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GENERIC RESOURCES GRADE NINEENGLISH

RESOURCES AND

GENERIC IDEAS FOR TEACHING ENGLISH

GRADE NINEDear Teacher

I have put together a plethora of generic ideas, ten assessment tasks and basic resource material based on our discussions last year and the needs that you identified. You will obviously need to adapt the content to suit your learners’ abilities. A suggestion is that you use the content as homework sheets or in your extra English lessons for the Zenex learners.

Should you find any of the material suitable and would like to have this information to edit or print please feel free to contact me at [email protected] and I will forward these notes to you via email.

Regards in Education

Dawn Harrison

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mailto:[email protected]


LEARNING OUTCOMES AND ASSESSMENT STANDARDS GRADE NINE ENGLISH FIRST ADDITIONAL LANGUAGE

LEARNING OUTCOME ONE

LISTENING

The learner will be able to listen for information and enjoyment and respond appropriately and critically in a wide range of situations

ASSESSMENT STANDARDS

1 Understands and appreciates stories including those told by other learners

Responds personally and critically asks and answers questions

Evaluates the storytelling technique and performance and gives feedback

2 Understands oral texts e.g. radio talk shows texts with statistics

Answers questions Retells and summarises Identifies points of view and is

able to offer an alternative point of view

Analysis the features of characterises of different kinds of oral texts e.g. conversation or story

3 Listens for specific information Takes own simple notes Uses information to complete a

table or chart or label a diagram4 Listens actively in a discussion

Shows openness to ideas and treats the views of others critically but with respect

Invites contributions from others and responds to their views

Is prepared to challenge others but does so politely and does not interrupt them

Criticises the ideas and not the person

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LEARNING OUTCOME TWO

SPEAKING

The learner will be able to communicate confidently and effectively in spoken language in a wide range of situations


1 Translates and interprets Tells stories from home language

in the additional language Translates or interprets messages Translates or interprets where

necessary in a conversation2 Shows developing ability to use features of spoken language to communicate: word stress weak vowels intonation and rhythm.

3 Interacts in additional language Uses language for a range of

functions: makes polite requests and asks people not to do things e.g. would you mind not … Asks for help from friends or strangers e.g. Excuse me I wonder if you could etc.

4 Debates social and ethical issues by arguing persuasively and responding critically.

Shares roles e.g. chairperson time keeper secretary

Brings people into the discussion e.g. what do you think? Don’t you?

Interrupts politely e.g. Excuse me? Expresses opinions and supports

them with reasons e.g. I’d just like to say that…because…

Expresses agreement e.g. you are right and disagreement e.g. Yes but.

Switches language where necessary.

5 Demonstrates critical awareness of own language use

Uses language to include rather than exclude people.

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Is strategic about when to use additional language and when to use home language

6 Gives short formal talk or presentation Uses some statistics and visual

effects e.g. a poster. Uses challenging topics e.g. HIV

AIDS human rights and environmental issues

7. Interacts in an additional language Takes part in role plays of different

situations involving different kinds of language e.g. a job interview

8. Is interviewed by someone e.g. a job interview

Anticipates the questions that will be asked and prepares for them

Answers questions Uses appropriate tone register

and body languageLEARNING OUTCOME THREE

READING AND VIEWING

The learner will be able to read and view for information and enjoyment and respond critically to the aesthetic cultural and emotional values in texts


1. Uses reading strategies:Skims texts – identifies the topic and key points and uses layout features e.g. illustrationsMatches different ways of reading to different texts e.g. skims newspaper articles for main ideas

2. Uses language for thinking Asks and answers more complex

questions

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Draws conclusions

3 Reads for information Reads information texts e.g. a

short newspaper article Reads diagrams graphs and

charts of increasing complexity Reads texts with statistics Summarises information

4. Shows some understanding of how reference books work

Evaluates and selects books using contents pages and indexes

Uses a dictionary a simple thesaurus and an encyclopaedia

5 Demonstrates a reading vocabulary of between 6000 and 7500 common words. Learners who will study other Learning Areas through their additional language should aim for 7500 words.6 Reads a text fiction or non fiction

Identifies purpose audience and context

Infers meaning Identifies what is not said in text Identifies the register style formal

informal Explains and assesses point of

view in both written and visual parts of the text and offers alternative points of view

Shows understanding of the way in which texts position readers e.g. by using the inclusive pronoun we.

Identifies topic sentences distinguishes main points from supporting detail

With fiction demonstrates an understand of character plot setting and narrator

Compares different kinds of texts and matches them with their purpose e.g. instructing persuading

.7 Critically analyses media texts e.g. a short newspaper article

Identifies subject context audience and message of written and visual

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text Analyses the type of text and

register style e.g. newspaper articles have headlines and use short sentences and paragraphs direct speech short and simple adjectives in order to get readers attention

8 Reads for pleasure Reads fiction and nonfiction books

at an appropriate reading and language level

Reads some new kinds of books e.g. science fiction

Reads and writes book reviews9 Understands some elements of poetry e.g. metaphor, rhythm and understands some of the terms used to describe this language e.g. metaphor10 Reads and responds to social texts e.g. simple business letters

Identifies purpose audience and context

Describes features of the type of text being read e.g. a simple job advertisement

Comments on register and style formal informal

Analyses points of view construction of meaning and way in which reader is positioned

LEARNING OUTCOME FOUR

WRITING

The learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes


1 Writes creatively Translates stories and other texts

from home language tries to capture the idiom and notices how idiom and often values are different in the two languages

Shows the development in the ability to write stories poems and play scripts e.g. by working with design

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2 Writes for personal reflection Writes a diary or a journal

3 Treats writing as a process Drafts reads and discusses own

writing critically Uses feedback to revise edit and

rewrite Uses knowledge of grammar

spelling etc to edit Plans the layout of the text

including how to incorporate graphs and pictures

Evaluates design and layout4 Uses developing knowledge of language structure and use

Shows an understanding of style and register e.g. rewrites story as a newspaper article

Shows an understanding of the information structure of texts

Writes coherent longer pieces of writing with introductions and conclusions

Critically evaluates own point of view

Begins to see how own writing positions the reader

5 Writes for social purposes Shows awareness of text type

purpose audience context and register and style

Writes a simple business letter e.g. job application and a CV

Writes informal and more formal email messages

Writes the minutes of a meeting e.g. an SRC meeting

6 Writes to communicate information Writes longer texts of several

paragraphs describing processes and procedures giving explanations giving advantages and disadvantages arguing for and against

Writes texts that include graphs and statistics

Does a survey and writes it up e.g. as a report or a newspaper article

Writes text types required in other Learning Areas e.g. an

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explanation of how a circuit works for Technology

7 Designs media texts Writes simple personal

advertisements e.g. advertising something for sale

Designs magazine CD and book covers

LEARNING OUTCOME FIVE

THINKING AND REASONING

The learner will be able to use language to think and reason as well as to access process and use information for learning


1 Uses language across the curriculum Understands some concepts from

other Learning Areas and uses the vocabulary associated with them in the additional language e.g. xenophobia in Social Sciences

Writes texts required in other learning areas e.g. reports and explanations in Natural Sciences

Produces visual or graphic material to support texts e.g. diagrams for explanations and reports

2 Uses language for thinking Expands generalisations

definitions and classifications into paragraphs

Thinks of examples for general statements

Understands and uses evidence to support a theory or argument e.g. scientific evidence

Asks and answers more complex questions

Draws conclusions

3 Collects and records information in different ways:

Selects relevant information and takes notes organises key ideas under headings and subheadings

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uses layout such as capital letters and underlining

Reads and synthesises information from several texts on the same topic

Transfers information from one mode to another e.g. uses statistics to write paragraphs, uses mind maps.

LEARNING OUTCOME SIX

LANGUAGE STRUCTURE AND USE

The learner will know and be able to use the sounds words and grammar of the language to create and interpret texts


1Understands and uses the third conditional e.g. If I had not locked the gates the car would have been stolen.2 Uses some language to talk about language meta – language terms such as paragraph3 Understands and uses direct and indirect speech4 Expands use of modals

Function e.g. You should ought to Form common mistakes with

modal verbs e.g. He can be able to do ….

Uses the modal verb “used to”5 Understands and uses different ways of talking about the future e.g. I am going to see him tomorrow. “I will see him tomorrow.” “I am seeing him tomorrow.” “He flies to Cape Town tomorrow.”6 Use the passive voice in the future e.g. An election will be held next month.7 Expands vocabulary e.g. uses prefixes to form new words; auto bank, autobiography, automatic.8 Demonstrates an understanding of between 6000 to 8000 common spoken words in context by the end of Grade nine. Learners who will do some of their learning through their additional language should aim for 8000 words.9 Uses complex sentences e.g. relative

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clauses.10 Understands and uses the past perfect progressive tense e.g. He had been waiting for an hour by the time I arrived

SO YOU THINK ENGLISH IS EASY?

1) The bandage was wound around the wound.

2) The farm was used to produce produce.

3) The dump was so full that it had to refuse any more refuse.

4) We must polish the Polish furniture.

5) He could lead if he would get the lead out.

6) The soldier decided to desert his dessert in the desert.

7) Since there is no time like the present, he thought it was time to present the present .

8) A bass was painted on the head of the bass drum.

9) When shot at, the dove dove into the bushes.

10) I did not object to the object.

11) The insurance was invalid for the invalid.

12) There was a row among the oarsmen about how to row .

13) They were too close to the door to close it.

14) The buck does funny things when the does are present.

15) A seamstress and a sewer fell down into a sewer line.

16) To help with planting, the farmer taught his sow how to sow.

17) The wind was too strong to wind up the sail.

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18) Upon seeing the tear in the painting I shed a tear.

19) I had to subject the subject to a series of tests.

20) How can I intimate this to my most intimate friend?

Let's face it - English is a crazy language. There is no egg in eggplant, nor ham in hamburger; neither apple nor pine in pineapple. English muffins weren't invented in England or French fries in France .

Sweetmeats are candies while sweetbreads, which aren't sweet, are meat. We take English for granted. But if we explore its paradoxes, we find that quicksand can work slowly, boxing rings are square and a guinea pig is neither from Guinea nor is it a pig.

If teachers taught, why don't preachers praught?

If a vegetarian eats vegetables, what does an humanitarian eat? Sometimes I think all the English speakers should be committed to an asylum for the verbally insane.

In what language do people recite at a play and play at a recital?

Ship by truck and send cargo by ship?

Have noses that run and feet that smell?

How can a slim chance and a fat chance be the same, while a wise man and a wise guy are opposites? You have to marvel at the unique lunacy of a language in which your house can burn up as it burns down, in which you fill in a form by filling it out and in which, an alarm goes off by going on.

English was invented by people, not computers, and it reflects the creativity of the human race, which, of course, is not a race at all. That is why, when the stars are out, they are visible, but when the lights are out, they are invisible.

PS. - Why doesn't 'Buick' (two syllables) rhyme with 'quick' (one syllable) ?

You lovers of the English language might enjoy this .

There is a two-letter word that perhaps has more meanings than any other two-letter word, and that is 'UP.'

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It's easy to understand UP meaning toward the sky or at the top of the list, but when we awaken in the morning, why do we wake UP ?

At a meeting, why does a topic come UP ?

Why do we speak UP and why are the officers UP for election and why is it UP to the secretary to write UP a report ? We call UP our friends.

And we use it to brighten UP a room, polish UP the silver; we warm UP the leftovers and clean UP the kitchen.

We lock UP the house and some guys fix UP the old car.

At other times the little word has real special meaning.

People stir UP trouble, line UP for tickets, work UP an appetite, and think UP excuses.

To be dressed is one thing, but to be dressed UP is special.

A drain must be opened UP because it is blocked UP.

We open UP a store in the morning but we close it UP at night. We seem to be pretty mixed UP about UP !

To be knowledgeable about the proper uses of UP, look UP the word UP in the dictionary.

In a desk-sized dictionary, it takes UP almost 1/4 of the page and can carry UP to about thirty definitions.

If you are UP to it, you might try building UP a list of the many ways UP is used.

It will take UP a lot of your time, but if you don't give UP, you may wind UP with a hundred or more.

When it threatens to rain, we say it is clouding UP .

When the sun comes out we say it is clearing UP...When it rains, it wets the earth and often messes things UP.When it doesn't rain for awhile, things dry UP .

One could go on and on, but I'll wrap it UP for now as my time is UP , and so ........ it's time to shut UP !

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INTERESTING WEBSITES

www.sitesforteachers.com; www.thutong.org

LOOKING AT LANGUAGE

1. INDIVIDUAL ACTIVITY / CREATIVE WRITING

When asked to write something is your aim to finish it as quickly as possible or write it as well as you can?

If you want to write well you must be prepared to write and rewrite until you are satisfied. The following flow diagram sets out the most important stages in writing a composition.

1. JOT DOWN AS MANY IDEAS AS YOU CAN THINK OF IN ANY ORDER[ BRAINSTORMING ]

2. SELECT THE IDEAS YOU LIKE BEST AND PUT THEM INTO ORDER. A PARAGRAPH PLAN CAN BE SKETCHED AT THIS STAGE

3. WRITE THE FIRST DRAFT

FAIRLY SATISFIED?

THEN MAKE SMALL CHANGES

ARE YOU SATISFIED WITH IT AND HAVE YOU EXPRESSED YOURSELF CLEARLY? ASK A FRIEND TO READ THROUGH YOUR WORK FOR YOU.

NO?

START AGAIN OR MAKE MINOR CHANGES

HAVE YOU USED THE BEST WORDS? ADJECTIVES? VERBS? ETC

NO?CHOOSE BETTER WORDS

HAVE YOU MADE ANY SPELLING ERRORS IS YOUR PUNCTUATION CORRECT IS YOUR GRAMMAR CORRECT?

YES?EXCELLENT WORK

NO?CORRECT YOUR MISTAKES

CONGRATULATIONS NOW WRITE YOUR FINAL DRAFT NEATLY AND WITH CARE!

When checking your final draft use this checklist and assess your work according to the criteria:-

CRITERIA YES NO1. Is my story exciting?

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http://WWW.THUTONG.ORG/

http://www.sitesforteachers.com/


2. Does my content express my feelings?3. Could I express myself more clearly?4. Could I have chosen my words more carefully?5. Have I made the best use of figures of speech?6. Are my sentences well organised and constructed?7. Are my paragraphs well organised and constructed?8. Have I used the correct spelling?9. Have I used the correct punctuation?10. Have I used the correct grammar?

If you have answered no to any of the above you must correct and improve your first draft.

ACTIVITY

In pairs or groups read through the following extracts on the subject of oil pollution. Try and identify each extract into a category or writing.

Is the extract a:-

1. Poem?2. Letter?3. Newspaper article?4. A novel?5. Instructions?

Report back to the class giving reasons for your choice.

1.

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One method of removing oil from a Penguin’s plumage is as follows

A] Place the bird in a cardboard carton about one quarter full of fuller’s earth.B] Holding the bird firmly, dust the powder upwards in order to penetrate all the feathers.C] Leave for one hour then wash off with a fine spray of water.

Place an X in the correct category for this extract.

INSTRUCTIONS

NOVEL POEM NEWPAPER ARTICLE

LETTER

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2.

The weather has been wonderful but we haven’t been able to go to the beach because it is covered in filthy oil from the oil tanker which ran aground last Tuesday. This has upset my holiday plans.


INSTRUCTIONS


LETTER

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3.

Greasy globules overlay the water,And, carefully the witchClothes herselfIn beautiful silk gownsThus disguised,She tenderly floats towards the shore,And implants foreverHer kiss of death.


INSTRUCTIONS


LETTER

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4.

Municipal workmen and volunteers worked desperately throughout the day to clear the beach of the crude oil which could spell ruin to the

town’s holiday season. According to a spokesperson for the Tourist Association, many hotel bookings have already been cancelled.


INSTRUCTIONS


LETTER

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5.

Zama and Sbu stared sadly at the blackened beach. As each new wave deposited more of the evil looking black slime onto the shore, their hearts sank even lower. Suddenly Zama grabbed her brother’s sleeve. “Look!” she cried…….


INSTRUCTIONS


LETTER

ASSESSMENT

Write an article/letter/poem/essay about how you feel regarding the devastation caused to the earth, sea and animals regarding the evils of oil spillage along the beaches in our country.

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2. INDIVIDUAL ACTIVITY / SUMMARISING

Every time we report a conversation to other people, make notes on any subject or describe an incident, story or film we are making a summary.

The aim of a summary is to present the essential [most important] facts without attempting to explain or add to them. A good summary presents all the essential information in such a way that the reader does not need to refer to the original. It follows then, that a summary must contain all the important facts and may include nothing that was not contained in the original.

ACTIVITY ONE

Think of brief headlines to summarise the following:-

A] Mr Mkhize and Mr Smith both from Cape Town were injured when their bakkies collided with a stationery bus on Sir Lowry’s Pass last night.

B] Fire-fighters from Johannesburg were still desperately trying to control the fire that took place in Soweto yesterday. The blaze which has destroyed hundreds of homes was first noticed yesterday morning.

C] In a thrilling finish Bafana Bafana narrowly defeated Manchester United in the last minutes of the soccer match at Moses Mabida stadium last night. The crowds went wild blowing their vuvuzelas and threw debris onto the field.

D] Thick fog caused major traffic jams during rush hour on all roads leading into the city this morning several major accidents were reported. Suburban trains were running up to half an hour late.

ACTIVITY TWO

Read through the following extract carefully. NOTE all the important information. Summarise each passage in your OWN words as much as possible. Think of a suitable title for this extract.

The Xhosa believe the sangomas to be the contact between them and the spirits of

their ancestors. They hold the key to the invisible world and are in constant

communication with the spirits of the departed. The sangomas are good people

devoted to the well being of their people putting right the wicked work done by

sorcerers and evildoers and healing their victims. They differ from the herbalists who

cure physical ailments in that they are more concerned with a person’s spirit. Most of

the complaints brought to the sangomas are caused by the victim’s neglect of the

spirits of dead ancestors. The sangomas will find out why the spirits are angry and

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will use their skill to pacify them.

Xhosa sangomas may be of either sex. They wear white, a colour approved of by the

spirits because it is the opposite of black, which symbolises evil. On their heads they

wear bushy headdresses made of animal fur and they usually carry some symbol of

office such as an antelope’s horn or a switch made from a Wildebeests tail. The type

of animal fur is decided at the sangomas graduation.

ACTIVITY THREE

What do you think is wrong with the following description? Rewrite it making any alterations you think is necessary.

It has a long string which is tied round a piece of wood. It consists of two plastic

halves joined by a circular wooden peg. The colour is blue and it has Koola-Koka

written on both sides in white. The two halves are about eight centimetres wide. The

string has a loop tied at one end. The surface is smooth and shiny. You can have

great fun with yo-yos and they cost R5,00 each.

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ACTIVITY FOUR

You have been asked by the police to assist in their enquires about the following people. Describe TWO of them in not more than 100 words each. Mention the following:

Height

Hair colour

Clothing

Any distinguishing features such as a beard a scar a tattoo an accent.

1] A suspicious looking character who have been calling on houses in your road.

2] A young girl you saw running out of a shop.

3] A school friend you last saw on their way to a party.

4] A person who was pretending to be your teacher at school.

5] An old woman you saw coming out of hospital.

ACTIVITY FIVE

Write a shortdescription of ONE of the following :- Choose the most expressive words you can think of and make use of figures of speech if possible.

1] An interesting person you know well.

2] Your mother / father / sister / brother / caregiver in a bad mood.

3] A hip hop group performing at a concert.

4] A boy or a girl on a skateboard.

5] A person that has fallen in love.

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ACTIVITY SIX

Study the following visual and discuss the photograph in groups or pairs.

1. Why is the boy waiting?

2. What is he waiting for?

3. What are your thoughts?

4. Put yourself in this boy’s place and write a paragraph expressing your thoughts and feelings.

5. If you could speak to this boy what would you say to him ?

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ACTIVITY SEVEN

Rewrite the following conversations between the wife, husband and daughter in indirect speech.

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THE BEAUTY OF ENGLISH LANGUAGE UNDONE We'll begin with a box, and the plural is boxes,But the plural of ox becomes oxen, not oxes.One fowl is a goose, but two are called geese,Yet the plural of moose should never be meese.You may find a lone mouse or a nest full of mice,Yet the plural of house is houses, not hice. If the plural of man is always called men,Then shouldn't the plural of pan be called pen?If I speak of my foot and show you my feet,And I give you a boot, would a pair be called beet?If one is a tooth and a whole set are teeth,Why shouldn't the plural of booth be called beeth? Then one may be that, and three would be those,Yet hat in the plural would never be hose,And the plural of cat is cats, not cose.We speak of a brother and also of brethren,But though we say mother, we never say methren.Then the masculine pronouns are he, his and him,But imagine the feminine: she, shis and shim! Let's face it - English is a crazy language.There is no egg in eggplant nor ham in hamburger; neither apple nor pine in pineapple.English muffins weren't invented in England ..We take English for granted, but if we explore its paradoxes, we find that quicksand can work slowly, boxing rings are square, and aguinea pig is neither from Guinea nor is it a pig. And why is it that writers write but fingers don't fing,grocers don't groce and hammers don't ham? Doesn't it seem crazy that you can make amends but not one amend. If you have a bunch of odds and ends and get rid of all but one of them, what do you call it? If teachers taught, why didn't preachers praught? If a vegetarian eats vegetables, what does a humanitarian eat? Sometimes I think all the folks who grew up speaking English could be running the danger of being called verbally insane. In what other language do people recite at a play and play at a recital?We ship by truck but send cargo by ship.We have noses that run and feet that smell.We park in a driveway and drive in a parkway.And how can a slim chance and a fat chance be the same, while a wise man and a wise guy are opposites? You have to marvel at the unique lunacy of a language in which your house can burn up as it burns down, in which you fill in a form by filling it out, and in which an alarm goes off by going on. And, in closing, if Father is Pop, how come Mother's not Mop?

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http://www.facebook.com/fropki


























ASSESSMENT TASK ONE GRADE NINE – ENGLISH FIRST ADDITIONAL LANGUAGE

FORMATIVE

LEARNING OUTCOME 6 LANGUAGE STRUCTURE AND USE

AS 1-10 RESOURCE

TITLE OF ASSESSMENT

The third conditional

SKAV’S

Skill

Knowledge

ASSESSMENT

Peer/Teacher/Sentence structure marking memorandum

ASSESSMENT

Peer / Teacher / Sentence Structure / Marking memorandum

INSTRUCTIONS

With your partner change the following sentences into third conditional sentences

NAME:

GRADE:

DATE:

1. She had an accident because she was sleepy

2. They couldn’t go to the festival because they didn’t have enough money

3. He was fired because he stole stationary from the company

4. The lightening was so bright that we could see a building 2 km away

5. I couldn’t sms my friend because I had lost my phone

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MARKING MEMORANDUM

1. If she had been sleepy, she would have had an accident.

2. If they had not had enough money, they could not have gone to the festival

3. If he had stolen stationary from the company he would have been fired

4. If the lightening had been so bright, we would have seen a building 2 km away

5. If I had lost my phone I could not have sms’ed my friend.

ASSESSMENT TASK TWO GRADE NINE – ENGLISH FIRST ADDITIONAL LANGUAGE

SUMMATIVE

LEARNING OUTCOME 1 LISTENING

AS 1- 10 RESOURCE

TITLE OF ASSESSMENT

Listen to a conversation

SKAV’S

Skill

Attitude

Values

ASSESSMENT

GROUP

CHECKLIST

TEACHER

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ASSESSMENT

Group assessment / checklist / Teacher

INSTRUCTIONS

Have a conversation in your group about the issues you started discussing about how communication can lead to misunderstandings. Use the following checklist as a guide.

NAMES:

GRADE:

DATE:

DO THE LEARNERS IN THIS GROUP:

Take turns while speaking and do not interrupt one another YES NO

Include everyone in the conversation

Use informal English

Translate slang or words from a language that may be unfamiliar to some group members?

Try to use words and descriptions that are positive and encourage other group members to take part?

Try to make sure that their voices, faces and bodies support their words?

COMMENTS

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ASSESSMENT TASK THREE GRADE NINE – ENGLISH FIRST ADDITIONAL LANGUAGE

FORMATIVE

LEARNING OUTCOME 2 SPEAKING

AS 1-10 RESOURCE

TITLE OF ASSESSMENT

Debating social and ethical issues

SKAV’S

Knowledge

Attitude

Values

ASSESSMENT

GROUP ACTIVITY

ASSESSMENT

Group activity

INSTRUCTIONS

Research Xenophobia is against the Bill of Rights and what it states.

1. Elect a Chairperson, timekeeper and a secretary.

2. Divide group into two teams.

3. Have a team discussion about all the ideas your group has managed to research make sure that each team member has a strong point to make backed up by examples or facts in preparation for a debate. Use a mind map to plan your debate.

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ASSESSMENT TASK FOUR GRADE NINE – ENGLISH FIRST ADDITIONAL LANGUAGE

FORMATIVE

LEARNING OUTCOME 2 SPEAKING

AS 1-10 RESOURCE

TITLE OF ASSESSMENT

Telling Stories

SKAV’S

Skills

Values

ASSESSMENT

GROUP ACTIVITY

ASSESSMENT

Group Activity

INSTRUCTIONS

In your groups discuss storytelling and answer the following questions. Write your answers down in your work book

NAME:

GRADE:

DATE:

1. Talk about storytellers in your community. Who gets messages across very strongly and how?

2. Discuss singers and bands. Which songs tell stories about the world you live in? Divide the songs into those that have positive messages and those that paint a bleak picture of our world.

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ASSESSMENT TASK FIVE GRADE NINE – ENGLISH FIRST ADDITIONAL LANGUAGE

FORMATIVE

LEARNING OUTCOME 6 LANGUAGE STRUCTURE AND USE

AS 1-10 RESOURCE

TITLE OF ASSESSMENT

Using a thesaurus

SKAV’S

Skill

Knowledge

ASSESSMENT

GROUP ACTIVITY

ASSESSMENT

Group Activity

INSTRUCTIONS

Look at the examples from the two thesauruses in your visual stimulus. Discuss whether each thesaurus is in the dictionary form or the index form and give reasons for your answers.

NAMES:

GRADE:

DATE:

REASONS

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ASSESSMENT TASK SIX GRADE NINE – ENGLISH FIRST ADDITIONAL LANGUAGE

FORMATIVE

LEARNING OUTCOME 3 READING AND VIEWING

AS 1-10 RESOURCE

LEARNING CHANNEL BOOK

BOOK 4 Lesson 29 Pg 7

TITLE OF ASSESSMENT

Understanding a newspaper article

SKAV’S

Skill

Knowledge

ASSESSMENT

SELF ASSESSMENT

QUESTIONS

ASSESSMENT

Self assessment / Questions

INSTRUCTIONS

Read a newspaper article and answer the following questions.

NAME:

GRADE:

DATE:

1. What is the main idea in this newspaper article? What clues does the newspaper give you about the main ideas, even before you read the whole article?

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2. Who is the audience for this article? Does the article talk to the audience?

3. What notes can you make about point of view after reading this article?

4 What effect does this article have on you the reader?

ANSWERS

MARKING MEMORANDUM

The answers will be subjective and open to the student’s interpretation and perception of the article.

G ASSESSMENT TASK SEVEN GRADE NINE – ENGLISH FIRST ADDITIONAL LANGUAGE

FORMATIVE

LEARNING OUTCOME 4 WRITING

AS 1-7 RESOURCE

TITLE OF ASSESSMENT

Writing a business letter

SKAV’S

Knowledge

Skill

ASSESSMENT

Self assessment

ASSESSMENT

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Self assessment

INSTRUCTIONS

Use the format you have learnt and plan and write the first draft of a business letter addressed to the school principal complaining about the state of the school toilets. REMEMBER you want to see changes so be polite and suggest possible solutions to the problem.

NAME:

GRADE:

DATE:

FIRST DRAFT

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ASSESSMENT TASK EIGHT GRADE NINE – ENGLISH FIRST ADDITIONAL LANGUAGE

FORMATIVE


AS 1-10 RESOURCE

TITLE OF ASSESSMENT

Understanding Poetry

SKAV’S

Knowledge

ASSESSMENT

PEER ACTIVITY

PEER ASSESSMENT

ASSESSMENT

Peer activity / peer assessment

INSTRUCTIONS

In pairs choose and read through a poem. Discuss why the writing makes it a poem and not an essay. Discuss the poet’s intensions.

NAMES:

GRADE:

DATE:

FINDINGS

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ASSESSMENT TASK NINE GRADE NINE – ENGLISH FIRST ADDITIONAL LANGUAGE

FORMATIVE


AS 1-10 RESOURCE

TITLE OF ASSESSMENT

Understanding Plays

SKAV’S

Knowledge

ASSESSMENT

GROUP ACTIVITY

CHECKLIST

ASSESSMENT

Group Activity / Checklist

INSTRUCTIONS

Read through the prescribed play for homework.

In your groups discuss whether or not you think your group could perform this play?

How would you do this? What roles would each group member have? Draw up a check list to record your findings

NAMES:

GRADE:

DATE:

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CHECKLIST

CRITERIA YES NO

E.g. Would everyone in the group have a role to play?

ASSESSMENT TASK TEN GRADE NINE – ENGLISH FIRST ADDITIONAL LANGUAGE

FORMATIVE

LEARNING OUTCOME 5 THINKING AND REASONING

AS 1-3 RESOURCE

TITLE OF ASSESSMENT SKAV’S ASSESSMENT

Using different formats to record the same information.

Skill

Knowledge

Self assessment

Chart

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ASSESSMENT

Self assessment / chart

INSTRUCTIONS

Create a line graph using the following information in the table below. Put the months on the x axis which is the horizontal line of the graph and the rainfall [mm] on the y – axis the vertical line of the graph.

NAME:

GRADE:

DATE:

MONTH RAINFALL MM IN SOUTH AFRICA

JAN 25

FEB 35

MARCH 30

APRIL 20

MAY 15

JUNE 10

JULY 10

AUG 5

SEPT 10

OCT 25

NOV 25

DEC 25

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GRADE 9 ENGLISH HOME LANGUAGE Marks: 80

END OF YEAR EXAM [LO 3, 4, 5, 6] Time: 1 ½ hours

SECTION A

QUESTION 1 COMPREHENSION

Read the following passage carefully and then answer the questions which follow:

Road Safety HighlightsRea Vaya commuters speak up this week!

The Rea Vaya bus takes off from Ellis Park East station with a group of passengers from a range of backgrounds each with their own story to tell. One of them is Chris Mathabathe, a smartly dressed IT consultant, who is using his lunch break wisely. He is quickly going into town to buy spare parts for his car from a specialized dealership on Kruis street. He says that with the R5 he would have spent on parking he is rather using the bus. “This way I get to sit back and relax, I don't have to worry about traffic or getting fined for parking in the wrong spot,” he says as he gets comfortable in his chair.

For Mathabathe, travelling with Rea Vaya is not only about convenience, but the bus has come as a solution to a problem in his life. A year ago Chris moved from his home in Soweto to live nearer his work in Bertrams, but his family still stay in Soweto. He misses them and the atmosphere of home, so for him the bus system has played a vital role in helping him reconnect with his loved ones in a safe and affordable way. “These days I visit them at least once a weekend!” says Chris.

A few seats away is Loyiso Ngqiniko, a 27 year old security guard who lives and works in Soweto. He uses the Rea Vaya bus to get to work and back every day. At the moment, however, he is using the bus to get to the traffic department in town. It is here that he will be submitting his application forms to become a traffic official. Loyiso has always wanted to work for the traffic department because for him, it's really important that people feel safe and respected as they travel around

1

2

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our city. It's for this reason that he enjoys the Rea Vaya buses. “On the busses people are treated with respect, there is no chaos and there is no quarrelling,” he says. “I can ask the ambassadors and the drivers anything I like and they always treat me with respect.”

Just then the sound of a baby’s cry fills the bus. A woman stands with her child in the aisle with a large bundle of groceries at her feet. All the seats are taken and the child is obviously uncomfortable. A young man sitting near them offers his seat and the mother, Mbemba Mami, smiles gratefully and sits down. Mbemba is from the Democratic Republic of Congo and is still struggling to make ends meet without a job. She uses the Rea Vaya bus to get to the cheaper shops in town where she can buy her food in bulk. She says that life in South Africa has not been easy, but adds, “It's nice that on the bus people seem to care.”

The City of Jo’burg is committed to improving the experiences of Rea Vaya commuters and has launched a campaign inviting people to SMS suggestions to 33422 on how to improve the Rea Vaya BRT system. They have the opportunity to win R500!

www.arrivealive.co.za

3

4

5

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1.1 Write down the letter of the answer you choose. The main idea of the passage is:

A. Rea Vaya has launched an SMS competition to encourage people to forward their suggestions.

B. Poor people feel welcome to travel in the Rea Vaya bus.C. Rea Vaya is a safe and comfortable bus service.D. Rea Vaya gets you to work safely and quickly.

(1)

1.2 State whether the following is TRUE or FALSE. Quote THREE CONSECUTIVE WORDS from paragraph 1 to support your answer.

Rea Vaya commuters are all professional people.

(2)

1.3 According to paragraph 1, why is it beneficial to travel on the Rea Vaya? Mention 3 benefits. YOU MAY QUOTE.

(3)

1.4 Find an antonym for the word “solution” in paragraph 2. (1)

1.5 State whether the following is TRUE or FALSE. Quote ONE WORD from paragraph 2 to support your answer.

Rea Vaya Bus Service has played a major role in seeing his family on a regular basis.

(2)

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1.6 Write down a synonym for the word “affordable”. [Paragraph 2] (1)

1.7 According to paragraph 3, how would you feel if you were told you had to travel on the Rea Vaya? Provide THREE REASONS for your answer.

(4)

1.8 Which TWO of the following options most appropriately describes Mbemba? [Paragraph 4]

A. ForeignerB. Single parentC. UnemployedD. Uneducated

(2)

1.9 Complete sentence below by inserting suitable words in the blank spaces.

According to paragraph 4, Mbemba felt (a) on the bus because people treated her (b) .

(2)

1.10 What do the following abbreviations stand for?

(a) IT (Paragraph 1)

(b) SMS (Paragraph 5) (2)

[20]

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QUESTION 2 SUMMARY

The passage below was posted on the teendriving.com website to assist parents in promoting safe driving on the night of their children’s Prom and graduation celebrations.

With Prom and graduation coming up soon, it’s a good time to think about ways to promote safe driving during these celebrations. We hear from many teen and parent groups that they are planning special activities in their schools and communities to provide a safe place to celebrate.

Start an I Promise Program where teens take a pledge not to drink and drive.

Some schools have a competition for all the juniors and seniors who promise not to drink on Prom Night where they can win prizes from local businesses or a gift certificate to help pay for prom expenses.

Arrange for a limo to drive a group of teens to the prom and back. Get teens involved with the planning for safe driving initiatives. Don't drink or use drugs and drive as part of any celebration. And don't get into the car with anyone who has been drinking behind the wheel.

Parents should tell their teens that they can always call if they get into a bad situation and they will be picked up – no questions or lectures.

There is a lot of peer pressure around this time of year. But remember you can definitely have a fun time without alcohol. Parents must keep an open line of communication with their kids and stress that no matter what happens, mixing alcohol (any amount) or drugs and driving is a recipe for disaster. Parent should organize rides, sleepovers, take keys, etc - whatever it takes to keep kids from getting behind the wheel that night. And let your teen know how much you care.

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You’ve been asked to design a flyer to hand out at a parent meeting. Write SEVEN full sentences in which you mention SEVEN WAYS PARENTS COULD PROMOTE SAFE DRIVING on Prom night.

Your 7 sentences should not consist of more than 70 Words. Number your sentences from 1 to 7. Use your OWN WORDS as far as possible. Indicate the TOTAL NUMBER OF WORDS you have used in brackets at the END

of your summary

NOTE: You will be penalised if you ignore these instructions. [10]

QUESTION 3 LANGUAGE

3.1 VISUAL LITERACY – CARTOON ANALYSIS

Read the cartoon below and then answer the questions which follow:

Frame 1 Frame 2 Frame 3

3.1.1 Expand the contractions in Frame 2. (2)

3.1.2 Frame 2 contains an incomplete sentence. Add a subject, a verb and an indefinite article from the table below to complete the sentence.

Subject Verb Indefinite article

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I

You

He

We

They

make

makes

is making

are making

made

a

the

an

N.B. You sentence must be in the Present Continuous Tense.

__________ __________ __________ big mistake.

(3)

3.1.3

(a)

(b)

Form antonyms using the prefixes below:

il, im, mis, un, in, ab, post, dis

use

fortunately (2)

3.1.4 Find an antonym for the word “success” from the cartoon strip. (1)

3.1.5 How does the cartoonist show us that the ambulance is speeding in Frame 2?

(1)

3.1.6 The man responds by saying “Yeesh!!” in Frame 3.

This shows:

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A. he agrees with the constable.B. he is shocked.C. he is drunk.D. he disagrees with the constable.

Only write down the LETTER of the answer you choose.

(1)

[10]

3.2 VISUAL LITERACY – ADVERTISEMENT

Read the advertisement below and then answer the questions which follow:

3.2.1What is being advertised?

(1)

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3.2.2 Who are the advertisers? (1)

3.2.3 Who is the target audience? (What type of people would be interested in this advertisement?

(1)

3.2.4 What specifically catches the reader’s attention? Mention TWO things.

(2)

3.2.5 Do you think the advertisers have chosen an appropriate name for their company? Provide a reason for your answer.

(2)

3.2.6 What are the advertisers trying to persuade the reader to do? (1)

3.2.7 Write down one opinion in the advertisement. (1)

3.2.8 Write down one fact in the advertisement. (1)

3.2.9 How could we contact the Budget Car and Van Rental Company? Mention 2 ways.

(2)

3.2.10 Study the dictionary entry below and answer the questions that follow.

The advertisement states: “Holiday and Weekend Specials available.”

Which of these definitions is the most appropriate one for the word “specials” as used in the

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advertisement?

(1)

3.2.11 Rewrite in the indirect speech:The salesperson told the clients, “Our offer is also available to your family and friends.”Start with: The consultant told the clients that

(3)

3.2.12 Rewrite the following statement as a question:

Employee identification must be shown at the time of rental. (2)

3.2.13 4x4’s, Luxury and Sports Cars are also available.

This sentence is:

A. a questionB. a commandC. a statementD. an instructionE. an exclamation

Only write down the LETTER of the answer you choose.(1)

3.2.14 Which is the most polite manner to address a customer?

A. Can we help you with your car/van rental needs?

B. Must we help you with your car/van rental needs?

C. May we help you with your car/van rental needs?

D. Can we help you with your car/van rental needs?

Only write down the LETTER of the answer you choose. (1)

[20]

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SECTION B

QUESTION 4 WRITING

Study the following pictures and then choose ONE of the topics below. Your written piece should be 100 – 120 WORDS in length.

4.1 NEWSPAPER REPORT

Write a newspaper article based on ONE of the pictures above.

Your newspaper article should include the following:

A brief, eye-catching headline A lead (who, what, where, when, why) The body

- Important facts- Less important facts- Supporting details- Interesting facts

OR

(20)

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4.2 DIARY ENTRY

The girl who has been involved in an accident decides to keep a diary during her stay in hospital. Write a diary entry for the last day she spends in hospital.

Take note of the following:

Diary entries reflect your intimate feelings. Telegram style is not acceptable. Full sentences are required.

OR

(20)

4.3 DIALOGUE

You are the only eyewitness at an accident scene. A police officer questions you on what you have observed. Write down the conversation in dialogue form.

(20)

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MEMORANDUM OF MARKING

Question 1 – Comprehension

1.1 C - Rea Vaya is a safe and comfortable bus service. (1)

1.2 False – “range of backgrounds” (2)

1.3 You can sit back and relax.

You don’t have to worry about traffic.

You don’t have to be concerned about getting a parking fine. (3)

1.4 Problem (1)

1.5 True – “vital” (2)

1.6 Cheap/ inexpensive [any 1] (1)

1.7 Safe/ secure/ protected/ etc

You will be treated with respect , there will be no chaos , there will be no quarrelling , the staff is helpful [any 3]

(4)

1.8 A – Foreigner

C – Unemployed (2)

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1.9 (a) happy, thankful, comfortable, etc [a suitable adjective]

(b) respectfully, kindly, politely, etc [a suitable adjective] (2)

1.10 (a) Information Technology

(b) Short Message Service (2)

[20]

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Question 2 – Summary

1.

2.

3.

4.

5.

6.

7.

Core Ideas

Initiate a program where teens pledge not to drink and drive.

Have a competition for where those who do not drink on Prom night can win prizes.

Arrange for transport to and from the prom.

Encourage your teens to call you if they’re having a problem.

Communicate with your children.

Do anything to prevent your child from driving drunk.

Tell your teen how much you care.

7 facts

Grammatical errors: 0 – 3 (2 marks), 3 – 6 (1 mark) 7 + (0 marks)

Number of words indicated correctly

(7)

(2)

(1)

[10]

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Question 3 - Language

3.1.1 do not , one is (2)

3.1.2 They are making a big mistake. (3)

3.1.3 (a) Misuse/ abuse

(b) unfortunately (2)

3.1.4 failure (1)

3.1.5 Siren/ flashing light/ lines behind ambulance showing speed

[any 1] (1)

3.1.6 B – He is shocked (1)

[10]

3.2.1 Car/ van/ minibus rental (1)

3.2.2 Budget (Car and Van Rental) (1)

3.2.3 People who need to rent a vehicle (1)

3.2.4 The picture / the headline / the name of the company [any 2] (2)

3.2.5 Yes – The word “Budget” suggests that you would be spending less money/ saving money

(2)

3.2.6 To rent a vehicle (1)

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3.2.7 You get more from their company. Budget can help will all your car/van rental needs Low cost Great value Holiday and Weekend Specials available (Only award 1 mark if this

option is used both as a fact and an opinion) [any 1]

(1)

3.2.8 It’s available to friends and family 4x4’s, Luxury and Sports cars also available Holiday and Weekend Specials available (Only award 1 mark if this

option is used both as a fact and an opinion) The address The telephone number The website address [any 1]

(1)

3.2.9 Telephone call , website , physical address [any 2] (2)

3.2.10 A temporary, random reduction in the price …. (1)

3.2.11 The consultant told the clients that their offer was also available to their family and friends.

(3)

3.2.12 Must employee identification be shown at he time of rental? (2)

3.2.13 C – a statement (1)

3.2.14 C – May we help you with your car/van rental needs? (1)

[20]

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Question 4.1 and 4.2 [20 marks]

Functional Writing (20)

Level 4 Level 3 Level 2 Level 1

4 3 2 1

Correctness of format

and appropriate length

Total adherence to format

Correct length

Good adherence to format

Appropriate length

Partial adherence to format

Inappropriate length

Very limited adherence to

format

Far too long/ much too short

8 - 10 6 - 7 3 - 5 1 - 2

Correct structure, tone,

style, register, spelling,

punctuation

Use of language

Fully appropriate structure and

tone Integrated variation of

sentence types

Clear and lucid use of language

with few errors

Predominately appropriate structure and tone

Complete sentences with mostly correct use of grammar,

punctuation and spelling

Variation of sentence types used

Partially inappropriate structure and tone

Incomplete, rambling

sentences.

A number of grammatical, spelling and punctuation errors

Completely inappropriate

structure and tone

Weak sentence structure, spelling, grammar and

punctuation

6 4 - 5 2 - 3 1

Adherence to topic

Total adherence to topic

Achieves purpose successfully

Adheres largely to the topic

Achieves purpose

Mentions the topic but doesn't successfully achieve purpose

Only slight reference to the topic but doesn't achieve purpose

Question 4.3 [20 marks]

Creative Writing

– (40/2=20)LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1

7 – 8 5 – 6 3 – 4 1- 2 marks

Planning, coherence,

introduction and

conclusion

Thorough planning.

Effective introduction and conclusion

Planning evident.

Introduction and conclusion adequate for task

Some evidence of planning, ineffective introduction; weak conclusion

No evidence of planning, no introduction, no conclusion

4 3 2 1

Originality in handling topic

Handling of topic shows originality

Handling of topic shows some originality

Some attempt at originality but topic generally handled in mundane way.

No originality. Muddled handling of topic

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7 – 8 5 – 6 3 – 4 1- 2

Paragraphing,

development of topic

Essay paragraphed well. Logical and effective connectors used between paragraphs. Handling of topic shows originality

Adequate paragraphing. Topic handled systematically.

Logical connectors used between paragraphs.

Some attempt at paragraphing, but little topical unity within

paragraphs. Topic handled in mundane way.

Few connectors between paragraphs

Solid writing (no paragraphing).

Muddled handling of topic

7 – 8 5 – 6 3 – 4 1- 2

Register, tone, awareness of audience and

purpose

Additional evidence or criteria required for this type of writing

Register used skillfully. Subtle use of tone enhances essay. Purpose of essay fully achieved

Fully achieved

Appropriate register used. Some skillful use of tone. Purpose of essay achieved.

Achieved

Register appropriate to purpose, but little skill in use of tone. Purpose of essay barely achieved.

Barely achieved

Little awareness of appropriate expression.

Purpose of essay not achieved.

Not achieved

7 – 8 5 – 6 3 – 4 1- 2

Vocabulary, sentence

structure, idiomatic use of language, spelling,

punctuation

Excellent use of vocabulary; correct sentence structure,

spelling and punctuation; mainly correct language usage.

Wide range of vocabulary; correct sentence structure;

few errors in language usage, spelling and punctuation

Adequate vocabulary; sentences mostly correct; some errors in language usage, spelling and punctuation

Limited vocabulary; poor sentence structure; errors in language, spelling and

punctuation

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