatethecakebecausehewasstarving.Whenamainclauseandoneormoresubordinateclausesarejoinedbysubordinatingconjunctions,theybecomecomplexsentences.Subordinatingconjunctionsareallconjunctionsotherthanthecoordinatingconjunctionsabove:because,however,although,until,andsoon.Relativepronounsalsodotheworkofsubordinatingconjunctions.


Namethetypeofsentenceinthefollowingexamples:

1 Hewasfresh.

2 Theteacherspankedhimandmadehimstandinacorner.

3 Laurieslidoffhischair,tookacookie,andleft,whilehisfatherwasstillspeaking.

4 TodayCharleshittheteacher.

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➡

5 ThursdayCharleshadtostandinacornerduringstorytimebecausehekeptpoundinghisfeetonthefloor.

6 Becausehedoesnotbehaveinschool,theywillthrowhimoutoftheschool.

Concord


Concordistheagreementofthesubjectwiththeverb.Singularsubjectsneedsingularverbsandpluralsubjectsneedpluralverbs.

Check

myselfStatewhetherthefollowingsentencesaretrueorfalse.Ifasentenceisfalse,rewriteittomakeittrue:

1 Verbpluralsareformedbyaddinganstotheendoftheword.

2 Singularmeanshavingthesamemeaningassomething.

3 Asubjectisthenounorpronounthatperformstheactioninthesentence.

4 Theverbisthewordthatexpressesactioninthesentence.

5 Someverbsexpressastateofbeing,andnotaction.


Collectivenounsareunderstoodtobesingularinsentences,sotheywilltakesingularverbs.


Choosethecorrectformoftheverbinbrackets:

1 I(am/are)inGrade9.

2 Theclass(is/are)workingveryhard.

3 MypartnerandI(is/are)workingonouractivitytogether.

4 Thehockeyteam(was/were)thebestintheschool.

5 Theteacher(teach/teaches)withvigourandpassion.

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Simple tenses


Tensesshowthetimeofanactionorstateofbeing.Theverb’sendingusuallychangestoshowwhattimeitisreferringto.Timecanbesplitintothreeperiods:present(whatyouaredoing),past(whatyoudid)andfuture(whatyouaregoingtodo,orhope/plantodo).

Thesimpletensesareusedtoshowpermanentcharacteristicsofpeopleandevents,toshowfacts,toshowwhathappensregularlyorhabitually,ortoshowthatsomethinghappensinasingle,completedaction.


● Usethesimplepresenttenseforanactionthathappensoftenorregularlyinthepresent.Iwalkthedogeveryday.

● Usethesimplepresenttensetotalkaboutfacts:TheSunrevolvesaroundtheEarth.● Usethesimplepasttenseforactionsthathappenedinthepastonce.Iwalkedthedog

yesterday.● Usethesimplefuturetenseforactionsthatwillhappeninthefuture.Iwill walkthedog

tomorrow.


Namethetenseofeachofthefollowingsentences:

1 IaminGrade9.

2 Iwillplaytennisnextyear.

3 Icanplayhockey.

4 IwasinCapeTown.

5 Ididnothaveabook.

6 Iwillpass,youwillsee!

Homework activities Weeks 1–2

Totestyourself,takesometextfromoneofyourothersubjects–History,Geography,Scienceoranyothersubjectthatyoulike.Analysethesentencesinthattextandclassifythemassimple,complexorcompound.Alsoidentifythetensesusedinthetext.Explaintheuseofconcordinthesentencesthatyouhavechosen.Englishappliestoeverything!

Core Reader

Read the play The Merchant of Venice on page 144.

Term 1 Weeks 1–2


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2Theme

Blown away

In this theme, I will:

● listentoanddiscussareadingofatext

● readapreparedtextaloudtotheclass ● usethereadingprocessandstrategies

toreadaliterarytext(novelandpoetry)anddiscussthekeyfeatures

● usethereadingprocessandstrategiestoreadavisualtext

● focusonprocesswritinginwritingaletter

● workwithspellingandspellingpatterns,abbreviations,shortening,acronyms,stems,prefixesandsuffixes

● learnaboutnouns,adjectives,pronouns,punctuation,tenses(simplepresent,simplepast,simplefuturetense),directandreportedspeech,sentencestructureandconcord

● developcriticallanguageusebyexaminingidiomsandproverbs,euphemism,andvocabularyincontext

● readafolktale,poem,shortstoryanddramaintheCore Reader.


Ingroups,discussthefollowingquestions: ● Hassomethinghappenedrecentlytomakeyousay,‘That’smagnificent!’?What

makesyourespondlikethat?Whatmakesyoufeelblownaway? ● Ifyoubecomereallyabsorbedinsomethingyouenjoydoing,whathappensto

you?Howdoyoubehave?

21


Blown away •

CBA

Listening and reading aloud


Whenyoureadaloud,youneedtoshowthatyouunderstandthetext.Thismeansmakingsureyouunderstandallthewords,payingattentiontothepunctuation,andreadingwiththerightvolume,intonation,tone,pace,pronunciationandfluency.Whenyoulistentoareadingofatext,listenforalloftheaspectslistedabove.

Check

myself Preparethefollowinglinestoreadaloudtoyourpartner.Paycarefulattentiontomeaninganddelivery.Discussyourpartner’sreading.

‘Ifyoudon’tdowhatIsay,’hewhisperedharshly,‘youwillregretit!’

Word bank

intonation thewaythevoicerisesandfallswhensomeoneisspeaking projection thestrengthofthevoicewhenspeaking;usingthevoiceloudlyand

clearly tone thefeelinginaperson’svoicesothatyouknowwhathe/sheisthinking

andfeeling


Toreadaloudwellmeansmorethansimplybeingfluent.Ofcourseyoushouldreadwithoutstumblingandhesitating,butyoualsoneedtoplanotheraspectsofreading.

Whenplanningyourreading,makesurethatyouunderstandthetextreallywell,sothatyoucanshowyourunderstandingthroughthewayyouread.Checkthepronunciationofallthewords.

Listeningtosomeoneelse’sreadingwillhelpyoutoseewhatmakesagoodreading–orabadone!

Whenyoupresentyourreading,yourvoicemustvaryin

volume(loudorsoft),butstillbeaudible(voiceprojection).Youalsoneedvarietyof

pace(fastandslow),pitch(highandlow),tone(feeling)andexpression.Planwhereyou

willpause.Remembertolookatyouraudienceduringthereading.

Makeeyecontact.

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Finally,thinkaboutyourbodylanguagewhileyouread.Youshouldstandcomfortably,holdyourbookorpieceofpaperattherightheight(alsonottooclosetoyourface)andmakeeyecontactwithyouraudience.Donotusegestures,butdousefacialexpressionstohelpsupportthemeaningofwhatyouarereading.

Classroom activity 1 Formal assessment task

1 Listentothetextthatwillbereadaloudtoyou.

a) Howisthetextintroduced?Wasthereaneffectiveopeningandclosing?Explain.

b) Discusseachofthefollowingquestions.Giveexamplesandsupportyouranswers.

i) Howdidthereaderusehis/hervoiceintheintroduction?Wasthepacevaried?

ii) Didthereaderusepauseeffectively? iii) Whatkindofintonationcouldyouhear? iv) Didthereaderappeartopayattentiontopunctuation? v) Howdidtheintervieweraskthequestion? vi) Isthereadifferencebetweenthewaythereaderreadtheintroductionand

thewayGregMacGillivrayspoke?DescribethewayGregusedhisvoice.

2 Chooseatextthatyouthinkwouldbeentertainingforyourclassmatestolistento.Trytochooseapassagewheresomeoneisblownawaybyanexperience.Readyourextractaloudtomakesurethatitfallswithinthetwotothreeminutetimelimit.Thenprepareitcarefully,thinkingaboutalltheelementsthatmakeareallygoodreading.Bereadytoreadtotheclass.Youwillbeformallyassessedonthistask.Therubricforpreparedreadingwillbeusedforthis;yourteacherwillgiveyouacopyoftherubric.

Total: 10

The novel


Theprocessofreading,whichyouhavebeenpractisingforanumberofyears,involvespre-readingstrategies,whattododuringreadingandhowtotackleatextafterreading.Whenyoudiscussaliterarytext,suchasanovel,youhavetothinkaboutplot,character,conflict,background,setting,narratorandtheme.

Check

myself Canyoudefineeachoneofthefeaturesmentionedabove?Inpairs,testeachother.

Core Reader

Read the folktale The Wishing Fish on page 3.

Theme 2

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Blownaway•

Word bank

action referstotheincidentsoreventsthathappeninthenovel antagonist thepersonopposedtothehero;thevillain background dealswiththecharacter’ssocialcircumstances,orimportantpast

eventsthatarenecessaryforthestory conflict thewordweusetotalkaboutthedifferencesbetweencharactersina

storyorproblemsarisingoutoftheirsituation narrator thepersonwhotellsthestory.Thiscanbeoneofthecharactersor

someoneoutsideofthestory plot themainsequenceofeventsinastory protagonist theheroormaincharacter


Animportantstrategywhenyouarereadingistopredictevents.Trythisexample.

Whatdoyoupredictwillhappen?

Thewriterofastorychooseswhattotellthereader.Thismeanseverythingincludedinthestoryisthereforareason.Usethedetailsyouaregiventopredictwhatmightbeabouttohappen.Inthisway,youareanactivereaderwhoisengagingwiththetext.

Often,youneedextrabackgroundinformation.Youmightneedtodosomeresearchtoaddtoyourunderstandingofastory.Forexample,ifastorytakesplaceattheOrientalPlazainJohannesburg,youmayneedtoknowmoreaboutthatsettingforyoutounderstandfullywhattheauthorintends.

Itisoftenusefultomakeasummaryofthemainfeaturesofatext,forexamplethecharactersandwhattheyarelike,thetypeofcharacterisationtheauthorused,thesetting,theconflict,theplotandthenarrator.

Ifyouwriteacharactersketch,remembertofocusonwhatapersonislike(his/herpersonality),notonphysicalfeatures.Eachtimeyoudescribethepersonality,giveatleasttwoexamplesfromthetexttosupportyouranswer.

Ireallyshouldn’twalkaloneatnight.Wedon’tlivein

thesafestarea.

CBA

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Finally,brainstormthetheme.IfapoemhasthetitleAutumn,itisfairlysafetoimaginethatthepoem’sthemehastodowithautumn.However,nevertrytostateathemeinonlyoneword.

Direct and reported speech


Directspeechreferstotheactualwordssomeonesays.Introducedirectspeechwithacomma(orsometimesacolon),andplaceinvertedcommasaroundthewordssomeoneactuallysays,forexample:Williesaid,‘Yougavemethisjerseyasapresent.’

Whenwerepeatsomeone’sdirectwordstosomeoneelse,wereportthewords,andsowetalkofreportedorindirectspeech,forexample:WillietoldTomthathehadgivenhimthatjerseyasapresent.


Therearecertainchangesyoumustpayattentionto:

1 Verbs: ReportedspeechusuallybeginswithanintroductoryverbsuchasHesaid that… Theyanswered that…Thechildshouted that…Iftheintroductoryverbisinthepasttense,alltheverbsthatfollowareusuallyputintosomeformofthepasttense.

Examples: ‘Iam blownawaybythisgame,’Ronaldexclaimed.(Simplepresenttense) Ronaldexclaimed thathewasblownawaybythatgame.(Simplepasttense)

Iftheverbsthatfollowtheintroductoryverbarealreadyinthesimplepasttense,theymustbeputintothepastperfecttense.

Examples: ‘Welovedthemangoes,’theparentssaid.(Simplepasttense) Theparentssaidthattheyhad lovedthemangoes.(Pastperfecttense)

Note:Thepastperfecttensealwayscontainshad,forexamplehad eaten,had walked,hadplayed.

Right,thethememustbeautumn. Whatisthe

authorsayingaboutautumn?

Whatmessageabout

autumnistheauthordeveloping?Perhapsautumn

asadepressingseason?

Orautumnasthefulfilmentof

summer?Orautumn

asapreparationforwinter?

Theme 2

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Blown away •

2 Pronouns: BecarefulwhenusingthepronounsI,weandyou.Thesegenerallychangetohe,she,itandthey.Makesureyoudon’tgetconfusedaboutwhichnounsthepronounsreferto.

3 Adverbs and adjectives: Becarefulwithadverbsandadjectivesthatshownearnessintimeandplace.Thesemustbechangedinindirectspeechtoshowdistance.

Herearesomecommonchangesreferringtotimeandplace.

Time Place

today thatday this thatyesterday thedaybefore,

thepreviousdaythese thosehere there

tomorrow thenextday,thedayafter,thefollowingday

ago beforenow thenlastnight thepreviousnight,

thenightbefore

nextweek thefollowingweek,theweekafter

4 Direct questions becomeindirectquestions.Useverbssuchasasked,inquired,questioned,wondered.

5 Exclamations becomestatements.Useaverb,awordorphrasetoshowtheemotion.Forexample:‘Don’tleavemealone!’mightbeexpressedas:Hebeggedherdesperatelynottoleavehimalone.

6 Direct commandsbecomeindirectcommands.Useaverbsuchasorderorcommandwiththeinfinitive,oraverbsuchasoughtto.

7 Remove slang and interjections.Donotusecontractions(I’m,you’re,we’ll,andsoon).

8 Ifyouarenotgivenanintroductory verb,choosethebestoneyoucan.Donotalwaysusesaid,asked,ordered,exclaimed.Youcanuseasfeworasmanyintroductoryverbsasnecessary.

Asyousawinpoint5,wordsareofteninsertedtotrytocapturetheattitudeoratmosphereoftheoriginalpassage.Thuswhatisreportedincludesthesurfacemeaningaswellasattitudesandfeelings.

Note:Remembertotakeouttheinvertedcommas.Youarenolongerquotingdirectwords.

Term 1 Weeks 3–4

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Word bank

overcome feelingverystrongemotion gnarled twisted,usuallybecauseofoldage conscious aware absorbed tohaveyourattentiontotallyfocusedononething,sothatyouforget

abouteverythingelse


YouaregoingtoreadtwoextractsfromGoodnightMrTombyMichelleMagorian.

Extract AWilliewascompletelyovercome.Hesatdownandstaredatthegifts,quitespeechless.Tom,meanwhile,tookalargeparceloutofthecupboardandplaceditinfrontofhim.

‘That’smepresentfrommetoyou.’

‘Butyougivemethis,’hesaid,indicatinghispullover,‘andtheseshorts.’

‘Thisissomethingdifferentlike.’

Willieunwrappedtheparcelandgaveastart.There,beforehiseyes,layonelargeandonesmallsketchpad.Pagesandpagesofuntouchedpaper.Thereweretwopaintbrushesandthreepotsofpaint.Onebrushwasmedium-sized,theotherwasthinanddelicate.Thepaintswerered,yellowandblue.

‘Ifyoumixthem,’saidTom,‘youcanalsogitorange,greenandbrown.’

Wrappedupintissuepaperwereapencil,aneraserandasharpener.Somethingwascarvedattheendofthepencil.Itlookedfamiliar.Hetraceditslowlywithhisfinger.

‘WilliamBeech.’

Helookedlovinglyatthepaintsandbrushesandswallowedapainthathadrisenatthebackofhisthroat.

CBA

Theme 2

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Blownaway•

➡

‘Itakeityoulikethem,’murmuredTom.‘Ichosethemmeself,like.’

Heglancedoutthewindowattheoaktree,whereRachelandhissonwereburied.Sheusedtohugandkisshimwhenhegaveherpresents.Shelovedpainting,wildflowers,prettylace,sweetjams,andfreshlybrewedbeer.Sinceherdeathhehadneverwantedtotouchanythingthatmightremindhimofher.Trustastrangeboytosoftenhimup.

Theoddthingwasthat,afterhehadenteredthepaintshop,hehadfeltasifaheavywaveofsadnesshadsuddenlybeenliftedfromoutofhim.Memoriesofherdidn’tseemaspainfulashehadimagined.

(Source: GoodnightMrTom.MichelleMagorian.PuffinBooks.PublishedbythePenguinGroup,1983,England)

1 PredictwhatWilliewilldonext.Givereasonsforyouranswer.

2 Whatextrabackgroundinformationwouldyouliketohavethatwouldhelpyoutounderstandthestoryandcharactersbetter?

3 WritealistofMrTom’sgiftstoWillie.

4 Withtherestoftheclass,brainstormthethemeoftheextract.

5 Byexaminingthecontextofthewordscarefully,guessthemeaningof:

a) start b) delicate.

Language

Rewritethefollowingdialogueinreportedspeech.

‘That’smepresentfrommetoyou.’‘Butyougivemethis,’hesaid,indicatinghispullover,‘andtheseshorts.’‘Thisissomethingdifferentlike.’

Extract B

‘Howaboutstayin’outsidethisafternoon?’suggestedTomsuddenly.‘It’safineday.’

Hiswordswereimmediatelycontradictedbytheappearanceofadarkshadowacrossthesky.

‘Dratthemblimmin’clouds,’hemuttered.

SamracedonaheadofthemandwaitedatDobbs’sfield.Williecouldn’twaittobegindrawing.He’dstartwiththegnarledoldoaktreeinthegraveyard.That

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➡

wouldbefine.Butbeforetheyhadreachedthebackgate,afewdropsofrainhadalreadyploppedwarninglyontheirheads.‘I’llhavetodrawinside,’saidWillietohimself.Tomgruntedandthensuddenlyhitonanidea.‘Howaboutthechurch?’heexclaimed.‘Ofcourse,youcoulddrawinthere.’‘Yeh,’agreedWillie.‘Yeh,Icould.’Hewrappedhismackintoshcarefullyroundthesmallsketchpadandfleddownthepathwaytothechurch,arrivinginthenickoftime,forasheclosedtheheavyarcheddoorbehindhim,aslowdrizzleofrainsweptacrossthevillageandsurroundingfields.Hestoodquitestillforamoment.Itfeltoddtobealoneinachurch.Hewouldhavefeltnervousifithadn’tbeenraining.Thesounditmaderustlingoutsideinthetreesmadehimfeelcomfortableandprotected.Hestaredupatthewindowsandthencaughtsightofthepulpit.Slinginghismacoverthebackofapew,hesatdownandrestedhisfeetontheoneinfront.Heplacedthesketchpadonhisknees,flickedopenthefirstpageandbegantodraw.Hedidn’theartherainsuddenlystop.Hewasconsciousonlyofthepulpitandhissketchpad.Therestofthechurchhadceasedtoexistforhim.NeitherdidhehearZachrepeatedlycallinghimfromoutside,orthesoundofhisfootstepsrunningupthetinypathwaytothebackdoor.ThedooropenedslowlyandZachpeepedin.Hehadneverseentheinteriorofachurchbefore.Heslippedquietlyinandglancedupatthewindowsandwallsuntilhisattentionwasdrawntoamopoffairhairstickingoutfrombehindoneofthebackpews.HewasjustabouttospeakwhenhebecameawarethatWilliewasabsorbedinsometask.HetookafewpacesforwardandleanedoverWillie’ssmallthinshoulders.Hisshadowfellacrossthepad.Williejumpedandturnedround,hurriedlyplacinghisarmoverthepicture,butitwastoolate.Zachhadalreadyseenit.‘Isay,’hegasped,fullofadmiration,‘that’smagnificent.’Willieshylyflippedthecoverofthepadoverthedrawing.(Source: GoodnightMrTom.MichelleMagorian.PuffinBooks.Publishedby

thePenguinGroup,1983,England)

1 Usingdetailsfromthisextract,suggestwherethestorytakesplace.Givereasonsforyouranswer.

Theme 2

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Blown away •

CBA

➡

2 Usingbothextracts,discussthecharactersofWillieandMrTom.DescribetherelationshipthatisgrowingbetweenMrTomandWillie.

3 WillieisstayingwithMrTomduringWorldWarII,buthismothercouldaskforhimtoreturntoheratanymoment.PredicthowWilliemightfeelifhismothersendsforhim.

4 Brainstormthethemeofthesecondextract.IsthethemethesameasinExtractA?Discuss.

Comprehension strategies


Youknowhowtousereadingskillssuchasskimming,scanningandmakinginferences.

Check

myself MatchthereadingskillinColumnAwithitsexplanationinColumnB.

Column A Column B

1. skimming a) statingwhatmightcomenext2. scanning b) readingquickly,lookingataspectssuchasheadings,notes,

diagramsandsoon3. predicting c) makingsureyouunderstandclearly4. clarifying d) readingcarefullyforparticularinformation

Word bank

affix anadditionalelementplacedatthebeginningorendofaroot,stemorword,orinthebodyofaword,tochangeitsmeaning

idle lazy prefix anaffixaddedtothebeginningofawordtochangeitsmeaningorfunction root thebasicmeaningfulpartofaword,withoutanyaffixes;itisnotalwaysaword

initsownright suffix anaffixaddedtotheendofawordtochangeitsmeaningorfunction

Core Reader

Read the poem The song maker on page 118.

Term 1 Weeks 3–4

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Allwordshavearoot.Wecanaddletterstothe

beginning(prefixes)ortotheend(suffixes)tochangethe

meaningorthepartofspeech.


Inferring meaning

Usewordattackskillstoguess(infer)themeaningofunfamiliarwordsandimages.Forexample,inExtractAyouusedcontext cluestohelpyouguessthemeaningsofwords.Youcanalsouseroots,prefixesandsuffixestodothis.

Prefixeshavemeanings,andtoknowthemeaningofaprefixhelpsthereadertomakeabetterguessatunderstandinganunfamiliarword.Suffixeschangethepartofspeechofaword:-ageattheendofawordcreatesnouns–hostage-yformsadjectives–moody-ateformsverbs–annihilate-domformsabstractnouns–freedom-mentturnsverbsintonouns–government

Example:clarifyTherootisclarandthesuffixis-ify.Togethertheyformaverbmeaningtomake.ClarisfromLatinclarus,meaningclear;soweguess:clarify=tomakeclear

Punctuation

Writersusepunctuationtomakesurethatmeaningisclear.Punctuationhelpsustointerpretawrittentext.

ItalicsInprint,italicsareusedforthetitlesofnovels,playsandverylongpoems.Whenyouwrite,youunderlinethesetitles.Somepeopleuseinvertedcommas.

Capital lettersUseacapitalletterfor:● thefirstwordinasentence● propernouns● themostimportantwordsinatitle,forexampleTheWindintheWillows● thepersonalpronounI.

Theme 2

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Blownaway•

The commaEssentially,thecommahelpsmakethemeaningsofsentencesclearer.Thecommaisnotaseasytouseasyoumightthink.

Weuseacomma:● toseparateanumberofitemsinalist,forexample:Shirts,pantsandsockswerepiled

ontheteenager’sfloor.Ikickedmywaythroughscrunched-uppiecesoffilepaper,oldpizzaboxesandpiecesofmouldybread.

● toseparaterepeatedwordsorphrases,forexample:Whateveryouwanttosay,sayitnow.

● beforecertainconjunctions,suchasbutandbecause,toseparateclauses,forexample:Iaskedhimtocometotheparty,becauseIreallywanthimthere.

● tointroducedirectspeech,forexample:Shesaid,‘I’drathernotdoit.’● tomarkoffwordsorphrasesinthemiddleofaquotation,forexample:‘Veryannoying,’

saidAlice,‘tobespokentolikethat.’● tomarkoffwords,phrasesorclausesatthebeginningofasentence,forexample:After

thebaby’sbirth,Iwasverytired.● beforeand/orafterthenameofapersonwhenyouspeaktothatpersondirectly,for

example:Alice,pleasegivemeacopyofthiswonderfulessay.● beforetaggingonclausessuchasdon’tyou?orisn’tit?Forexample:Youdolikemy

work,don’tyou?● afteryesornoiftheybeginasentencethatanswersaquestion,forexample:‘Areyou

cross?’‘Yes,Iamcross.’● betweentheitemsofadateoranaddress,forexample:atThursday,5June2013.

Weuseapairofcommasto:● separatewords,phrasesorclausesthatrefertothesamesubject,forexample:Mrs

Williams,my fabulous English teacher,iselderly.Wesaythatthesewordsorphrasesareinapposition.Youputthewordsinappositionbetweenapairofcommas.(Youcanalsousedashesorbracketsforthis.)

● addaphraseorclausethatgivesextrainformation,forexample:Thesandals,which were on sale,fittedmeperfectly.(Youcanalsousedashesorbracketsforthis.)

● showanasideorparenthesis,forexample:Thisis,you realise,thebestmarkIhaveevergotforEnglish?

● markoffwordsorphrasesfromtherestofthesentence,suchas:ofcourse,however,forexample,therefore,thatis.Forexample:Thenoise,however,irritatesme.

TIPSNeveruseacommatoendastatement.Thatisthejobofthefullstop.ûMyfather’sbirthdayisonMonday,weshalltakehimoutforlunchthedaybefore.PMyfather’sbirthdayisonMonday.Weshalltakehimoutforlunchthedaybefore.Remember:Alwayspunctuateformeaning,clarityandsense.

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Usingprocessreadingskills,carefullyreadthefollowingarticle,writtenbyaGrade12learner.

Pre-reading: ● Skimtheheadline,theopeningandclosingparagraphs,andthetitlesinitalics. ● Predictwhatthearticleisabout.

During reading:Inferthemeaningofunfamiliarwordsbyusingwordattackskills.

Post-reading: Answerthequestionsthatfollowtheextract.

Blown away by booksbyCharmianBonnetIfIhadbeenraisedinaworldwithouttelevision,IwouldnothavebeensoalarmedbyEskom’sloadsheddingdilemmas.Difficultasthosedarkdayswere,theytaughtmetoturntoliteraturebycandlelight.IfoundthatimaginationcreatesanimagemorevividthantheHDTV,andthatreadingGonewiththeWindmovedmeevenmorethanwhenIwatchedLassieComeHomeforthefirsttime,agedfour.

Tomydelight,Idiscoveredthatreadingwiththelightsonwasevenmoreexciting,andthatabookfittedintomostofmyhandbags,likeaportablepocketworld.Iwasveryimpressedbybooks.

CynicthatIam,though,Isoonstarteddoubtingtheimportanceofliteratureversustelevision.Forexample,thankstoGonewiththeWind,InowhaveanextensiveknowledgeoftheAmericanCivilWar,GeneralLeeandthesouthernstates.ThefactthatIwill,perhaps,nevervisitAmericamakesthisinformationallthemoreuseless.WhatIhavelearnt–ironically,throughnovels–wasthatnovel-readingwasalwaysconsideredidleandsentimental,whichisalmostwhatweconsidertelevisionviewerstoday,thoughnotquitesoarticulately.

So,ifnovelshavebeenlargelyreplacedbytelevision,surelytheeffectsofthemonthemasseswouldhavebeensimilar,thoughtoadifferentdegree?Iamcertaintherewasatimethatalleducatedindividualsthoughtthemselvescapableofwritingabook,asmostofusnowbelieveourselvescapableofbeingmoviestars.

Thetruthisthatsocietyhasalwaysbeeninneedofameansofescapefromreality,somethingtodreamabout,somethingtobeblownawayby.Televisionisespeciallypowerful,becauseitisreadilyavailable,andinvariouslanguages,whereasbookscanbeenjoyedonlybytheeducated.Itisinevitablethatany

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popularnovelwill,inthenearfuture,bemadeintoafilm,compressingaweek’sentertainmentintotwohoursofmindlessviewing.

Thequestionnowiswhetherthenovelwillbecomeextinct.Ihavealwayswantedtobeanauthor,but,withthedecreaseinreadership,bookshopsandbookclubs,thismightbealost cause.Ishallseetheremainsofthesescatteredthroughsociety.

Iamstartingtofeel–thoughIknowittobeuntrue–thatIamtheonlypersonofmygenerationwhoconstantlychecksthewebsitesofPhillipaGregory,JasperFfordeandTracyChevalier,inanticipationoftheirnextnovel,orwhoshedsatearforCassiowhilereadingOthelloforEnglishhomework.

However,IshallfollowmyseeminglyhopelessdreamandpraytothePatronSaintofLostCausesthatthenovelneverdiesandthatmanyreaderswillbeblownawaybythepowerofbooks.

(Source: EssaybyCharmianBonnet,Grade12,20June2010)

1 Workoutthemeaningofthefollowingwordsbyusingvariouswordattackstrategies:

a) dilemmas(usecontextclues) b) portable(discusstherootandthesuffix;thinkofotherderivedwords)

2 a) WhatfactsdidthewriterlearnasaresultofreadingGonewiththeWind? b) Whythendoesthewriterdoubttheimportanceofliterature? c) Inthepast,whatwerepeople’sopinionsofnovelreaders? d) Ofwhom,ironically,dopeoplehavethesameopiniontoday?

3 Lookattheuseofpunctuation.Discusstheuseofpunctuationintheessay–especiallyitalics,capitallettersandcommas.

4 a) Explainwhythedesiretobeawritermightbea‘lostcause’. b) Aeuphemismisawordorphrasethatreplacesanunpleasantexpression

withsomethingsofterandmorepleasant.Explainwhat‘remains’isaeuphemismfor.

5 Sumupthemessageinthisarticle.

6 a) Usingcluesfromthearticleandthecartoonthatfollows,writeashortdefinitionofabookclubandtheproblemsbookclubsfacetoday.

b) Describethebodylanguageofthepeopleinthecartoonandwhattheirbodylanguagetellsusabouttheirfeelings.

Term 1 Weeks 3–4

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Language

1 WriteoutHDTVinfull.

2 Isthisanacronym?Explainyouranswer.

Idioms and proverbs

Sometimes,awriterwilluseanidiomoraproverb.● Anidiomisanexpression(agroupofwordsoraphrase)peculiartoaspecific

language.Theidiomhasafigurativemeaningthatisdifferentfromtheliteralmeaningofthewordsmakinguptheidiom.Forexample,intheextractonpage28,thewriterstatesthatsomeonearrivedinthenickoftime,meaningjustintime.

● Aproverbisawell-knownsentenceorstatementthatpeopleoftenquote.Itgivesadviceortellsyousomethingaboutlife,forexample,Everycloudhasasilverlining.

Youneedtoknowthemeaningsofidiomsandproverbsinordertounderstandwhatyouread.Manytextsuseidiomsandproverbstoplayonwords.


Matchthefollowingidiomstotheirmeanings.

1. tocomeround a) notwhollybelievingsomething2. totakesomethingwithapinchofsalt b) notcompletely3. tocomeout c) tochangeone’smindoropinion4. uptoapoint d) veryeasy5. apieceofcake e) tobepublished

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Poetry


● Poetryiswritteninstanzas.Stanzasconsistoflines.● Rhymeiscreatedbythelastwordsofeachlineofpoetry.● Somepoemshavenorhymescheme,andsomehaveaveryfixedpattern.● Thethemeofthepoemisthemessageofthepoem.● Themoodofthepoemisthefeelingthatthepoemcreateswhenitisread.● Poetryoftendependsonfigurativelanguage:languagethatismetaphoricalandthat

hasameaningbeyondtheliteralmeaningofthewords.● Examplesoffiguresofspeecharesimiles,metaphorsandpersonification.Theyare

alsosometimescalledimagery.

Check

myself Explainthefigurativemeaningofthisline:Findthequietplaceinsideyourself–andinhabitit.Howdoesthefigurativemeaningofthislineaffectthemoodandthemessage?

Word bank

sermon atalkonareligiousormoralsubject,deliveredbyapriestorotherreligiousleader

spout themouthofatube gutter theedgeofaroadnexttoapavement,whererainwatercollectsandflows

away;aplasticormetalchannelfixedtotheedgeofaroofofabuilding,intowhichrainwaterdrains


Thefigurativeuseoflanguageusuallyinvolvesthesensesandcanalsoincludesymbolism.Asymbolrepresentssomeidea.Itcanbeapicture,awordoraphrasethathasacomplexofassociatedmeanings.

Lookcarefullyatthefollowingpoemandthinkaboutthefigurativeuseoflanguage.Arelightning,thunder,starsandstillnesssymbolsofanythinginthispoem?Discussthetitleofthepoem.

CBA

Term 1 Weeks 3–4

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A Baby Sermon byGeorgeMacDonaldThelightningandthunderTheygoandcome;ButthestarsandthestillnessArealwaysathome.


Readthefollowingpoemcarefully,andthenanswerthequestionsthatfollow.

Rain in summer (extract) by HenryWadsworthLongfellow

Howbeautifulistherain!Afterthedustandheat,Inthebroadandfierystreet,Inthenarrowlane,Howbeautifulistherain! 5

Howitclattersalongtheroofs,Likethetrampofhoofs!HowitgushesandstrugglesoutFromthethroatoftheoverflowingspout.

Acrossthewindow-pane 10Itpoursandpours;Andswiftandwide,LikeariverdownthegutterroarsTherain,thewelcomerain!

1 Whyistherainbeautifultothespeaker?

2 Whatcluesaretherethattherainisheavy?

3 Whichsensesareappealedtoinlines3and6?Explain.

4 Antithesisisafigureofspeechthatusescontrast.Findtheantithesisinlines3and4andexplainwhatpointthespeakerismaking.

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5 Howarethespoutandtheraingivenlifeinlines8–9?Doyouseethisfigurativeusageasmetaphororpersonification?Explain.Whydoyouthinkthewriterdescribesthespoutandtheraininthisway?

6 Discusstheeffectivenessofthesimilesinlines7and13.

7 Describethemoodofthespeaker.Howdoestheuseoftherepeatedexclamationshelptosuggestthespeaker’sfeelings?

8 Doyouthinktherainsymbolisesanythingforthespeaker?Giveareasonforyouranswer.

The informal letter


27 High Street Yeoville219625 April 2013

Dear Yusuf

You asked for some advice on paragraph structure. Here goes!

Remember that a paragraph needs a topic sentence, which is the sentence that sums up the main idea of the paragraph. Each paragraph has one main idea and, therefore, has only one topic sentence. The sentences must be arranged logically. Use conjunctions to create cohesion -- that’s sticking together, you know!

I have included a little illustration to help you remember. Don’t laugh at my drawing now!

Core Reader

Read the short story The Quarry on page 64.

Or it can be the last sentence!

Or it can come in the

middle.

A topic sentence can be

the first sentence of a paragraph.

Term 1 Weeks 3–4

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C

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You know all about the process of writing that takes you from planning and drafting to editing, proofreading and rewriting, to the final presentation, don’t you? Use this for whatever writing you are asked to do.

Finally, focus on your sentences: sentences can be long, medium or short; simple, compound or complex; and can have different structures (such as loose and periodic). If you need help with any of this -- you did it all in Grade 8 right? -- then ask your teacher.

Good luck with your first letter-writing task.

RegardsMary

Check

myself 1 Copythefollowingparagraphintoyourworkbook.Underlinethetopic

sentence.Statewhatkindofsentenceitisanddiscusshowitisstructured.

Iwasfalling,andthensuddenlyjerkedupbytheharnessandthestrings.Theparachutebillowedaboveme,andmyheartstopped.Theairwasstillaboutme,asifIwerenotplummetingtowardstheearth.Ibreathedin,andsmiled.Skydivinghaddefinitelybeenagoodchoiceformynewhobby.

2 Checktheformat,styleandregister,layoutandtoneofaninformalletterbyreferringtotheexampleabove.

Word bank

cohesion workingtogether consonant aletterofthealphabetthatisnotavowel register aformofalanguageusedforaparticularpurpose,audienceorsocial

setting style awayofdoingsomething;astyleofwritingmeansawayofwritingthat

isrecognisableashavingparticularfeatures


Whenyouwritealetter,youneedtoplancarefully.

Tip 1:Youneedanintroduction,abodyandaconclusion.Eachparagraphmusthaveatopicsentence.

BA

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Tip 2: Onceyouhaveyourmainidea(andyourtopicsentence),decideonthesupportingideas.Thendecidehowlongtheparagraphwillbe.

Ashortparagraphisabout50–60wordslong.Amediumparagraphisabout80wordslong.Alongparagraphisabout100wordslong.Alwaystrytohavethreeparagraphsinaletter–anintroduction,abodyandaconclusion.

Tip 3: Whenyoudevelopyourideas,focusonnounsfirst.Theymakeyourwritingaccurateandinterestingbecausetheynamethings,forexample:Ourneighbourshaveamansion,whileweliveinacottage.Noticethatthissentenceismuchbetterthan:Ourneighbourshaveabig house,whileweliveinasmall house.Donotaddlotsofadjectives.Ratherchoosethecorrect,specificnouns.

Tip 4: Usethecorrectpronounswhenyoureferbacktonounsyouhavealreadymentioned,forexample:Ourneighbours’mansioncannotbeseenfromtheroadbecauseitishiddenbytallpinetrees.

Tip 5: Linkyoursentencesbyusingconjunctionsandpronouns.Andmakesureyourparagraphs linktogethersothatyourletterhascohesion.Useavarietyofsentencetypes,lengthsandstructures.Donotuseonlysimpleandcompoundsentences;alsousecomplexsentences.Anduseavarietyofloosesentences(sentenceswiththemainclauseatthebeginning)andperiodicsentences(sentenceswiththemainclauseattheend)

Tip 6: Decideonthetenseofeachverb.Thinkaboutthesimplepresent,thepresentcontinuous,thesimplepast,thepresentperfect,pastperfectorsimplefuture.Beverycarefulabouthowyouusetenses.Yoursentenceswillnotlinkproperlyifyouusethewrongtenses.

Lookatwhatiswrongwiththisparagraph:Bongi’sfathersaidthattheyshouldjumpintwos.Bongisaysthatshedoesn’ttrusttheinstructor.Shewantstoexperiencefreefall,butsheneededtofeelsafe.

Thefirstverbisinthesimplepasttense(said).Thenextsentenceisinthesimplepresenttense(says,doesn’ttrust).Thelastsentencestartsinthesimplepresent(wants)andthenusesthesimplepast(needed).Thisparagraphmustbewritteninthesametensethroughout.

Tip 7:Makesurethatyoursubjectsandyourverbsagreewitheachother,andthattherightpronounfollowsanoun.Thegrammaticaltermforthisisconcord.WewriteBongisays,notBongisay.Bongiisagirl,sothecorrectpronounisshe.Thecorrectpronounforfatherishe.

Tip 8:Payattentiontospelling.Note,forexample,thatthefinalconsonantofaletterisoftendoubledwhenyouaddasuffixbeginningwithavowel.ThisisaspellingpatterninEnglish.Forexample:rub–rubbing,big–bigger,drop–dropped.

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40 • Blownaway

Tip 9:Finally,punctuate carefullyformeaning.Readyourdrafttomakesurethatyourpunctuationhelpsthereaderunderstandwhatyouhavewritten.Makesureyouhaveusedfullstopsattheendofsentences,notcommas.

Classroom activity 6 Formal assessment task

Asyouplanyourletter,usetherubricfortransactionalwritingtohelpyou(yourteacherwillgiveyouacopyofthis).Remembertofollowtheprocessofwriting.Asyouedityourownworkandhelpyourpeersproofreadtheirs,lookbackattheadvicegivenandcheckthatyouhavefollowedeachtip.

1 RefertotheexampleletterunderWhatyoualreadyknow.Inpairs,writealetterfromYusuftoMary,thankingherfortheadviceandhelp.Expressyourappreciation.

2 Recently,afriendorfamilymemberadvisedyoutotryanewexperience.Byyourself,writealettertothatperson,expressingyourappreciationfortheadviceandexplaininghowyouwereblownawaybytheexperience.

Total: 10

Homework activities Weeks 3–4

1 Writeaninformalletterinwhichyouthanksomeoneforadvisingyoutoseeafilmortelevisionprogrammethatreallyimpressedhim/her,andwhichhasnowimpressedyou.

2 a) Inthecartoonalongside,whatisthecartoonist’sattitudetotheman?Why?

b) Isthecartoonist’sattitudetotelevisionwatchersthesameasthatoftheauthorofthearticleBlownawaybybooks?Explainyouranswer.

Core Reader

Read the play The Merchant of Venice on page 144.

Theme 2


Term 1 Weeks 5–6

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3Theme

X-roads In this theme, I will:

● completealisteningcomprehensiononadialogue

● role-playaverbaltransactionanddispute

● usethereadingprocessandstrategiestoreadacontractandapoem,anddiscussthekeyfeatures

● useprocesswritingtowriteareport ● learnaboutconjunctions,question

forms,voice,abbreviations,spellingpatterns,sentencestructuretypes,directandreportedspeech,idiomsandproverbs

● readapoemintheCore Reader.


Ingroups,discussthefollowingquestions: ● Areyoufacedwithchoicesinyourlifeatthispoint?Whatarethey? ● Haveyouevermadepoorchoicesthatturnedoutbadly?Whathappened? ● Didyoumanagetodealwiththeconsequences? ● Didyoulearnfromthepoorchoicesthatyoumade? ● Canyouthinkofreallygoodchoicesthatyou’vemade?Andtheirconsequences? ● Whatdoyouknowaboutmakingchoices?

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Listening to a dialogue


Youknowthatwhenatextisreadtoyou,youneedtofocusonthereaderandblockoutanydistractions.

Check

myself Checkthatyouknowwhatthefollowingterminologymeans.LinkuptheterminColumnAwiththemeaninginColumnB.

Column A Column B

1. tone a) thecombinationsoffacialexpressionsandbodymovementsthatexpresshowthespeakerfeels

2. languageuse b) thelevelatwhichyoupitchyourlanguage,whichdependsonaudienceandintention

3. register c) thewayinwhichsomethingissaid4. bodylanguage d) thetypeofdiction(wordsandphrases)andsentencestructure

chosen


Youwillbereadatranscriptionofacallcentretelephonecall,inwhichthecallcentreagentandtheclientdonothaveamutuallyagreeableconversation.

Payattentiontothetoneusedandtheregisterandlanguagechosenbybothparties.Takenoteofthetelephoneconventions:howtheygreeteachotherandsaygoodbye.


Duringthefirstreading,simplylisten.Jotdownnotesduringthesecondreading.Payattentiontothetelephoneconventions,tone,registerandlanguageused.

Youwilldoarole-playofasimilarconversation,solistencarefullytothisone.Youwilldiscussthelisteningtextwiththepersonwithwhomyouwilldotherole-play.Youwillbeabletocomparethenotesyoumadewitheachother.

Theme 3

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