English First Additional Language Grade 9 By: Siyavula Uploaders English First Additional Language Grade 9 By: Siyavula Uploaders Online: < http://cnx.org/content/col11061/1.1/ > C O N N E X I O N S RiceUniversity,Houston,Texas This selection and arrangement of content as a collection is copyrighted by Siyavula Uploaders. It is licensed under the Creative Commons Attribution 3.0 license (http://creativecommons.org/licenses/by/3.0/). Collection structure revised: September 14, 2009 PDF generated: October 28, 2012 For copyright and attribution information for the modules contained in this collection, see p. 98. Table of Contents 1 Term 1 1.1 Learning to read properly ...................................................................1 1.2 Rading and response to reading ............................................... ..............4 1.3 Asking and answering ......................................................................10 1.4 Planning and presenting a selling campaign .................................................15 1.5 Research ...................................................................................20 1.6 Reading to yourself .........................................................................26 2 Term 2 2.1 To listen for speci(cid:28)c information and read diagrams ........................................35 2.2 To be able to summarise information .......................................................43 2.3 To listen for speci(cid:28)c information ............................................................48 3 Term 3 3.1 Listening to a story ........................................................................57 3.2 To collect, record and present information ..................................................62 3.3 Interview report back .......................................................................65 3.4 Formal letter ...............................................................................72 4 Term 4 4.1 Resond critically to the aesthetic, cultural and emotional values in a text ...................79 4.2 Conduct an investigation and write a report ................................................85 4.3 To design media texts ......................................................................85 4.4 Proverbs and idioms ........................................................................91 Attributions .........................................................................................98 iv AvailableforfreeatConnexions<http://cnx.org/content/col11061/1.1> Chapter 1 Term 1 1.1 Learning to read properly1 1.1.1 ENGLISH FIRST ADDITIONAL LANGUAGE 1.1.2 Grade 9 1.1.3 FUN AT THE FAIR 1.1.4 Module 1 1.1.5 LEARNING TO READ PROPERLY 1.1.5.1 ACTIVITY 1: 1.1.5.2 LEARNING TO READ PROPERLY 1.1.5.3 [LO 3.6.1] 1. First of all, gain as many clues as you can before you start reading: Look at the title and the source of the material (usually at the bottom). Even the name of the author, and what s(he) does, can give you a clue about the type of writing to expect. Sometimes the font will indicate whether this is an academic piece of writing, a humorous or feminine genre. • Here are some examples: The Health of your BabyBy Sis- The New BMW This year BMW The CrossBy Thandi VukaJo- ter Rachel ErasmusMaking sure has excelled by producing a car lene (cid:28)rst saw the cross when she that you baby is well fed, com- which is safe on the roads and passed the buil-ding on her way fortable and clean is part of the which has many new gadgets to the most important interview responsibility of a mother. The which will please the man who of her life.She (cid:28)ngered the cross babywillsleepmostofthetime. loves driving...Thabiso Gamke aroundherneckautomati-cally. . . .‘Babyhood and Peace’ Motoring Magazine .Soeka Magazine continued on next page 1Thiscontentisavailableonlineat<http://cnx.org/content/m22095/1.1/>. AvailableforfreeatConnexions<http://cnx.org/content/col11061/1.1> 1 2 CHAPTER 1. TERM 1 CLUES PROVIDEDThis is an CLUES PROVIDEDThis article CLUES PROVIDEDThis is part article for mothers.It is written comes from a motoring mag- of a story.The story appears in a by a professional person who azine.It is written by a re- ladies’ magazine.It has an appeal dealswithbabies.Itcomesfroma viewer.Willmainlyappealtomen to readers of magazine stories. book which will help to reassure mothers. Table 1.1 2. Next, you need to know something about HOW to read. 2.1 Take any passage in any magazine or newspaper that has 3 or 4 paragraphs. NowreadJUSTthe(cid:28)rstsentence ofeachparagraphtogiveyouSOMEideaofwhatthepassageisabout. These sentences give valuable clues. 2.2 Now you need to markthe reading so that you know . . . • where to pause; • which words to stress; • where to make a fresh start, e.g. a new paragraph. 1.1.5.4 Here is an example: Thesyllablesinboldaretobestressed;asinglevirgule(/)meansashortpause;adoublevirgule(//)means a longer pause. A. First, read the following paragraph stressing the appropriate syllables. You will notice that your voice goes up - this is good because you start introducing tone variationinto your voice, see? Marcus Augustus was a young boy with ideas. As a small child, he had made toys out of nothing. He imagined that stones were chariotsand small pieces of wood were wolves and thieves who were trying tosteal hischariotsandallthesestercesthatheowned,whichheimaginedwerekeptinalargetreasure chest. B. Now, read the passage again, but this time pause slightly where there is a single virgule and pause longer where there is a double virgule. MarcusAugustuswasayoungboy/withideas.//Asasmallchild,/hehadmadetoysoutofnothing.// He imagined that stones were chariots /and small pieces of wood were wolves and thieves/ who were trying to steal his chariots / and all the sesterces that he owned, / which he imagined were kept / in a large / treasure / chest. C. Now put the two skills together. Stress andpause where necessary: Marcus Augustus was a young boy / with ideas.// As a small child,/ he had made toys out of nothing.// He imagined that stones were chariots /and small pieces of wood were wolves and thieves/ whoweretryingtosteal hischariots/andallthesestercesthatheowned,/whichheimaginedwerekept / in a large treasure chest. 3. Here is another IMPORTANT READING TIP for you: If you are reading from the left page of a book, place your right hand behind the book you are holding. Slip the left hand page between your thumb and index (cid:28)nger of your left hand so that the thumb indicates where you are on the page you are reading. Now slowly slide your thumb down as you read, always stopping it when you stop to look up from the reading. This is useful for (cid:28)nding your place when you look back at the reading passage, see? The same applies when you are reading from the right-hand page. This time your left hand goes behind the book and you right hand thumb moves down as you read. 4. Here is an EXTRA READING TIP for you: AvailableforfreeatConnexions<http://cnx.org/content/col11061/1.1> 3 Use the commas and full stops and other punctuation marks to (cid:16)tell(cid:17) you where to breathe. In other words, Do not read too fast. YOU must be in control of the words!read with the correct phrasing. Pause where necessary. 5. When you read, read with understanding, enthusiasm, conviction and sincerity. After all, if YOU are not interested, how can you expect your listener to be interested! 6. BEFORE you read a passage, ask your educator to tell you . . . • how to pronounce any di(cid:30)cult words; • the meanings of words you do not know. 1.1.5.5 ACTIVITY 2: 1.1.5.6 READING EXERCISE TO PREPARE 1.1.5.7 [LO 3.1.8] Findapassageathome(fromanewspaperoramagazine),whichinterestsyou(cid:21)JUSTONEPARAGRAPH of about 7 - 10 lines. Useall the above tips to practise reading well. You will be asked to read for the class. Here is a chance for you to make a fresh start this year to improve your marks and all your subjects. We remind you that reading is a VERY important skill! Continue now with the next exercise, which will again put what you have just learnt to the test. Try to improve on your last performance. 1.1.6 Assessment LO 3 ReadingandViewingThelearnerwillbeabletoreadandviewforinformationandenjoyment,andrespond critically to the aesthetic, cultural and emotional values in texts. We know this when the learner: 3.1 reads a text ((cid:28)ction or non-(cid:28)ction): 3.1.8 with (cid:28)ction, demonstrates an understanding of character, plot, setting and narrator; 3.1.9comparesdi(cid:27)erentkindsoftextsandmatchesthemwiththeirpurpose(e.g. instructing,persuading); 3.4 reads for information: 3.4.4 summarises information; 3.6 uses reading strategies: 3.6.1 skims texts (cid:21) identi(cid:28)es the topic and key points, and uses layout features (e.g. illustrations). Table 1.2 1.1.7 Memorandum ACTIVITY 1 It is important to do this exercise slowly so that the pupils reap the FULL bene(cid:28)t. Explain each item carefully and let them practise each BEFORE reading. PACE is the important issue here. ACTIVITY 2 Now that they are prepared, they can try to read in front of the class. AvailableforfreeatConnexions<http://cnx.org/content/col11061/1.1> 4 CHAPTER 1. TERM 1 They should pay important attention to the SELECTION of the passage and also know that they do need to PRACTISE at home (cid:28)rst before reading in class. • Go over the assessment chart so that they know how they will be evaluated 1.2 Rading and response to reading2 1.2.1 ENGLISH FIRST ADDITIONAL LANGUAGE 1.2.2 Grade 9 1.2.3 FUN AT THE FAIR 1.2.4 Module 2 1.2.5 READING AND RESPONSE TO READING 1.2.5.1 ACTIVITY 1: 1.2.5.2 READING AND RESPONSE TO READING 1.2.5.3 [LO 1.1.1] Listen while members of the class read the following story aloud and then answer the questions that follow, orally at (cid:28)rst and then in your written book: • The story will be broken up into sections to give you time to answer some questions before you go on to the next section. Reminder: Youarereadingtotheclassandtheyhavetoanswerquestionsafterwards,soitisveryimportant that they understand what you are reading (cid:21) SO READ SLOWLY AND CONTROL THE PACE. Prepare your reading BEFORE YOU START READING, as you have been taught. The Young Roman Entrepreneur Marcus Augustus was a young boy with ideas. As a small child, he had made toys out of nothing. He imagined that stones were chariots, and small pieces of wood were wolves and thieves who were trying to steal his chariots and all the sesterces that he owned, which he imagined were kept in a large treasure chest. So early on he realised it did not always cost money to be creative. When he was 16 years old, he decided to go to a local fair to display his toys. A fair is a temporary market where buyers and sellers gather to transact business. It is organised at regular intervals, usually at a speci(cid:28)c place at a certain time of the year and can last for a day or for a few days. The Roman Fair, at the foot of the Palatine Hill was well known for enticing foreigners to Rome. It was always held on 1 May and this year it was a general fair and anybody could hire a table. Sometimes sellers exhibit di(cid:27)erent products (like Roman tunics and other clothing like togas and hair adornments) or are all in the same business line (like only exhibiting books). Marcus knew that nobody else was selling stone toys, so he had a good chance to do well - and a chance to impress his successful father. Now, listen carefully while more members of the class continue reading: (cid:16)After all, the Romans had introduced markets and fairs into Northern Europe in the (cid:28)rst place, to encourage trade with their conquered provinces and to spread political propaganda. And Marcus was very proud of his heritage and the might of the Roman Empire. 2Thiscontentisavailableonlineat<http://cnx.org/content/m22094/1.1/>. AvailableforfreeatConnexions<http://cnx.org/content/col11061/1.1>