Solutions for All English Home Language Grade 10 Learner`s Book

Transcription

Solutions for all
English Home Language
Grade 10
Learner’s Book
S Kerr
J Unterslak
Solutions for all English Home Language Grade 10 Learner’s Book
© S Kerr, J Unterslak, 2011
© Illustrations and design Macmillan South Africa (Pty) Ltd, 2011
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 2011
11 13 15 17 16 14 12
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
Design and typesetting by Resolution
Cover design by Deevine Design
Cover image by Digital Source
Illustrations by Allan Kennedy
The publishers have made every effort to trace the copyright holders.
If they have inadvertently overlooked any, they will be pleased to make the
necessary arrangements at the first opportunity.
ISBN: 9781431006496
WIP: 3058M000
It is illegal to photocopy any page of this book
without written permission from the publishers.
Photographs
Gallo (pp 189, 190)
Great Stock (pp 1, 17, 45, 46, 47, 48, 55, 119, 133, 146, 210, 225, 237, 251, 267, 274)
Inpra (pp 75, 91)
Pnet (pp 115, 149, 165, 233)
RHS (p 269)
Africa Media Online (pp 35, 47, 73)
Afripics (pp 44, 103, 180, 185, 199)
Digital Source (pp 32, 181, 263)
Rapid Phase (p 99)
e-ISBN: 978-1-4310-1738-6
Contents
Theme 1
Forbidden fruit ................................................. 1
Theme 2
Couch potato lifestyle 101 ............................. 19
Theme 3
Who would have thought? ............................. 35
Theme 4
n00b to pRo ................................................... 55
Theme 5
Teens are doing it for themselves ................... 73
Theme 6
The bucket list ................................................ 91
Theme 7
Clashing titans ............................................. 103
Theme 8
The bleeding edge ....................................... 119
Theme 9
Food for the soul .......................................... 133
Theme 10 Pimp my turntable ....................................... 149
Theme 11 Green is for GO! ........................................... 165
Theme 12 I robot: sci-fi in the classroom ...................... 185
Theme 13 Coins, cash and kids ..................................... 199
Theme 14 Eating from the edge ................................... 213
Theme 15 Thread trends .............................................. 225
Theme 16 Going viral: blogs, tweets and wikis ............. 237
Theme 17 What’s social about social networking? ........ 251
Theme 18 Zooming in on the hot spots ........................ 263
Index
..................................................................... 278
T
1
e
he m
Forbidden fruit
Weeks 1–2
What you will learn about in this theme
•
•
•
•
Listening and speaking: Listening skills
Reading and viewing: Recognising the key features of a text and parts
of a book
Writing and presenting:
o The writing process
o Writing formal and friendly letters
Language:
o Register
o Sentence structure
o Statements and questions
Let’s talk about this theme
•
•
•
•
•
Do you feel that older people seem to misunderstand you now that
you are a teenager?
Do you have very different ideas to those of your parents, your
teachers and some members of your community?
Are there things that you feel you are ready to experience or to buy
that are forbidden at home and school?
Are there people whom you want to get to know better, but you know
this will not be allowed at home?
How does this make you feel? Is there a solution to this situation?
Forbidden fruit
•
1
Weeks 1–2
Listening skills
What you know already
Listening skills
There is a difference between listening and hearing. We hear noises and
sounds all the time, whether we mean to or not. Listening implies making an
effort to hear something – to give your attention to it. It can help if you take
notes as you are listening, but sometimes this is not permitted. Then you need
to concentrate very carefully.
How comfortable are you with answering listening
k
Chec lf comprehensions?
myse Tick the box that is most appropriate (Yes or No).
Yes
No
I am able to maintain concentration for the entire time
that a passage is read to me.
I am able to record main and supporting ideas by making
notes as the passage is read to me.
I am able to paraphrase/retell/explain a listening text to
show that I have understood the passage.
Word bank
ABC
to place or arrange something in a particular way
quick and not thorough
something that happens unexpectedly because of an accident
or good luck
moniker: a name or nickname
saunter: to walk in a slow and relaxed way that makes you look
confident or pleased with yourself
array:
cursory:
fluke:
What you still need to know
Listening skills
You have established what you know in the Check myself section. Now here are
some things you can do to improve your listening skills and help you answer
a listening comprehension successfully.
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• Forbidden fruit
Week 1–2
•
It is important to remain calm and listen carefully. This takes some
practice.
You may be allowed to take notes while the passage is being read. You can
adopt your own shorthand when you do this. You need not write your
notes in full sentences or use full proper words. You should keep the notes
to use in future tasks.
Be careful not to abbreviate too much. When you need to use the notes you
do not want struggle to remember what you wrote down when your
teacher read to you!
•
•
Classroom activity 1
Many teenagers feel the need to express themselves by tattooing or
piercing parts of their bodies. Many parents or caregivers consider this to
be a no-no, so teenagers often get tattooed or pierced in secret and on parts
of their bodies that are easy to hide – forbidden fruit indeed!
Your teacher will read the class an article on Kat Von D, a famous tattoo
artist to the stars. After the reading, you will be asked to write two
paragraphs on Kat Von D.
•
•
Listen to the reading carefully and write down the information that
you need to complete the task.
Write two paragraphs of between 8 and 12 lines each on Kat Von D
examining how different her adult life is compared to her life as a
child.
Key features of texts and parts of a book
You have been reading texts and books for many years and know their key
features. Use the checklist to remind yourself of the terminology used when
we discuss books and written texts.
Forbidden fruit
•
3
k Do you know the terminology used in relation to texts and
c
e
h
C
lf parts of books? Write down the numbers in Column A that
e
s
y
match with letters in Column B.
m
Column A
Column B
1. Titles/headings/subheadings/headlines
A. Letters that are printed thicker and darker than
usual.
2. Chapters/acts/scenes B. A list of difficult words used in a piece of writing
with explanations of their meaning.
3. Prologue/epilogue
C. Letters that slope to the right.
4. Glossary
D. A picture, drawing or photograph used for
decorating a book.
5. Bibliography
E. A printed circle or square before each item on a
list used to emphasise it.
6. Appendix
F. A list of the books that an author has used for
finding information for a piece of work he or she
has written.
7. Illustrations
G. A piece of writing at the start of a book that
introduces the story/an extra comment or piece
of information added at the end of a book.
8. Font
H. A section giving extra details at the end of a
book/one of the parts that a play is divided
into/a part of a play in which events happen in
the same place or period of time.
9. Bold print
I. The name of a book/the title at the top of a page
or piece of writing/the title of one section of a
longer piece of writing/the title of a newspaper
story that is printed in large letters.
10. Italics
J. One of the sections into which a book is divided.
11. Bullets
K. A complete set of letters and numbers in one
size and style.
In keeping with the theme of ‘Forbidden fruit’, we have included the holy
palmers’ kiss scene from Romeo and Juliet by William Shakespeare. Notice that
this is an extract from a play and is TEXT 1 in the following activity.
For variety, we have also included a text written in a style you will see in
magazines. It is called ‘Censorship and Book Banning in America’ and has
paragraphs and headings. This is TEXT 2 in the following activity.
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• Forbidden fruit
Week 1–2
What makes a drama different to a novel or a short story? Plays or dramas
appear differently on the page. They are divided into sections called acts and
scenes, and most of the content is written in the form of a dialogue. The names
of the characters appear on the left-hand side of the pages and are followed by
colons. The actual words that the characters speak follow these colons. Much
of the action in the play is described through the words of the characters.
The playwright (author of the play) sometimes writes stage directions for the
cast to follow. These are usually shown in italics in the script and suggest
when characters leave or enter the scenes, what sounds can be heard, and
so on.
Novels have chapters as sections; short stories are not broken into any
sections. Of course, short stories are much shorter than novels.
Read through Text 1 and complete the activities that follow.
TEXT 1
In this scene, Romeo and Juliet have just spoken to each other for the
first time and exchange sweet kisses. At this stage, they do not know
who each other are, and that this fledgling love will be forbidden.
Act 1, Scene 5
TYBALT: Patience perforce with wilful choler meeting
Makes my flesh tremble in their different greeting.
I will withdraw: but this intrusion shall
Now seeming sweet convert to bitter gall.
[Exit]
ROMEO: [To JULIET] If I profane with my unworthiest hand
This holy shrine, the gentler sin is this:
My lips, two blushing pilgrims, ready stand
To smooth that rough touch with a tender kiss.
JULIET: Good pilgrim, you do wrong your hand too much,
Which mannerly devotion shows in this;
For saints have hands that pilgrims’ hands do touch,
And palm to palm is holy palmers’ kiss.
ROMEO: Have not saints lips, and holy palmers too?
Forbidden fruit
•
5
JULIET: Ay, pilgrim, lips that they must use in prayer.
ROMEO: O, then, dear saint, let lips do what hands do;
They pray, grant thou, lest faith turn to despair.
JULIET: Saints do not move, though grant for prayers’ sake.
ROMEO: Then move not, while my prayer’s effect I take.
Thus from my lips, by yours, my sin is purged.
JULIET: Then have my lips the sin that they have took.
ROMEO: Sin from thy lips? O trespass sweetly urged!
Give me my sin again.
JULIET: You kiss by the book.
(Source: Shakespeare’s Romeo and Juliet [Macmillan Communicative Shakespeare])
Work in pairs, and draw up a list of features in this extract that make a
drama different to a novel.
Rewrite this scene using at least six of the key features of a text from
your list. You may decide to paraphrase (write in your own words) the
scene, or simply describe what happened.
Now read through Text 2 and once again complete the activities that that
follow.
TEXT 2
Text 2 is about the issue of banning books. The scene is set in America, but
book banning is a problem throughout the world and has occurred
throughout history.
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• Forbidden fruit
Week 1–2
Censorship and book banning in America
It’s a typical day in 11th Grade American Lit. You are teaching about
Mark Twain and decide that the students would enjoy and get a lot out
of Adventures of Huckleberry Finn. The school has purchased enough of
the books for each student to receive one, so you hand the books out.
You spend the rest of the class period discussing a very important issue:
Twain’s use of the ‘n’ word throughout the book. You explain that not
only do we have to look at the book through the context of the time
period, but we also have to understand what Twain was trying to do
with his story. He was trying to reveal the plight of the slave. And he was
doing it with the vernacular of the time.
The students snicker a little. Some even make wisecracks when they
think you’re not listening, but you hear and correct them. You make sure
they understand the reason behind the word. You ask for any questions
or concerns. You tell the students they can come to speak with you later.
None do. All seems well.
A week passes. The students have already had their first quiz. Then, you
receive a call from the principal. It seems that one of the parents is
concerned at the prevalence of the ‘n’ word in the book. They consider it
racist, and want you to quit teaching it. They make hints that they will
take the issue further if their needs are not met. What do you do?
This situation is not a pleasant one. But it is not necessarily a rare one
either. According to Banned in the USA by Herbert N Foerstal, Adventures
of Huckleberry Finn is the fourth most banned book in schools. In 1998,
three new attacks arose to challenge its inclusion in education.
Reasons for banned books
Is censorship in schools good? Is it necessary to ban books? Each person
answers these questions differently. This is the core of the problem for
educators. Books can be found offensive for many reasons, and many
ways exist to ban books. Schools can ban books by choosing not to order
the books in the first place. One school will not stock two of the Harry
Potter books by J K Rowling because of the witchcraft themes. As the
principal explained it, the school knew they would get complaints about
the books so they did not buy them.
The question that faces us in the future is ‘when do we stop?’ Do we
remove mythology and Arthurian legends because of their references to
magic? Do we strip the shelves of medieval literature because it
Forbidden fruit
•
7
presupposes the existence of saints? Do we remove Macbeth because of
the murders and witches? I think that most would say there is a point
where we must stop. But who gets to pick the point?
(Source: Adapted from: http://712educators.about.com/cs/bannedbooks/a/bookbanning.html)
Work in pairs, and draw up a list of features in this extract that makes it
different to TEXT 1. Refer to the terms in the Check myself section.
Now work in groups and spend some time discussing whether there is
merit in banning books. Are there other ways to keep ‘problematic’
writing away from those who should not read it? What should be kept
away from whom? Give reasons for your decisions. Report back to the
class, and see if the other groups agreed with your findings.
The writing process
The writing process
You have been writing for many years, both in school under the guidance of
your teachers, and at home. Now that you are entering the FET phase you will
be required to raise the level of your writing. Your creative writing must now,
more than ever, be accurate, captivating and mature, and your literature
writing must include academic rigour and discipline. Your teacher will give
you support in the different tasks as the year progresses.
Whatever you are required to write, there is a writing process. Use the
following checklist to see how familiar you are with the steps in the process.
k How familiar are you with the steps in the writing process? Tick
Chec lf the box that is most appropriate (Always, Sometimes or Never).
myse
Always
I choose my topic carefully if I have
options to choose from.
I think about what I plan to write
before I begin planning.
I use mind maps/spray diagrams/lists/
tables, etc. to plan my writing.
I plan introductions and conclusions
before I begin writing.
I carefully edit my first draft before I
write my neat copy.
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• Forbidden fruit
Sometimes Never
Week 1–2
The writing process
You may have ticked Sometimes or Never as you worked through the checklist.
This means that you have neglected one or more of the elements of the writing
process.
You must use the writing process for all writing you do this year, in English
and your other subjects, and for the years to come. You will get an
opportunity to practise the process later in this theme when you write formal
and friendly letters.
You should follow these guidelines if you want to improve your writing skills
and communicate more effectively:
1
Choose the topic: Select a topic that you can write about. Don’t try to
write on a topic that looks interesting, but that you know nothing about.
Your writing will be much better if you write from your own experience.
2
Think about what you will write: Don’t just begin writing. Think about
who will read the piece and what impression you want to create about
yourself. There are many ways to approach writing tasks, so think about
what you want to include in your chosen topic and what you will leave
out.
3
Plan: There are many ways to plan. You can use mind maps, spray
diagrams, lists or tables. You could also write a quick rough piece using
your own shorthand. Don’t always plan in the same way. Think about
the kind of planning that will assist you in writing the piece effectively
and easily. Always plan your introduction and your conclusion – this
helps you control the impact that you will have on your reader or
marker.
4
Edit: You must take editing seriously. Once you have written your first
draft, you (or someone else) should read the piece carefully, looking for
errors. Remember to write each idea in its own paragraph. If the
paragraph is very long, split it up into more than one. Your writing will
flow logically if you think about how you use paragraphs. The piece
must make sense, be interesting and focus on the topic. It must also have
as few spelling, grammar and punctuation errors as possible. Correct
these and rewrite your final copy. Now your writing is ready to be
presented to your teacher for appraisal.
Forbidden fruit
•
9
If you follow these guidelines your marks for writing will improve.
Remember that the marks for the Creative Writing paper are higher than the
marks for the Language or Literature papers! It pays to learn to write well.
Register
When we talk to different people we adapt the way that we speak – for
example, we speak one way to our little cousin, and another way to an adult;
one way to a family member, and another to a stranger. This is called
‘register’. Register is the type of language that you use in a particular situation
or when you communicate with a particular group of people.
Word bank
jargon:
slang:
ABC
special words or phrases that are only understood by people
who do the same kind of work, for example:
medical/legal/computer jargon
words or expressions that are very informal and are not
considered suitable for formal situations. Some slang is used
only by a particular group of people
As we have mentioned, different situations require you to use different
registers – if you get the register wrong, it can be difficult to communicate.
Imagine if you use informal register in an interview or in a court when
speaking to the magistrate. You could create the wrong impression about
yourself. Imagine if you use very formal register when you speak to your
friends. They might think that you have gone mad!
There are levels of register that we move through in all of our communication
with others:
Formal: We use formal language in court and other such situations, often
when people are working in their official capacities. But you may have a
family member who expects you to speak formally to him or her. In this case,
you would use full sentences and complete words. You would not use
contractions or words from other languages.
Colloquial: We usually use colloquial language when we speak to the people
with whom we interact often – our parents, teachers, shopkeepers, and so on.
We use mostly full sentences and complete words, but also some contractions.
Informal: We use informal language with close friends and in informal
situations. When we use informal language, we use parts of sentences and
parts of words. Some words could be made up, and some words may assume
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Week 1–2
a different meaning to what they conventionally refer to. Informal language
can include words from other languages, as well as slang.
In this activity, you will role play using different register. Form groups of
six and create a role play in which the characters use each of the various
levels of register: formal, informal and colloquial language (including
slang and jargon).
Sentence structure
We know that a sentence is a group of words that expresses a complete
thought, but we have to learn to be more specific when we construct
sentences: a sentence must have a subject and a verb to be complete. The
subject is the doer of the action; the verb expresses the thing being done.
Word bank
ABC
a group of words that includes a subject and a verb and is a
sentence or the main part of one
object: a noun, pronoun or phrase that is directly affected by the action of
the verb
phrase: a group of words that do not contain a verb
subject: the person, place or thing that does what the verb describes
clause:
Verbs can be ‘action’ words such as run, bite and kiss, or they can be ‘state of
being’ words such as am, were, is, and so on. Every sentence needs a verb to be
a sentence, so it is very important that all of your sentences contain verbs.
Rewrite the following passage. Underline the verbs in the sentences, and
circle the subjects.
It was there that her tattoo skills greatly improved as she started to
understand the difference between a good tattoo and a great one. After her
stint at Blue Bird, she bounced around, working at a handful of other
shops until she landed at Clay Decker’s True Tattoo in the centre of
Hollywood. This is where she fortuitously met tattoo artist Chris Garver.
The week she started, Garver was getting ready to leave for what would
become Miami Ink. After a few fun months at True Tattoo, she received a
call from Garver asking her to be on the show.
Forbidden fruit
•
11
Statements and questions
k Use the checklist to assess if you know the difference between
c
e
h
C
lf statements and questions. Tick the word that best applies to you
e
s
y
m
(Yes or No).
Yes No
I can explain the difference between statements and
questions.
I know what punctuation marks to use for each of these types
of sentences.
Statements and questions
You have identified what you know about in the Check myself section. Now for
more …
Statements are the most commonly used forms of sentences.
Questions are sentences with an interrogative structure and end with a
question mark.
There are many ways of asking questions, for example:
• To establish truth – this question needs a ‘yes’ or ‘no’ response.
• To supply missing information – this question will begin with a word that
usually begins with wh-: when, where, why, who, what.
• To select an option – this question offers the listener some options.
There are also different types of questions, for example:
• Tag questions – these questions turn statements into questions by adding a
short tag onto the end: ‘He is coming, isn’t he?’ If the statement is positive,
the tag is negative, and vice versa. It pushes the listener to respond in a
particular way.
• Rhetorical questions – with these questions the speaker does not expect an
answer. The question form of this communication makes the effect of what
is said stronger: ‘Are we going to put up with this for much longer?’
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• Forbidden fruit
Week 1–2
What type of question is each of the following?
1
Aren’t you sick of adults always telling you what to do?
2
What is your curfew time?
3
Are you allowed to go out on the weekend?
4
You won’t tell my mother that you saw me out with my friends, will
you?
5
Will you ask your mom for permission to go to the school social or
the class trip at the end of the term?
Friendly and formal letters
Letters
Letters of all kinds fit into the Longer Transactional section of the Creative
Writing paper. You have been writing letters for a long time. Work through the
following checklist to see what you know about the format of letters.
k Tick the most appropriate box (Yes or No).
Chec lf
myse
Yes No
I know that we write the address and the date on the righthand side of the page, and we do not use punctuation or
abbreviations in the address.
I know that we begin a friendly letter with the greeting on
the very next line.
I know that we end a friendly letter with ‘Yours sincerely’ or
‘Your friend/brother/cousin’, etc. after leaving a line at the
end. The writer’s name is written underneath that.
I know that in a formal letter we write the address of the
recipient on the left-hand side of the page.
I know that in a formal letter we write a formal greeting after
leaving a line open under the recipient’s address.
I know that in a formal letter we leave a line open before
writing the topic sentence. We underline this sentence, which
summarises the business of the letter.
I know that we end a formal letter with ‘Yours faithfully’ after
leaving a line at the end, and then we write our (the writer’s)
initial and surname underneath that.
I know that boys and men only end a formal letter with their
initial and surname, and that girls and women write ‘(Ms)’,
‘(Miss)’ or ‘(Mrs)’ after their surnames.
Forbidden fruit
•
13
Friendly and formal letters
While the format of a letter is important, the content of the letter and the tone
in which it is written is far more important.
You will be guided by the content according to the topic you have chosen, for
example:
• A letter of invitation is really inviting and filled with details that entice the
reader.
• A letter of condolence is sincere and makes the reader feel that the writer
cares about whatever loss the reader is experiencing.
• A letter of complaint addresses the problem in a firm but unaggressive
way, and makes suggestions to the reader about what he or she could do
about the matter.
Here are examples of the formats of formal letters and informal or friendly
letters.
A formal letter (a letter of application)
27 High Street
Yeoville
2196
17 April 2012
The Personnel Manager
Jenstar Productions
PO Box 3465
Kensington
2345
Dear Sir
Application for position a camera operator
In response to your advertisement published in The Star newspaper on April 11 2012, I wish to
apply for the position of camera operator.
I am 23 years old and have attained my BA Degree in Filming Arts from The Movie-maker
College. I have had extensive experience in operating cameras during my years of study.
I am familiar with the work that Jenstar Productions does, and want to be part of an organisation
that produces work of this creative standard. I understand that you have an
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• Forbidden fruit
Week 1–2
extensive CSI programme, and this is close to my heart. I have completed pro bono projects for
many organisations during my years of study. I have included letters from them with my CV.
I enclose copies of my qualifications, certificates and testimonials with my CV. If my application
is successful, I will be able to take up the position in May.
The following people can be contacted as my referees:
Ms Tamlyn Sadie, Senior Lecturer Film Studies – 084 123 4567
Prof. Lindiwe Mthombeni, Rector, The Movie-Maker College – 011 234 5678
My own contact details are: Home 011 987 6543 or Cell 073 765 4321
I look forward to hearing from you.
Yours faithfully
M Meyers (Ms)
A friendly letter
27 High Street
Yeoville
2196
17 April 2012
Dear Sipho
You won’t believe what sport I’ve just joined! Wakeboarding! I bet you’ve never heard of it,
but wakeboarding is growing more popular every day in South Africa.
It is a water sport that started with just a few interested people, but South Africa has
produced world champion wakeboarders and there are now lots of wakeboarding
enthusiasts. There are South African Championships and other events, so it’s no wonder
that so many people are interested in wakeboarding in South Africa.
If you think that wakeboarding is nothing more than standing on a board and clutching
your old water-skiing rope, you would be wrong. Wakeboarding has its own range of
specialised equipment to ensure the safety of the wakeboarder, and to make those
breathtaking rolls and loops through the air possible.
As in any other sport, wakeboarding can be dangerous. So, I’m off for my lesson. Why
don’t you join the fun?
Your favourite cousin
Mbali
Forbidden fruit
•
15
Let’s practise both the writing process and the writing of letters. Select one of
the topics and write the letter using the correct format.
Before you start:
• remember what you have learnt about the selection of the topic,
planning and editing of your written work
• pay attention to the register you adopt for the letter – think about the
impression you want to create with your reader
• check that you have implemented your knowledge of sentence
structure in your letter. Your teacher will include this in the assessment
of the letter.
These are the topics:
Friendly letters
1
Write a letter to your school librarian asking her to reconsider her
decision not to buy Stephenie Meyer’s Twilight series for the school
library.
2
The mother of one of your friends has decided that you two are not
to be friends any more. Write a letter to her attempting to change her
mind. Make suggestions about how you will manage the matter so
that she will be happy to change her mind.
Formal letters
1
Write a letter to SABC asking them to buy some of the shows that
are usually found on the DSTV bouquet and to screen them on
SABC 3. These are some suggestions for shows (although you may
think of others): Pitbulls and Parolees, LA INK, Women Behind Bars,
Sixteen and Pregnant and Jersey Shore.
2
Write a letter to the Education Department requesting that it lift the
ban on smoking at school. After all, many students do smoke at
school during school hours. Ask for a designated smoking area.
Your teacher will use the Longer Transactional rubric to assess your letter.
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• Forbidden fruit
Week 1–2
Homework activities Theme 1
Find a newspaper or magazine article that
deals with issues faced by teenagers today. It
may be something to do with social networking
(MXit, Twitter, Facebook), bullying at school,
sport, music enjoyed by young people,
or tattoo experiences or body piercing … or
it may be none of these, but something else
that affects teenagers in your area.
Read the article, and make a list of the features
of a magazine or newspaper article.
Extra practice Theme 1
•
•
Use the article that you selected and write a letter to the newspaper or
magazine in which it was found, expressing your opinion on the
article.
o Remember that a stranger will read your letter, so ensure that you
write it in the correct register and that it has no errors.
o If you use questions, look at the various ways that you can ask a
question, and be specific about the way you choose.
o Think about your content and make sure that it is mature and
sensible – whether you are being complimentary or challenging
about the article.
o Ask your teacher to help you address the envelope and post the
letter.
Have a fish-bowl discussion in class about how to cross the divide
between the generations. Is it possible for the older and younger
generations to understand each other?
Fish-bowl discussion
Four learners sit in a group facing each other. The rest of the class forms a
circle around and behind them. Only the learners in the inside group may
speak on the topic. If anyone else wants to say anything, he or she must
tap one of the four on the shoulder. That person leaves the circle and is
replaced by the one who taps. Each learner must remain in the inside circle
for at least five minutes before being tapped out.
The idea is to have a vigorous discussion in which everyone has a chance
to offer an opinion.
Forbidden fruit
•
17
•
•
Keep a journal about how it feels to be a teenager trying to enter the
world of adulthood. This is just for you – no-one else is to read it.
Record your thoughts about conflict that you experience.
In your groups decide on ten tips that you can give young people
who are about to become teenagers about how best to manage these
exciting, and sometimes confusing, years. Call them ‘The Teen’s Top
Ten’.
Summary
Listening implies making an effort to hear something and concentrating
very carefully. If you can write notes while you are listening, adopt your
own shorthand, but do not be so brief that you are not able to use the
notes later.
The key features of books allow us to navigate our way through books
and articles with ease. They provide shortcuts for us to use the texts
efficiently.
The elements of the writing process (choosing the topic, thinking about
what you will write, planning and editing) need to be followed carefully
in all writing tasks that you do, so that your writing is better.
Choosing the correct register (formal, colloquial, informal) when
communicating in speech and writing will enhance your communication
experiences.
Verbs can be action words or they can be state of being words. Every
sentence needs a verb to be a sentence.
Statements are the most commonly used forms of sentences. Questions
are sentences with an interrogative structure, and that end with a question
mark. There are many ways of asking questions, for example, to establish
truth, to supply missing information and to select an option. There are
different types of questions, such as tag questions and rhetorical questions.
The format of friendly and formal letters is important, although the
content of the letters and the tone in which they are written are far more
important.
18
• Forbidden fruit
T
2
e
he m
Couch potato
lifestyle 101
Weeks 3–4
•
•
•
•
Listening and speaking:
o The features and conventions of a debate
o Planning, researching, organising and presenting a debate
Reading and viewing:
o Reading for comprehension
o Reading and viewing strategies
o Strategies using written texts
o Short stories
Writing and presenting: Writing an essay
Language: Using conjunctions and pronouns to create cohesion
•
•
•
•
•
•
•
What is your favourite form of entertainment?
How often do you use your phone?
Do you like films?
What are your favourite TV programmes? Do you watch soaps or
reality TV?
Do you have an Xbox or a Playstation?
How often are you on Facebook?
Do you consider yourself a couch potato?
Couch potato lifestyle 101
•
19
Weeks 3–4
Debate
Debate
In Theme 1 you participated in a fish-bowl discussion, which prepares you for
a formal debate.
k
Chec lf How comfortable are you with being part of a formal debate? Tick
the box that is most appropriate (Always, Sometimes or Never).
myse
Always
Sometimes Never
I know what happens in a debate.
I can formulate an argument,
supported by facts and details.
I can listen to someone else’s point of
view and offer my opinion in
response.
I have a good general knowledge to
support my arguments.
I can be part of a team and I play my
part in debates.
Word bank
ABC
a statement in which one team argues
why what the other team has said is not
true
resolution/proposition/motion: the statement about which two teams
argue
the opposition speakers:
disagree with the resolution by
presenting a logical negative case that
disagrees with the proposition
the proposition speakers:
agree with the resolution. The
proposition team always has the burden
of proof and begins and ends the debate
rebuttal:
20
• Couch potato lifestyle 101
Week 3–4
Debate
A debate is a formal
discussion and is organised
in a specific way.
There is always a resolution
that two teams must debate,
for example, ‘This house
believes that only children
can enjoy animated films.’
One team (the proposition) supports the statement; the other team (the
opposition) attacks the statement. Each team listens to the speakers of the
opposing team and offer rebuttals. This means that the members of the team
disagree with what their opponents have said and explain why their
opponents are wrong.
There is a chairman who introduces the speakers and who controls the debate
(especially making sure that the speakers do not go over their time limit).
There is also usually a floor, made up of all those who attend the debate and
who support one or other team.
A debate can be organised in different ways, but usually follows the following
format:
• The first speaker for the proposition states the topic and the first argument
(approximately seven minutes).
• The first speaker for the opposition states the first argument
(approximately seven minutes).
• The second proposition speaker states the argument of his or her team
(approximately five minutes).
• The second opposition speaker states the argument of his or her team
(approximately five minutes).
• The proposition and the opposition teams are given a five to ten minute
break to prepare their rebuttal. The members of each team must present
their argument to disprove their opponent’s arguments and to rebuild and
defend their own case.
• The members of the opposition team give two rebuttals against the
proposition team’s two arguments and state their own two reasons.
• The members of the proposition team give two rebuttals against the
opposition team’s two arguments and state their own two reasons.
•
21
Planning and preparation for a debate: You need to research your topic and
find evidence to support your argument. If you are to speak for five minutes
you will need about three points.
Organisation of your speech: You must state your main points clearly and
support your points with evidence (facts, details, information). The first
speaker usually outlines the team’s position and explains which points each
speaker will deal with.
Divide into two teams, decide on the speakers and appoint a chairman.
The rest of the class researches the topic to support one team and forms
the floor. Debate this topic:
‘This house believes that animated movies targeted at children should be
censored because they contain too much violence.’
Reading and viewing strategies
When you read or view any kind of text – from the phone book to your
literature setwork to your physics textbook – there are strategies that can help
you to understand the text more quickly and effectively.
Skimming is a skill you practise when you first approach a text, such as the
next chapter in your history textbook. You skim a text to remind yourself what
is in a text, such as when checking the ingredients for a recipe.
Scanning is a skill you practise when, for example, you look for your name on
the noticeboard to see if you are in the touch rugby team or when you check to
see who signed the Valentine’s Day card you received at assembly.
k
Chec lf How do you practise skimming and scanning? Choose the most
myse appropriate answer from the alternatives given (A or B):
When I skim:
A.
I read something quickly and not very carefully.
B.
I read my work over the night before so that I can pass the
test the next day.
22
Week 3–4
When I scan:
A. I read quickly through the text to see if there is anything I
recognise from the lesson.
B. I read quickly, looking for particular information.
Word bank
ABC
an event, thing or person that makes something
happen; the reason for behaving in a particular way or
feeling a particular emotion; a strong reason for doing,
thinking or feeling something
compare:
consider how things or people are different and how
they are similar
contrast:
consider how things or people are different, often in a
noticeable or interesting way
effect:
a change that is produced in one person or thing by
another
evaluating:
thinking carefully about something before making a
judgment
inference:
guessing without being told directly
sequential order: putting something in a particular order
cause:
If you develop all the necessary reading skills, you can apply them to any
piece of text, whether it is journalism, literature, functional writing,
advertising or your electrical technology textbook. The reading skills are the
same – it is only the text that changes.
Evaluating
There are many skills that you need to develop as you become better at
evaluating a text. You can be asked to comment on the style of a poet, on the
appropriate tone of a formal letter, on the use of punctuation or on a director’s
choice of shots to film a sequence. You start to develop these skills from when
you first start to think, and you develop these skills all the time.
One important skill is being able to compare and contrast. You can be asked to
compare and contrast people, things, events or situations. You must then
explain how these are similar and how they are different.
•
23
Predicting, making inferences and drawing conclusions
The following table illustrates predicting, making inferences and drawing
conclusions:
Situation
Inference or prediction Conclusion
Dark clouds are forming
on the horizon.
It will rain shortly.
Take the washing inside.
Hang the washing under cover.
The skill of making inferences and drawing conclusions is related to the skill
of recognising a problem and seeing or offering a solution. This is illustrated
in the following table:
Problem
Solution(s)
The rain falls and all the washing
gets wet.
If you see the dark clouds forming, take the
washing inside.
Hang the washing under cover on a cloudy day.
Re-reading and making notes
Many learners think they are studying, when actually
their brains have gone to sleep. Studying involves using
a pen or pencil and a piece of paper.
As you read a text, go back and check your
understanding, re-read, and, above all, make notes.
Your ability to make notes tells you how well you have
understood something. Practise examples as you go
along.
Synthesising
Synthesis involves combining different things, for
example, once you have practised many skills, you
must be able to put them all together to achieve your
purpose, which, in this instance, is to become a better
reader.
Another aspect of synthesising is a reading skill that allows you to read
different texts and combine your understanding in different ways. For
example, you could read some texts about global warming, look at graphs,
read some cartoons, and then be asked to synthesise all your understanding in
the form of a speech.
24
Week 3–4
Read the story ‘The Ugly Duckling’ then answer the questions that
follow.
One summer, a mother duck was sitting on her eggs to make them hatch. One by
one the eggs cracked and the ducklings came out – all but one. The largest egg
took much longer to hatch, and out came a large and ugly duckling.
The other ducks all made fun of him, and pecked and bullied him because he was
so large and ugly. Eventually, he decided to run away from the farmyard.
In the wild, he was first rejected by the wild ducks and the wild geese because he
was so ugly. So he went on further until he came to a shack with a little farmyard.
There was a little old woman who lived there with her dog, her cat and some hens.
She decided she would keep the duckling in the hopes that he would be able to lay
eggs, but he couldn’t. So the cat, and the dog, and the hens were all nasty to him
about how useless and ugly he was.
Once again, he ran away into the wild. He found a pond, and there he lived by
himself. Autumn came, and it grew colder. Winter arrived, and the pond froze. The
duckling was caught in the ice, and was dying from cold.
A farmer passing by freed him, and took him home. However, he was afraid of the
farmer’s wife and his children, and escaped once again.
This time, he found that he had strong wings and could fly. He flew high into the
air, and there before him he saw three great white birds – swans. They were very
beautiful, so he decided that he would fly close to them so that they could peck
him to death, since he was so tired of being alone and rejected.
Instead, the swans greeted him, and allowed him to join them. He flew with them
to a lake. Swimming, he looked down and saw his own reflection in the water. He
too was a swan!
When the summer came, he was much admired by all the visitors to the lake as the
most beautiful swan they had ever seen.
1
2
3
4
What causes the ugly duckling to leave:
a) the farmyard where he was born
b) the farmyard of the old woman?
a) What effect does winter have on the ugly duckling?
b) What effect do the farmer’s wife and children have on the ugly
duckling?
c) In your opinion, should the farmer have rescued the duckling?
Support your argument.
Compare and contrast the treatment given to the duckling by the
various creatures he encounters. Explain why some treatment is
different from others.
What do you predict will happen to the swan after the story finishes?
•
25
Short stories
Short stories
Short stories can be as short as one line or as long as a few pages. The title is
often significant. The ‘characters’ are both the people in the story and their
personalities. If you are asked to discuss the character of one of the people in
the story, focus on the person’s personality, rather than the physical
appearance. Look at what the person says and does, what the person does not
say or do, what other people say about the person, and at the person’s
thoughts (if you are given them).
Use the checklist to assess what you already know about short
k
Chec lf stories. Tick the most appropriate answers (Yes or No).
myse
Yes No
I can identify the title in a short story.
I can identify the characters in a short story.
I can retell a short story in my own words.
Word bank
ABC
clothes
word choice
a traditional story, usually about animals, that
teaches a moral lesson
mood or atmosphere: the feeling created by the descriptions in a story
myth:
an ancient, traditional story about gods, heroes
and magic
omniscient:
all-knowing
plot or structure:
the way actions are developed in a play or story
apparel:
diction:
fable:
Short stories
When you study short stories, you practise the skills that you have already
developed in your reading. In Grade 10, you need to be able to discuss all the
aspects of stories that you have learnt about in previous grades.
The setting includes both time and place. Do not forget to consider the
weather, the society, even the mood and atmosphere.
26
Week 3–4
The plot develops in a particular sequence and there must be a beginning, a
middle and an end. There are five essential parts of plot:
1
The introduction is the beginning of the story and establishes the
character(s) and setting.
2
Rising action occurs where complications and conflict occur.
3
The climax (or ‘turning point’) of a narrative work is its point of highest
tension or drama in which the solution is given, or in which some very
important event takes place.
4
Falling action occurs where events start to find a solution.
5
Denouement is the final part where everything is explained and matters
are resolved.
Conflict is an essential element in every story. Conflict involves disagreement,
tension and contradiction, and involves more than just fighting or arguments.
There can be conflict within a character (internal conflict), between characters,
between a character and the environment, and even between a character and
God (external conflict).
Style refers to how the story is told. This includes the diction, sentence and
paragraph construction, punctuation, and the narrative voice of the story. Is it
told through a first person narrator (I), or from the point of view of an
omniscient, third person narrator?
Finally, from the plot, the characters and the language of the story, you can
decide on the theme or main idea. The theme must be universal: it must say
something to all people from different times and countries.
Read this short story and discuss the questions that follow.
The Zebra’s apparel
The Baboon jumped up angrily. ‘Who are you? Go away!’ he screamed, ‘I am
lord of this water. It is mine!’
2
The Baboon stood guard over the water at a pan. ‘No one may drink here,
for this water is mine alone!’ he declared, chasing away all who came to
drink. He had even built a fire close to the pool so that he could protect his
water during the bitterly cold desert nights.
1
•
27
3
4
5
6
7
8
9
On this day, the Zebra had come to quench his thirst after a very long and
tiring journey.
In these early days the Zebra had no stripes. He wore a dazzling coat of
pure white fur.
The Zebra was in no mood to listen to this selfish Baboon. ‘This is not your
water, you ugly monkey! It belongs to everyone!’ shouted the Zebra.
The Baboon was furious and said that, if he wanted the water, he must
fight for it. The two were soon engaged in a fierce struggle. Locked in
combat, they rolled back and forth around the pan. Finally the Zebra gave
one mighty kick and the Baboon was sent flying high up into the rocks behind
the pool.
The Zebra had kicked so hard that he lost his balance. Staggering back into
the Baboon’s fire, he sent the burning sticks flying up in the air. These left
black scorch marks all over his fine white coat.
Hurt and frightened, he galloped onto the plains where he has remained
ever since. Eventually he came to like his new apparel, which made him stand
out, distinguished amongst the other animals
However, the Baboon had landed on his buttocks, with a mighty thud,
among the hard rocks. He has remained in the koppies ever since, nursing his
bald red bottom and still as angry as ever.
(Source: Adapted from A Bushman story from Northern Namibia, by M. Elliot
http://www.wildlifeafrica.co.za/africatales.html)
1
Outline the setting of the story.
2
What is the climax of the story? Justify your opinion.
3
Describe the character of a) Baboon, and b) Zebra. Support your
answer from the story.
4
a) How does the fable explain the modern appearance of the zebra
and the baboon?
b) What behaviour of the baboon and the zebra today does the
fable explain?
28
5
Is the title effective? Suggest another title.
6
This story might be called a fable or a myth. From having read the
story, outline the features or characteristics of a beast fable and of a
myth.
Week 3–4
Creating cohesion
Creating cohesion: Using pronouns and conjunctions
Cohesion is a relationship between sentences or parts of a piece of writing that
is shown by particular words or phrases – parts of a piece of writing that work
together to form a unit.
We use conjunctions and pronouns to create cohesion.
k Identify each of the underlined words:
c
e
h
C
lf
myse When it is cold, Nkuli wears two jerseys because she never feels
warm enough. However, Phineas does not feel the cold at all.
Word bank
coherent:
ABC
in which all the different parts fit together in a sensible,
understandable or pleasing way
Using pronouns and conjunctions
When you write, all your ideas need to be organised to work together to
achieve your purpose. You create cohesion in your writing through your use
of pronouns and conjunctions, which help the reader to see how everything
fits together.
Here is an example:
‘The music is annoying me this morning. It blasts out of the house across the
road. Whenever this happens, I have to put in ear plugs!’
It refers back to the music. Whenever introduces the idea that the music is often
loud and so links the music this morning with a new idea.
•
29
Use pronouns and conjunctions to turn the following into a coherent piece
of writing.
The fourteen-year-old sprawled on the couch. The couch was old and
comfortable. The girl often lay on the couch. Lying on the couch irritated
the girl’s mother. The girl liked to irritate her mother. The TV set exploded
the music into the room. The girl always kept the volume on the TV set
high. The high volume irritated her mother.
Writing an essay
Writing an essay
There are two main categories of essays:
Argumentative,
discursive and
opinionative
essays
Argue a point of
view, supported
by evidence
Expository essays
More factual
Descriptive,
narrative and
reflective essays
Describe, tell a
story or reflect
thoughtfully on a
person’s life
experiences.
k
Chec lf Do you know how to write a sentence, a paragraph and an essay?
myse Answer Yes or No.
30
Week 3–4
Writing an essay
Every part of an essay is important. Here we focus on writing the introduction
and the conclusion of a narrative essay.
What makes the introduction of ‘The Zebra’s apparel’ dramatic?
Begin ‘in the moment’! Do not lead up to an exciting point – begin at that
point. Then you can use a flashback to fill in the background. In ‘The Zebra’s
apparel’, what background does the author fill in after the dramatic opening?
Carefully consider your conclusion. How effective is the final paragraph in
‘The Zebra’s apparel’? Could you have made it more effective?
When you plan your essay, refer to the guidelines in Theme 1. Think carefully
about which paragraph will be your introduction and which your conclusion.
Every paragraph must have a topic sentence that sums up what the paragraph
is about. The topic sentence can be the first sentence (as in para. 2 of ‘The
Zebra’s Apparel’), at the end of the paragraph, or in the middle (‘The two
were soon engaged in a fierce struggle,’ para. 6). All the sentences in one
paragraph must be related to the topic sentence.
Draft your essay; then ask a friend or a family member to read it and give you
feedback. Write the essay again, making corrections and improvements.
1
Choose a message that you think is relevant for children today.
2
Think about an original fable that will teach this message to
children.
3
Write your fable.
•
•
•
•
•
•
You must plan a story of approximately 300 words.
Your story must have an effective introduction, a body, and a
good conclusion.
Each paragraph must have a topic sentence.
Think about how each sentence is linked to the next. Work on
cohesion and sequencing.
You must write a first draft, edit it, then ask a peer to assess it.
Present your final version.
•
31
Homework activities Theme 2
Read the following article and then answer the questions that follow.
The Ugly Duckling:
A lesson in tolerance
Russian film hits
international silver screens
he annual Russian Film
Festival has for the
fourth time opened in
London to showcase the best
of the latest national film
industry productions,
including feature, animation
and documentary movies.
The festival opened on
Friday evening with a new
animated movie – another
interpretation of a fairy tale
by Hans Christian Andersen,
The Ugly Duckling, by Garri Bardin, animation
director, screenwriter and producer.
During Soviet times, Garri Bardin
created a number of remarkable cartoons. He
is now one of the best and most respected
Russian animated-cartoon makers, although
many of his stop motion puppet-animated
films seem to be more successful outside of
Russia than within it. Like Aleksandr
Tatarskiy, he led an independent animation
studio through the 1990s and created many
films that won top awards at international
film festivals. The Ugly Duckling is his first
feature film. This talented film maker uses
mixed technique in his new film, including
plasticine, marionettes and sophisticated
feather dolls. His creation is not a computeranimated cartoon. Only handwork is present
here! The ugly duckling turns into a beautiful
swan – as was in the philosophical fairy tale
of Hans Christian Andersen.
The music for the film has been arranged
by Sergei Anashkin from Tchaikovsky’s ballets
Swan Lake and The Nutcracker. It is
performed by the National Philharmonic
Orchestra of Russia under the baton of
Vladimir Spivakov. Spivakov enthuses, ‘All
T
32
children like animated cartoons. We can’t
relive our childhood but, thanks to such
situations, we can return to our childhood, at
least, for a short time.’
The works of Garri Bardin are meant not
only for children but also for adults. In his
film, Bardin has created a world adults know
perfectly well – a world with national
intolerance.
On his official website,
Bardin has posted this
message: ‘Often are we
forced to exclaim:
“Goodness, what nonsense is
shown to our children!” This
year I have begun creating
the animated feature film
The Ugly Duckling. What
influenced me to choose this
tale by Hans Christian
Andersen? Worry.
‘In our multinational
country there is a growing intolerance to
people who are not like others, who speak
other languages and have different beliefs.
Heated debates are currently underway in
the European parliaments – should yashmaks
be permissible or not and how the
representatives of another religion should be
treated. There’s also one more question: how
do representatives of another religion feel in
a country they live in? This emerging
xenophobia is beneficial to some people for
their narrow political goals. The
representatives of one nation regard the
representatives of other nations as ugly
ducklings. Children should not be exposed
to this.
‘The film, The Ugly Duckling, covers all
these problems. The film will be sad, and
happy, and touching. If the viewers
sympathise with the ugly duckling, then I can
say that I have fulfilled my task. Children can
still be taught to live with everyone across
the world in peace and friendship!’
(Source: http://rt.com/art-and-culture/news/russian-films-hitbritish/)
Week 3–4
1
Write a description of Garri Bardin that would be suitable for
publication in a book about Russian film makers. Use the
information given to you in the article above. Write a paragraph of
about 80 words.
2
a) Look at Bardin’s exclamation: ‘Goodness, what nonsense is
shown to our children!’ From this, what can you conclude that
Bardin thinks should be shown to children?
b) How does the story of The Ugly Duckling solve the problem of
what to show children?
3
a) What does Bardin mean when he talks about Russia as ‘our
multinational country’?
b) Is the theme of The Ugly Duckling relevant to South Africans?
Explain your answer.
4
How do you predict adults will react to the film? Support your
answer by referring to the information provided in the text.
Extra practice Theme 2
Read the passage and answer the questions that follow.
With technologically advanced
animated movies today turning 3D
(this is equal to saying the best
possible graphics on your screen,
made to seem like they are coming
out of the screen), there is only one
possible path for the movie industry
to take if they are to keep advancing
in technology and that is
holographic.
Years ago, the holodeck on the Star
Trek series was just science fiction,
but as technology moves on, there is
no telling what tomorrow may bring.
It may be that one day televisions
will be replaced with a type of
projector that will be mounted in
your ceiling like a light fixture. The
projector may then project the
movie all around you, in whatever
room you have it mounted. Then
consider how AI has advanced in
games and computer programs, it is
entirely possible that in the future,
you will not just watch a movie, but
actively play a role in it, possibly
making the outcome of the movie
different depending on your choices
– similar to how some computer
games work now.
(Source: http://ezinearticles.com/?Animated-MoviesAnd-Technology)
•
33
1
Describe the advances in holographic technology that are predicted.
2
Compare the advances in holographic technology that we have now
with what might be achieved in the future. Support your ideas with
careful reasoning.
Summary
A debate involves a resolution, which is argued by the opposition and the
proposition. The three debaters in each team develop and support an
argument.
Strategies for approaching written texts include making inferences
(drawing conclusions without being told directly), evaluating
(commenting on the text), comparing and contrasting), predicting (using
clues to suggest what could happen next), re-reading (checking your
understanding) and making notes.
The key features of short stories include the significance of the title, the
setting (both time and place), the five essential parts of plot (introduction,
rising action, the climax, falling action, denouement), internal and external
conflict (disagreement, tension, and contradiction), style (the diction,
sentence and paragraph construction, punctuation and the narrative voice
of the story) and theme (main idea).
A creative essay may be descriptive, narrative, reflective, argumentative,
opinionative, discursive or expository. You need to focus on planning,
paragraphing, editing and rewriting.
34
T
3
e
he m
Who would
have thought?
Weeks 5–6
•
•
•
Listening and speaking: Listening comprehension
Language:
o Punctuation
o Spelling rules and borrowed words
o Strategies using written texts
o Short stories
Writing and presenting: Newspaper and magazine articles
o Film study
o Poetry
•
•
•
•
•
What do the following people have in common: The inventor of the
CAT scan, the surgeon who performed the world’s first heart
transplant, and the makers of the ‘speed gun’ used in cricket ovals the
world over? The answer is that they are all South Africans!
Can you list other marvellous inventions or actions for which South
Africans are responsible?
Do you know any South African film makers and/or actors?
Can you name awards that have been won by South Africans in our
film industry?
Who would have thought that we had so many inventive, talented
South Africans living among us?
Who would have thought?
•
35
Weeks 5–6
Listening comprehension
You practised answering listening comprehensions in Theme 1. You listened to
a passage read aloud to you, and made notes as it was being read. You also
wrote paragraphs re-telling the content of the passage read to you.
k How comfortable are you with answering listening
Chec lf comprehensions? Tick the box that is most appropriate (Yes or No).
myse
Yes No
I am able to maintain concentration for the entire time that a
passage is read to me.
I am able to remember the questions asked on the passage
and answer them effectively.
I am able to summarise the content of the passage after it has
been read to me.
I am able to describe the register in which the passage has
been written.
You will not be permitted to take notes for the following listening
comprehension exercise. Sometimes it is not possible to write down what you
need to remember, and this listening comprehension will give you an
opportunity to practise the skill of listening and remembering.
During the first reading you must listen for content. When the text is read a
second time (after the questions), listen for details required by the questions.
Do not try too hard! Relax and stay focused.
Your teacher will read a passage to you. You will not be permitted to take
notes while the passage is being read. You need to listen carefully. The
questions that are set on the passage will be read to you.
Then the process will be repeated and the passage will be read a second
time. During this reading you need to listen for details that you might
have missed in the first reading.
Your teacher will read the questions one at a time, which will allow you
time to answer them.
36
• Who would have thought?
Week 5–6
Punctuation
Do you know the uses of the following punctuation marks?
k
Chec lf Write down numbers from Column A that match with letters in
myse Column B.
Column A
Column B
1. Full stop
A. This is used to show that something is said with
force.
2. Question mark
B. This is used to show that the speaker has been
interrupted.
3. Exclamation mark
C. These are letters that slope to the right.
4. Ellipsis
D. This is used to indicate a question.
5. Comma
E. This is used to indicate a list of things.
6. Capital letter
F. This is used for proper nouns.
7. Colon
G. This is used at the end of sentences.
H. This is used to show that the speech or thought
is incomplete.
I. This is used to begin sentences.
J. This is used to indicate that something will follow.
K. This is used to indicate abbreviations.
L. This is used in e-communication as part of the
identity of a site name.
These punctuation marks might need some revision:
The comma
We use a comma in the same way as we use brackets, namely, to enclose
additional information.
Dolosse, branching concrete blocks weighing up to 30 tons, are used
across the globe to break up wave action.
In this example, ‘Dolosse are used across the globe to break up wave action’, is
the main sentence; and ‘branching concrete blocks weighing up to 30 tons’ is
additional information. The commas enclose the additional information.
The dash
We use a dash to separate sections of sentences from each other. Sometimes a
dash serves as brackets (or parenthesis) enclosing additional information in
the same way that a comma does. Dashes are stronger punctuation marks
•
37
than commas and are used in sentences where the tension levels are high, or
to stress the additional information firmly.
The Hippo Water Roller is a classic example of design with South
African conditions in mind. The roller is intended for use by
communities without access to tap water. It enables people to pull a
90-litre drum of water – instead of carrying it for kilometres by hand –
with a minimum of effort.
We sometimes use a dash to indicate an aside or a change of thought or
direction in the sentence.
In 1969, Pratley’s putty was used to hold bits of the Apollo XI
mission’s Eagle landing craft together – this is the only South African
invention that has been to the moon.
The hyphen
We use a hyphen to join words together. The new word that is formed is called
a compound word. If the compound word is used frequently, over a period of
time, the hyphen often falls away and the word is spelt without it.
low-pressure, low-slung and low-grade are examples of this use of the
hyphen.
We also use a hyphen to indicate a break in a word at the end of a line of
writing. This is called a typographical split. When used as such, the hyphen is
inserted at a natural break between syllables. It is often used in printed
material. It is better not to use this punctuation mark in your own writing –
rather simply write the word on the next line.
We can also use a hyphen when the addition of a prefix might make
pronunciation difficult. It also sometimes makes the meaning of the prefix
clear:
Re-cover and recover mean different things. Co-operate might be
mispronounced if it were not for the hyphen.
The semi-colon
We use a semi-colon to list items where the items are described through the
use of phrases or clauses.
38
Week 5–6
Dolosse are used on the Humboldt, California jetties; the Manasquan
Inlet, New Jersey jetties; on several Hawaiian breakwaters and on
breakwaters, harbours, jetties and coastlines across the globe.
We also use a semi-colon where sentences are grammatically independent, but
where the meanings are closely connected.
South Africa, throughout its bad and its good times, has always
produced top inventors, inventions and entrepreneurial geniuses: it
could be our unwillingness to give up; to face up in times of adversity;
the top schools we have, and the quality of education they serve up.
Rewrite the following passage in your exercise book, adding punctuation
marks where you think they are needed. Include as many examples of
punctuation as you can.
innovative south african inventions
south african inventors have invented many ingenious creations these
brilliant people have touched the lives of many people pratley putty was
invented by george pratley from krugersdorp gauteng in 1948 he was
trying to develop a glue to hold components in an electrical box this sticky
substance kept parts of the eagle landing ship together when neil
armstrong experienced the first moon landing in 1969 the cybertracker is a
hand held computer that makes it possible for illiterate people to enter
very detailed information which helps scientists carry out their research it
provides a high technology method of tracking animals in the veld louis
liebenberg and lindsay stevenson invented the unit connected to a satellite
navigational system in 1996
(Source: Adapted from: http://zar.co.za/invent.htm)
Words, words, words!
Spelling patterns
You have mastered many spelling rules over the years, and yet teachers still
find that there are certain words that are often incorrectly spelt.
•
39
Here are some rules for commonly misspelt words:
When you need to decide whether the word practice should be spelt with
a c or an s remember:
1
We use the spelling with an ‘s’ when the word is a verb, and a ‘c’ when it
is a noun:
I am going to practise kicking at this afternoon’s soccer practice.
The same is true for licence and license, prophecy and prophesy.
When you can’t remember how to spell believe and deceive, the rule is ‘i
before e except after c.’ (The word seize is an exception to this rule.)
2
1
Use the following words in sentences so that their spelling is correct
and their meaning is clear.
practice/practise
licence/license
prophecy/prophesy
2
Correct the spelling of the following words (if necessary), and use
them (correctly spelt) in sentences.
ceiling, chief, field, receipt, grief, recieve
Words, words, words!
Borrowed words
Many of the words that we use today did not start out as English words, but
were borrowed from other languages. Here are some examples:
gum
mosquito
pyjama
taboo
tattoo
tea
tobacco
40
Old French/Latin/Greek/Egyptian
Spanish
Persian
Polynesian
Polynesian
Chinese
Spanish
Week 5–6
Use a dictionary and look up the following words. Find out their language
of origin and write it down in your exercise book.
algebra, amen, balcony, confetti, coffee, fundi, gecko, indaba, khaki, kugel,
skinder, skelm
Newspaper and magazine articles
In Theme 1, you had to identify the features of newspaper and magazine
articles.
k Use the checklist to see if you remember what you were taught
c
e
h
C
lf about newspaper and magazine articles. Tick the box that is most
e
s
y
appropriate (Yes or No).
m
I am able to explain the meaning of the following
Yes
terms in relation to newspaper and magazine articles:
No
Title
Headline
Sub-heading
Font
Illustration
Caption
You will now have a chance to write your own newspaper or magazine article.
A newspaper article has a headline and sometimes has sub-headings, while
magazine articles have headings and also sometimes sub-headings.
The difference between a headline and a heading is that a headline is
sometimes not a full sentence or has a clever catchiness to it, while a heading
is usually a complete sentence. Tell the class about some clever headlines that
you have seen in newspapers.
•
41
Examine the list of South African inventions below. You may need to do
research on some before you make you decision about which to choose for
this task.
Write either a newspaper article or a magazine article in 180–200 words on
one of these inventions. Remember to use the writing process that you
learnt about in Theme 1, namely:
•
•
•
•
choosing the topic carefully
thinking about what you will write
planning
editing.
These are the inventions:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Hippo drum water roller and the similar water-carrying Q-drum
Jetmaster fireplace
Smartlock safety syringe
Kreepy Krawly, Barracuda and Poolcop pool-cleaning systems
Vuvuzelas
CAT scan, which uses x-rays, radiation detectors and
computers to produce images of planes through the
body
Freeplay wind-up radios, torches and cell phone
chargers
Colindictor, the first device to record a telephone
message
Rooivalk helicopter and pilot’s helmet
Computicket online booking system
Plethysmograph for measuring rate of blood flow
Policansky fishing reels
Shuttle low wattage transformers
Turboheat solar water heating spiral
SUNSAT telecommunications satellite
Cybertracker, a handheld computer originally developed to help
Khoisan trackers store data
Smocking pleater for the garment industry
Speedgun for measuring the speed of a cricket ball
Radio, Wadley Loop Receiver
Van der Bijl’s pioneering vacuum tube for transcontinental radio
broadcasts
SharkPod shark-repellant device
Tellurometer (infrared and microwave).
Your teacher will use the Longer Transactional Writing rubric to assess
your article.
42
Week 5–6
Film study
Film study
We all watch films often – either at the cinema or on television. We know
which kind of films we like, and those we don’t. We can follow complicated
plot lines in films, and are captivated by special effects and evocative music.
But do we really know the work that goes into the making of these films? Use
the checklist to see how much you know about film study.
k Tick the word that best applies to you (Yes or No).
Chec lf
I can explain the work the following people in the film
myse
Yes
No
industry do:
Producer
Director
Cinematographer
Editor
Screenwriter
Casting director
Sound technician
Set designer
Continuity person
Word bank
ABC
casting director: someone who decides who will act in the film
cinematographer: someone who is responsible for the camera and
lighting – the quality of the image; also known as the
director of photography
continuity person: someone who ensures that the arrangement of scenes
and events in a film is such that it seems as if the
action continues without interruption
director:
someone who is in charge of making a film, especially
by telling the actors and technical staff what to do
editor:
someone who selects and rejects shots, scenes and
sequences or a film
producer:
someone who organises the work and money involved
in the making of a film
•
43
someone who writes stories for films
someone who creates backgrounds and interiors
where action is to take place
sound technician: someone who makes sure that the quality of the
recorded sound is good
screenwriter:
set designer:
Film study
You have identified what you know in the Check myself
section. Now for more!
To really study a film, you need to understand how it is
put together. Just as a novel is made up of chapters,
paragraphs and sentences, so a film is created through the
joining together of shots, scenes and sequences. Shots,
scenes, and sequences together make up the larger
dramatic narrative of film. Scenes are composed of shots,
sequences are composed of scenes, and films are
composed of sequences.
A shot is the basic unit of film narrative. It refers to a
single, constant take made by a camera, uninterrupted by
editing, interruptions or cuts.
A scene is usually a shot (or series of shots) that
together make up a single, complete action in the
film, or a segment of the storytelling within a film.
A sequence usually refers to a longer segment of
film than a scene. A scene, or connected series of
related scenes are edited together and make up a
single, unified event, setting, or story within a film.
Sequence also refers to scenes that fit together in
the plot.
44
Week 5–6
To begin studying films, you must understand how the director is able to get
his audience to respond to the action on the screen. Different types of shots
and different camera angles will bring about different emotions and responses
in the viewer:
Types of shots
While each of these shots can and should be analysed in this way, close,
medium and long are relative terms. All shots should be considered in
conjunction with those around them.
Establishing shot (ES): This shot establishes the setting, the time and place of
the action and is usually an extreme long or long shot. This type of shot is
offered at the beginning of a scene or sequence.
Extreme long shot (ELS): This shot is generally used to establish the locale of
the story. A human figure is very small by comparison with the landscape.
Long shot (LS): In this shot, the subject occupies a relatively small part of the
frame area. For example, a human figure that has plenty of space around it
and appears relatively insignificant in relation to its surroundings.
•
45
Medium shot (MS): This shot is often used as a transition between close-ups
and longer shots. The subject and the background occupy approximately
equal areas in the frame and the audience’s interest is equally divided
between the subject and its setting. There is more detail, more concentrated
attention and greater involvement for the audience. We see a human figure
from just above the head to just below the waist.
Medium close-up (MCU): In this shot, a figure is seen from just above the
head to about halfway between the waist and shoulders.
Close-up (CU): In this shot, the subject occupies all or almost all of the frame
area. This gives a detailed view of a person or object, usually without much
context provided. The shot shows very little, if any, locale and concentrates on
a relatively small object – the human face for example – and shows a great
deal of emotion. The audience feels involvement or experience a subjective
response. This is usually head-and-shoulders, but a tight close-up will show
only the head.
Extreme close-up (ECU): This kind of shot is generally used when the director
wishes to heighten the importance of a particular object or give it symbolic
significance. It will concentrate the attention of the audience on some
important detail, object or part of the body. An extreme close-up of an actor
generally includes only the actor’s hands, eyes or mouth.
46
Week 5–6
Over-the-shoulder shot: This shot is commonly used in dialogue scenes
where the speaker is seen from the perspective of a person standing just
behind and to one side of the listener, so that parts of the listener’s head and
shoulder are in the frame, as well as the head of the speaker. This shot is often
used to establish a relationship or conflict between the two characters, or
dominance of one over the other.
Point-of-view shot:
This shot is any shot
taken from the
vantage point of a
character in the
film.
Camera angles
These are main camera angles used in making films:
High angle (HA): This is a camera angle in which the subject is photographed
from above with the camera looking down on the subject. The subject is
therefore made to appear weak, lonely, small, vulnerable or threatened. High
angles reduce the importance of a subject.
•
47
Low angle (LA): This is a camera angle in which the subject is photographed
from below with the camera looking up at the subject. The subject appears to
be superior, intimidating and strong. Low angle shots suggest dominance,
menace, oppression and authority, but are also used to suggest reverence, such
as a shot of a cross in a church.
Eye level: This camera angle represents a neutral point of view without any
emotional undertones, as the viewer is used to seeing things this way.
Aerial shot: This shot is taken from the air (usually from a helicopter). It is
often used as an establishing shot.
Bird’s-eye view: This is a shot in which the camera films a scene from directly
overhead. This shot is taken from a very high angle directly above the subject
and presents the viewer with a view of the subject or scene. The people
photographed seem ant-like and insignificant.
48
Week 5–6
The director carefully selects each of these shots or camera angles to create
an effect on the audience. They allow the director to tell the story more
effectively.
Carefully study the definitions given for the types of shots and camera
angles used in the making of films. Find pictures from magazines or
newspapers that are examples of each of the definitions.
Use pictures that do not have words on them, so some advertisements will
not be acceptable. Once you have selected your pictures, draw a bold
black line around the picture to create a frame, and label the type of shot
or camera angle that you have chosen.
Those with the best examples may be asked to show them to the class and
explain what the effect of that shot or camera angle could create in a
viewer.
Poetry
Poetry
You have probably been reading poetry at school for many years. Some of you
love this experience, and some do not understand or like poetry. Poetry is
always easier to understand if you know how to recognise the various
techniques that poets use, and feel confident to express an honest opinion on
the effect of those techniques on you, the reader.
k Can you explain, and give an example of the following figures of
c
e
h
speech? Tick the figure of speech once if you can explain it, and
C
lf twice if you can also give an example of the figure of speech.
e
s
y
m
simile, metaphor, alliteration, onomatopoeia, hyperbole,
personification
Word bank
alliteration:
hyperbole:
metaphor:
ABC
the repetition of consonants on a number of succeeding
words, to achieve a special effect of sound or sense
gross exaggeration used for emphasis or ironic effect
a comparison between two unlike things, with one thing
in common – often looks like a statement
•
49

Solutions for All English Home Language Grade 10 Learner`s Book

Transcription

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