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1 SECONDARY SCHOOL IMPROVEMENT PROGRAMME (SSIP) 2015 GRADE 12 SUBJECT: ENGLISH FIRST ADDITIONAL LANGUAGE TEACHER NOTES (Page 1 of 54) © Gauteng Department of Education 2 TABLE OF CONTENTS SESSION TOPIC PAGE 5 Visual Literacy – Advertising 3 - 15 6 Parts of Speech 16 - 32 7 Transactional Writing – Persuasive Letter 33 - 39 8 Critical Language Awareness 40 - 52 MARKING RUBRIC FOR SESSION 7 IS ON PAGE 53 © Gauteng Department of Education 3 SESSION NO: 5 TOPIC: VISUAL LITERACY – ADVERTISING Key-words: Target market, AIDA principles, Logo, Slogan, Copy and Graphics Explain to learners that “advertising” is all around them. Let them think about newspapers, magazines, billboards, television, etc. To understand advertising, the learners have to learn certain skills that they can use in the answering of the examination questions. Give learners the typical exam question and without explaining ask learners to read the advertisement and answer the questions. After the learner has answered the questions, mark the answers with the learners. It is important that the learners see that their visual literacy skills need attention. Work through the content notes with close reference to the advertisements that they have answered at the beginning of the session. Work through the notes steps by step. It would also be advisable for you to bring along a few magazines, so learners can look for suitable advertisement to practically analyse these. Give learners the homework questions to do for the next contact session. Approximate timing for each section of the lesson: Introduction Questions Notes on Content and explanations – 05 minutes – 20 minutes – 55 minutes SECTION A: TYPICAL EXAM QUESTIONS QUESTION 1: 15 minutes (Taken from NSC March 2013 Paper 1) Study the advertisement below and answer the set questions. © Gauteng Department of Education 4 NOTE: For one-word answers, write only the question number and the word. 1.1 Name the TWO supplements found in the advertised product. (2) 1.2 Name TWO ways in which the advertiser attracts the reader's attention. (2) Do you think a product such as 'Bettaway' should be taken by students? Give a reason for your answer. (1) How do the boys in the background of the picture show 'the daily pressure of student life'? (1) 1.3 1.4 © Gauteng Department of Education 5 1.5 1.6 1.7 What does the word 'gradually' tell you about how this product works? Use your OWN words. (1) Quote no more than SIX consecutive words to prove that the advertised product is safe and natural. (1) Explain which character in the picture needs the product most. (2) [10] SECTION B: NOTES ON CONTENT Advertising is a message designed to promote a product / service / idea. These messages are shown to the public via the media by means of newspapers, magazines, radio, television, billboards, flyers, etc. Advertisements make use of emotive and persuasive means. A successful advertisement will make use of one or more of the following techniques: creativity emotion reason fact opinion Target Market • This is the group of people that an advertisement is trying to reach. • It may be divided into age, gender, social status and activities. • Advertisers use the fact that buyers classify themselves in order to create adverts to appeal to those classified groups. – E.g.: teens, computer geeks, stay-at-home mothers, jetsetters, corporates, etc. AIDA Principle Attention – grab the attention of the consumer Interest – arouse and maintain the consumer’s interest Desire – create a desire to own the advertised product Action – manipulate the consumer into taking action © Gauteng Department of Education 6 A= ATTENTION It is vital that the advertiser grabs the attention of the consumer. Attention can be attracted by: An eye-catching image Clever use of language Attractive layout Posing a question Font (type of lettering) Catchy headlines I= INTEREST Once the consumer’s attention has been attracted, the advert must sustain his/her interest. Then the consumer must feel compelled to read on. There are two ways of doing this: Visual Techniques Linguistic Techniques Visual Techniques: • Cartoons • Graphs • Colourful, attractive photographs • Outline diagrams • Statistics © Gauteng Department of Education 7 • Unusual layouts Linguistic Techniques: • Punchy headlines / captions • Rhetorical questions • Puns, Alliteration • Slogans, Clichés • Repetition, Exaggeration • Unusual trade names • Emotive language • Opinions stated as facts • Jingles, catchy songs • Jargon Appealing visual and emotive language usage: © Gauteng Department of Education 8 D= DESIRE Advertisers also appeal to basic human desires or needs and hint that desires/needs will be met if their product is purchased. Advertisers try to convince consumers that their products will help them to fulfil one or more of their basic needs, or that they are essential for survival. For example, an advert may convey the idea that a new deodorant will lead to love. “Wants” are different from “needs” – we may want things such as holidays, nice clothes or a fancy car, but these things are not essential for survival, or true “needs”. Advertisers will try to convince you that you need what they are selling, as opposed to just wanting it. They do this by creating desire. The following techniques are used to create desire: Appealing to the readers’ emotions and desires - Almost everyone wants to be safe, wealthy, beautiful, successful, admired, loved and accepted. Advertisers convince people that their product will help them to achieve these needs and desires. For example, an advert that says “Your family will be safe behind a Burglar Shield!” implies that this product will ensure that you and your family are safe. Flattering the reader - Adverts that flatter or compliment a reader play on their sense of vanity and appeal to the need for self-actualisation. So, advertisers will say things such as: you are special and unique; therefore it is worth spending money on hair care products. Associating the product with a desirable lifestyle - Products may be associated with a desirable lifestyle. For example, before they were banned, cigarette adverts showing people skiing or sailing were designed to convince us that smoking is part of a glamorous lifestyle. Claims of success - Because people value the opinions of professionals, a pain-killer may be promoted by a doctor, or a washing powder advert may claim that the product is “scientifically proven” to remove more stains. Adverts may also cite statistics such as “three out of four people lost weight by taking these pills” to convince us that the product works. © Gauteng Department of Education 9 Desire to be safe: A= ACTION Not only must advertisers get the attention of the consumer but they also need to ensure that the consumer acts in response to the advert. Buy one get one free’ Limited stocks Limited term offers Money back guarantees Easy payment plans Discounts Free gifts ‘Bargain of the century’ Clearance sales Reduced prices Order immediately and …. Language used in adverts © Gauteng Department of Education 10 Example of action: The language of Advertising: Informal Language: Everyday speech Vocabulary less sophisticated Simple sentences Informal grammar Colloquialisms and slang © Gauteng Department of Education 11 Informative Language: Informs viewer of the product / service Language that aids the selling of the product Jargon Emotive Language: Appeals to emotions rather than to intellect It is persuasive Bias = to be in favour or against something without prior knowledge Advertisers make use of fact and opinion, propaganda, sensationalism and bias. The following words are considered emotive in advertising: o New o Value o Now o Approved o Free o Unique o Best o Rewards o Breakthrough o Fast o Unlimited o Instantly o Limited o Proven o Ultimate o Winner o Famous o Fact o True o Stop o Perfect o Easy o Save o Happiness o Amazing o Revolutionary o Improved o Latest o Discover o Revealed o Terrific o Successful o Dream o Yours © Gauteng Department of Education 12 Information on an Advertisement Logo Picture / graphic used as an identifying symbol Acts as signature for a brand Slogan Short, memorable phrase that is immediately associated with a brand Copy Other written info Graphics Illustrations Illustration Copy Logo Slogan 12 © Gauteng Department of Education 13 SECTION C: HOMEWORK QUESTIONS QUESTION 1: 15 minutes (Taken from NSC Nov 2012 Paper 1) Study the advertisement and answer the set questions. *The results are guaranteed or we'll give you your money back. Call 0861 11 1100 for details of guarantee. © 2007 Reckitt Benckiser South Africa (Pty) Ltd, 8 Jet Park Road, Elandsfontein 1406. For product comments or queries call 0861 11 1100. 13 © Gauteng Department of Education 14 1.1 What is the name of the advertised product? (1) 1.2 Who is likely to buy this product? (1) 1.3 Explain what the use of the words 'guaranteed' and 'money back' suggests about the advertiser's view of the product. (2) Give TWO reasons why the picture of the dog is suitable for this advertisement. (2) How does the advertiser emphasise the speed at which the product works? (1) Quote a single word which tells the reader that this product is the best of its kind on the market. (1) How does the advertiser make the reader aware that there is a whole range of products available? (1) How do we know the advertiser is willing to communicate with customers? (1) 1.4 1.5 1.6 1.7 1.8 [10] SECTION D: SOLUTIONS FOR SECTION A 1.1 multivitamins and minerals (2) 1.2 The advertiser uses a big picture. He uses humour – the boy is going to step into the pool/pond/ going to fall. Different font sizes in the text He uses a pun/play on the word 'Bettaway'/'better way'. NOTE: Accept any TWO of the above. (2) 1.3 Yes. Students need products like this to boost their energy. OR 14 © Gauteng Department of Education 15 No. Students should rather follow a healthy diet than drink pills or supplements. NOTE: The above are only examples. Allow for the candidates' own interpretation. Do NOT award a mark for YES or NO only. (1) The pair in the background is rushing, indicating time pressure/a busy schedule. They all have heavy books/academic pressure. NOTE: Accept any ONE of the above. (1) 1.5 It works slowly/over a long period of time. (1) 1.6 'no artificial preservatives, colours or flavours' NOTE: Do not penalise if quotation marks are omitted. (1) 1.4 1.7 The boy in front because he is not concentrating properly. OR The boys in the background because they look stressed/rushed. OR The girls because they are not focusing. NOTE: Accept any ONE of the above. ++ (2) [10] 15 © Gauteng Department of Education 16 SESSION NO: 6 TOPIC: PARTS OF SPEECH Key-words: Nouns, Verbs, Adjectives, Adverbs, Pronouns, Conjunctions, Prepositions, Interjections and Articles. Explain to learners that “parts of speech” is the building blocks for language. Let them think about the various parts of speech that they can remember. To understand parts of speech, the learners have to learn the names of the parts of speech as well as the sub-categories within the various parts of speech. Give learners the questions and without explaining ask learners to answer the questions. After the learner has answered the questions, mark the answers with the learners. It is important that the learners see what mistakes they have made. Work through the content notes. Make sure that learners understand each of the parts of speech before moving on to the next part of speech. Give learners the homework questions to do for the next contact session. Approximate timing for each section of the lesson: Introduction Questions Notes on Content and explanations – 10 minutes – 20 minutes – 60 minutes SECTION A: TYPICAL EXAM QUESTIONS QUESTION 1: (Taken from various sources) Identify the part of speech of the words in bold. 1. I like ice-cream. 2. Daniel is moving to Florida. 3. The cat keeps fighting with the dog. 4. Hey, this is mine! 5. He bought a new hat and a new shirt. 6. She handled it very smoothly. 7. This is the most beautiful view I've ever seen. 8. You should be able to fix it. 16 © Gauteng Department of Education 17 9. Obviously, you will not be alone. 10. Hi, it's good to see you. 11. Reading is important. 12. This is for you. 13. He is the best in the area. 14. He probably hates himself now. 15. He is good looking, but is he smart? 16. I am ready. QUESTION 2: Correct the twelve (12) grammar errors in these sentences. 1. I bought some of them apples from he and Jim. 2. He had went there several times before. 3. The driver could of finished this if I had had the time. 4. The lawyer will do all the work hisself. 5. The tourists changed a large amount of dollars at the airport. 6. Could him and me rent a movie? 7. He sure done good on his last test. 8. Each of the students should buy their own textbook for this course. SECTION B: NOTES ON CONTENT The language section of Paper 1 is based on contextual prose texts and visual texts from which you will be required to answer questions based on language used in the particular context. The aim is to test your ability to use language and not only the knowledge of language rules and structures. Look at the rhyme below and remind yourself of the 9 parts of speech in English. A noun’s the name of anything… …as in school or garden, slide or swing. Adjectives describe the kind of noun … …as in great or small, pretty, white or brown. Instead of nouns the pronouns fit… …as in he and you and they and it. Verbs tell of something being done… …to read or write, sing, jump or run. How, when and where the adverbs tell… 17 © Gauteng Department of Education 18 …as in slowly, still or now or well. Conjunctions join the words together… …as in men and women, wind or weather. The preposition stands before the noun… …as in through a window or under the crown. The interjection shows surprise… …as in oh how stupid, ah, how wise. Three little words you often see... …are articles a, an and the The whole are called the nine parts of speech… …which reading, writing and speaking teach. Many of you battle to identify the parts of speech in a sentence. We need to rectify this because it will ALWAYS come up in exams and nobody can afford to throw away these marks. So how do we do this? We think of a soccer team. The team consists of 11 players, each performing a specific task. How do you know which player is playing in which position? Simple. We watch what he's doing on the field. If a player is staying in the area of the goal box, and is dressed in a different shirt than the rest of the team, then he is the goalkeeper. If a player is playing in front of his team’s goal keeper and seems to help protect the goal box, then he is playing defence. If a player is playing in the front line of the team and seems to attack the oppositions goal box, then he is playing in a striker position. The same is true of the parts of speech. You simply look at the sentence and figure out what the particular word is doing in the sentence. Is it naming a person, place or thing? Then it's a noun. Is it linking two phrases or clauses? Then it's a conjunction. And so on. It's really NOT that hard to figure out! You just need to know the functions of each of the nine parts of speech off by heart and then THINK. Apply your knowledge to the 18 © Gauteng Department of Education 19 sentence and reason it out. Now before you start getting all hysterical over actually having to learn nine parts of speech ~ heaven forbid ~ consider how many songs you know off by heart ... or how many sports stars or celebrities you can name ... etc. If you can recall all that, you can surely remember nine parts of speech! Study the notes below and memorise them off by heart, then tackle the exercises. You'll get it in no time. Nouns: Nouns provides labels or names for people, places, things or ideas. All nouns are either common (i.e. non-specific) or proper (i.e. specific) nouns. Other types of nouns include: Collective Nouns ... e.g. gang of boys, fleet of cars Compound Nouns ... e.g. physical education Abstract Nouns ... e.g. love (emotion), democracy (concept), poverty (state of being) These words are made up of two or more words. Most compound nouns in English are formed by nouns modified by other nouns or adjectives. E.g. toothpaste, monthly ticket, underground, haircut. These words name everyday objects we can touch. E.g. pen, chair, table, shoe. These words name things we can’t see. E.g. love, poverty, democracy, fear. These words name people and places. E.g. Spain, Samantha, John, Monday. They ALWAYS have a capital letter. These words name groups. E.g. choir, class, team, pride of lions. Common nouns are further classified into: Concrete nouns – things you can see or touch (e.g., tree, cloud) 19 © Gauteng Department of Education 20 Non-countable nouns (mass nouns) – things you cannot count (e.g., food, music) Gender-specific nouns – words which are definitely male or female (e.g., vixen, actress) Verbal nouns – nouns derived from verbs (e.g., a building, an attack) Gerunds – nouns that represent actions (e.g., running fast, guessing a number) Possessive nouns – When we want to show that something belongs to somebody or something, we usually add ‘s to a singular noun and an apostrophe to a plural noun (e.g. the boy’s ball – one boy; the boys’ ball – two or more boys). Notice that the number of balls does not matter. The structure is influenced by the possessor not the possessed. Adjectives: Adjectives define, describe, illustrate, or in some way give more information about nouns (or pronouns) to which they are always attached. We call this 'qualifying' the noun. John is watching a funny movie. A recent movie review told him it would be good. John went with his two friends. They spent much time at the movies. If you want to identify an adjective in a sentence, first identify the noun and then ask yourself if the word adds to your understanding of it. If so, then it's an adjective. Pronouns: A pronoun is a word that is used to replace a noun. Without pronouns, we would sound ridiculous = John wanted to go to the shop because John thought that John might need something for John's cold. So John hopped into John's car and went. It sounds less clumsy to replace the noun with a pronoun = John wanted to go to the shop because he thought that he might need something for his cold. So he hopped into his car and went. There are seven types of pronouns: Personal Pronouns ... e.g. I, you, he, she, it, we, us, they, them 20 © Gauteng Department of Education 21 Possessive Pronouns ... e.g. his, hers, ours, mine, its Relative Pronouns ... e.g. who, whose, whom, which, that Reflexive Pronouns ... e.g. himself, herself, themselves, itself Interrogative Pronouns ... e.g. what? Who? Whose? Indefinite Pronouns ... e.g. Someone, anyone, no one Demonstrative Pronouns ... e.g. this, these, those Verbs: Verbs aren't easy to deal with because there's a whole lot more to them than I'm going to describe here, but basically, verbs express action or behaviour. They tell us what an object does (or did, or will do). There are three types of verbs: The action verb tells us what action a subject has performed in the past / is performing now / will perform in the future ... e.g. he ran, his is running, and he will run. The linking verb connects (or links) a subject to a noun / adjective. The most common linking verb is the verb "to be". Different forms of the verb "to be" = is, are, was, were, been, being, am ... e.g. It is Friday. I am John Mokoena. It was a Toyota. The helping verb assists the main verb in a sentence ... e.g. am, is, are, was, were, be, been, being, has, had, have, do, does, did, may, might, must, can, could, shall, should, will, would Adverbs: Just as adjectives 'qualify' the noun, adverbs 'modify' verbs, adjectives or other adverbs. In other words, they tell us the time, place or manner in which the action happened, or the extent to which it happened: Adverbs modify verbs ... e.g. John ate quickly. (= Manner) Adverbs modify other adverbs ... e.g. John ate too quickly. (= Manner) Adverbs modify adjectives ... e.g. the food was very delicious. (= Extent) Adverbs are categorized on the basis of it information it gives, into the following categories. 1. Adverbs of manner 2. Adverb of place 3. Adverb of time 4. Adverb of frequency 21 © Gauteng Department of Education 22 Adverbs of Manner These adverbs tell us that in which manner the action occurs or how the action occurs or occurred or will occur. Examples. She speaks loudly. He was driving slowly. You replied correctly. He runs fast. They solved the problem easily. Listen to me carefully. Adverb of Place. Adverb of place tells us about the place of action or where action occurs/occurred/will occur. e.g. here, there, near, somewhere, outside, ahead, on the top, at some place. Examples. He will come here. The children are playing outside. He was standing near the wall. They were flying kites on the top of hill. He lives somewhere in New York. She went upstairs. Adverb of time These adverbs tell us about the time of action. e.g. now, then, soon, tomorrow, yesterday, today, tonight, again, early, yesterday. Examples. I will buy a computer tomorrow. The guest came yesterday. Do it now. She is still waiting for her brother. He got up early in the morning. Adverb of frequency Adverbs of frequency tell us how many times the action occurs or occurred or will occur. e.g. daily, sometimes, often, seldom, usually, frequently, always, ever, generally, rarely, monthly, yearly. Examples. He goes to school daily. She never smokes. 22 © Gauteng Department of Education 23 He is always late for class. They always come in time. Barking dogs seldom bite. The employees are paid monthly. The employees are paid every month. Prepositions: Prepositions show the relationships between a noun (or pronoun) and another noun (or pronoun) ... e.g. what is the relationship between the dog and the table? The dog (noun) is under the table (noun). Examples of common prepositions include ... aboard, about, above, across, after, against, along, among, around, as, at, before, behind, below, beneath, beside, besides, between, beyond, but, by, concerning, despite, down, during, except, for, from, in, inside, into, like, near, of, off, on, onto, opposite, out, outside, over, past, since, though, throughout, till, to, toward, under, underneath, until, up, upon, with, within, without Examples of compound-word prepositions ... as regards, up to, near to, because of, with regard to, as far as, as well as, on behalf of, in accordance with Prepositions can show location, time or movement: Location Time Movement Above After Against Behind Before Along Below By Down Beside During From Between From Into By On Off In Past On Inside Since Onto Near Through Out of On To Towards Over Until Up Through Upon Upon I am in the pool. We will meet after the I am getting out of the swimming lesson. pool. 23 © Gauteng Department of Education 24 Conjunctions: Conjunctions connect words, phrases, or clauses ... e.g. the boys and girls walked to class. I would like to help but I am too busy. There are three types of conjunctions: Co-ordinating Conjunctions are used to link or join two words or phrases that are equally important and complete in terms of grammar when compared with each other. That is to say, the sentences or words do not depend on anything to give themselves meaning. There are seven main coordinating conjunctions For And Nor But Or Yet Soon As you can see, these conjunctions are arranged in this way to provide the mnemonic acronym of FANBOYS so that it is easier to remember them. These conjunctions are always placed between the two clauses or words that they are joining. The following are some examples of the coordinating conjunctions Chris does not want tea. Chris does not want coffee. - Chris does not want tea or coffee. Here, we see how ‘or’ was used to combine the two words and make a cohesive sentence using them. Also, notice how the ‘or’ is between the two words. I scored 60% in the exams this year. Anita scored 7% more than me this year. - I scored 60% in the exams but Anita scored 7% more than me this year. Here we see that ‘but’ was used in the middle to combine and show the relation between the two sentences that were both equally important and cohesive by themselves. Correlative Conjunctions are simply pairs of conjunctions used in a sentence to join different words or groups of words in a sentence together. Correlative Conjunctions are generally not used to link sentences themselves, instead they link two or more words of equal importance within the sentence itself. Some of the more commonly used correlative conjunctions are Both the shoes and the dress were completely overpriced. (This is an example of using the correlative conjunctions ‘both/and’ in a sentence. As 24 © Gauteng Department of Education 25 you can see in this sentence, the ‘shoes’ and the ‘dress’ were equally important elements that needed to be given the same importance.) They should either change their strategy or just forfeit the game. (The ‘either/or’ conjunctions are used to suggest a choice between two options. Here the choice being suggested is between - ‘change their strategy’ or ‘forfeit the game’.) Just as she loves hiking so she enjoys travelling as well. (The correlative conjunctions ‘just as/so’ are used to link two phrases that have a similar theme or are referring to a similar thing together. This conjunction is used to show the correspondence between two phrases or words.) He neither helps around the house nor does he look for a job. (‘Neither/nor’ are conjunctions that are used to deny or negate words and phrases. In the case of ‘neither’, it gives two options that are both negated. ‘Nor’ is the negative form of ‘or’.) Not only does he play the lead guitar but he is also the band’s songwriter. (The correlative conjunctions ‘not only/but’ are used to show an additional and important element in the sentence that is used to indicate excess when combined with the first element. For instance, in this sentence the fact that he is a guitarist and a song writer are equally important but when shown together, they indicate an excess of talent in the person.) It doesn’t matter whether the roses are fresh or if they are drooping, just buy them. (‘Whether/or’ is used as a conjunction to show two different options in the sentence. The conjunction can be used both in a manner of negation and confirmation.) Sub-ordinating conjunctions are used to join an independent and complete clause with a dependent clause that relies on the main clause for meaning and relevance. The dependent clause cannot exist on its own as a sentence and often does not make sense without the main clause. The subordinating conjunction always comes before the dependent clause but the dependent clause itself can be placed either ahead of or following the independent clause. Since they had misbehaved, the boys were given one week suspensions from school. (Here, we see the dependent clause is ‘they had misbehaved’ which is not a valid sentence by itself. The independent main clause is ‘the boys were given one week suspensions from school’. They are joined by the subordinating conjunction ‘since’.) He was fond of playing basketball because it was his father’s favourite game. (In this sentence, because is the subordinating conjunction as it introduces the dependent clause ‘it was his father’s favourite game’. The main clause in 25 © Gauteng Department of Education 26 this sentence is ‘he was fond of playing basketball’ as it is the sentence which can be said independently and still be grammatically correct.) Other subordinating conjunctions are - Although, As, Before, Once, Though, Until, Whether, etc. Articles: There are only three articles: the, a and an. They are very small words which cause very large problems if used incorrectly. If, for example, you wanted someone to hand you the book, but you accidentally said a book, the other person might hand you any book and not the specific book you were referring to. The definite article refers to a noun, either in the singular or plural. It can be used with uncountable nouns. The refers to a specific thing or quantity. It should be placed before the noun, or before the adjective which directly modifies the noun. Please give me the hammer. Please give me the hammer and the nail. The indefinite articles are used when we are referring to an unspecified thing or quantity. We use them when we don’t know (or don’t care) which thing we’re talking about. There once was a sheep. I don’t know which sheep it was – don’t know its name or where it’s from, or anything about it – so I can’t say the sheep. We use a before nouns or adjectives which begin with a consonant, or when U sounds like a Y, or O sounds like a W. A cat A dog A university A young puppy A one-eyed pirate We use an before words which begin with a vowel sound or a soft H sound. An egg An hour-glass An antique necklace This rule also applies to acronyms. A Society of Writers member was quoted in the article. A SOW. member was quoted in the article. 26 © Gauteng Department of Education 27 An S.O.W. member was quoted in the article. Because S sounds like it begins with a vowel (ess), an should be used in front of it. Interjections: Interjections express emotions such as anger, pain or surprise ... e.g. Ahh! Bravo! Damn! Eek! Gosh! Hallelujah! Hey! Hurray! Mmm! Oh! Oh no! Oops! Ouch! Really! Well! Whoa! Wow! Yeh! Yes! Yippee! Let me show you what I mean by reasoning things out: Passage: I am currently sitting comfortably on the couch in my country-style lounge with my high-tech computer on my lap. I am working diligently on the "Parts of Speech" notes for my beloved learners. Answer: I (stands in for me, the speaker = pronoun) am sitting (helping verb + action verb) comfortably (describes the way I am doing the verb, i.e. sitting = an adverb) on (describes the relationship between my butt and the couch = a preposition) the (article) couch (an object = a noun) in (shows the relationship between the couch and my lounge = a preposition) my (stands in for me, the speaker = pronoun) country-style (describes my lounge = adjective) lounge (a place = a noun) with my (stands in for me, the speaker = a pronoun) high-tech (describes the noun, i.e. my computer = an adjective) computer (an object = a noun) on (describes the relationship of my PC to my lap = a preposition) my (stands in for the speaker = a pronoun) lap (a part of a person = a noun). I (stands in for the speaker = a pronoun) am working (helping verb + action verb) diligently (describes the way that I am doing the verb = an adverb) on (shows the relationship between my actions and what I'm doing the action on = a preposition) the (article) "Parts of Speech" (describes the noun, i.e. notes = an adjective) notes (an object = a noun) for (shows the relationship between what I'm doing and who I'm doing it for = preposition) my (stands in for the speaker = a pronoun) beloved (describes the noun = an adjective) learners (people = noun). To sum it up: 27 © Gauteng Department of Education 28 SECTION C: HOMEWORK QUESTIONS QUESTION 1: 20 minutes (Taken from various Past papers) Read the passage below, which has some deliberate errors, and answer the set questions. 28 © Gauteng Department of Education 29 SINCERELY YOURS Handwriting is a simple and beautiful way of connecting with others, but it may be a dying art. Handwriting is a simple and beautiful way of connecting with others, but it may be a dying art. The loss of handwriting in our high-tech world is saddening. People of all ages have bad handwriting as keyboards replace pen and paper. Increasingly, school children do assignments on computer and struggle to write, having had little (practice/practise). The older generation learnt to write by dipping a pen in ink and then carefully forming beautiful letters. After that came the fountain pen and then the ballpoint pen. Every generation was convinced that the next invention was not an improvement for the previous one. Handwriting dominated every aspect of a school going childs' life from the first moment he started to shape letters. Many older people still have dairies to write down the important aspects of their lives. Written records have been replaced. Handwritten letters are as rare as square apples. Today's lovers cannot even imagine the (romantic) of a real love letter. Few of us write letters any longer, even to our nearest and dearest. We communicate by e-mail, fax, SMS and phone. All these methods are faster, but the (tragic) is that the communication is lost after the message has been delivered. Just by pressing a 'delete' button, (a/an) entire history can be destroyed. Should children still be taught to write with pen and paper? Should pen and paper be kept alive when laptops and mobiles are faster and accurate? Handwritten cards, letters and notes from dear family members and friends who have passed away is precious possessions. People should write thank-you notes to friends and family, postcards instead of e-mails and SMS messages when they travel, and keep handwritten journals for their own memories. Steven Miller, the archivist at an art gallery said, "Saving material in digital format only is risky and unstable. We do not know how long it will survive." [Adapted from READER'S DIGEST, March 2010] 29 © Gauteng Department of Education 30 1.1 Correct the SINGLE error in each of the following sentences. Write down only the question number and the answer. (a) Handwritten cards, letters and notes from dear family members and friends who have passed away is precious possessions. (1) (b) Should pen and paper be kept alive when laptops and mobiles are faster and accurate? 1.2 (1) Choose the correct word from those in brackets: (a) Increasingly, school children do assignments on computers and struggle to write, having had little (practice/practise). (1) (b) Just by pressing a 'delete' button, (a/an) entire history can be destroyed. 1.3 Replace the underlined word with the correct one: Every generation was convinced that the next invention was not an improvement for the previous one. 1.4 (1) (1) Combine the following sentences into a single sentence starting with the given word: We communicate by e-mail, fax, SMS and phone. We use these methods because they are faster. Start with: Since ... 1.5 (1) Study the picture below and answer the questions 30 © Gauteng Department of Education 31 Give the correct form of the words in brackets: (a) Many rivers and streams have been (pollution). (b) The (tragic) is that we abuse our environment. (1) (1) 1.6 Study the picture below and answer the questions. 1.6.1 Give the correct form of the word in brackets: Having enough money makes you (a) (independence). The more (2) 31 © Gauteng Department of Education 32 money you have, the (b) (happy) you might be. 1.6.2 Form suitable nouns from the words in brackets: She sees expensive items in her (a) (imagine), but she must remember that she cannot buy (b) (happy). SECTION D: (2) [12] SOLUTIONS FOR SECTION A QUESTION 1: 1. Verb 2. Proper noun 3. Preposition 4. Interjection 5. Conjunction 6. Adverb 7. Adjective 8. Pronoun 9. Interjection 10. Interjection 11. Noun 12. Preposition 13. Adjective 14. Pronoun 15. Conjunction 16. Verb QUESTION 2: 1. I bought some of those apples from Jim and him. 2. He had gone there several times before. 3. The driver could have finished this if he had had the time. 4. The lawyer will do the work himself. 5. The tourists changed a large number of dollars at the airport. 6. Could he and I rent a movie? 7. He certainly did well on his last test 8. Each of the students should by his or her own textbooks for this course. 32 © Gauteng Department of Education 33 SESSION NO: 7 TOPIC: PERSUASIVE LETTER WRITING Key-words: Persuasive, salutations, introduction and conclusion Explain to learners that “a persuasive letter” is useful in many situations. Let them think about situations where the skill of writing persuasively can be useful. To understand persuasive writing, the learners have to learn certain skills that they can use. Explain to learners that writing is their most important skill to pass English with good marks. Not only does the writing paper count the most of all the papers, but 70% of learner SBA marks are also based on writing skills. Give learners the typical exam question and clearly explain to learners that they should not attempt to write the full letter. Learners should carefully consider the topic. Focus their attention on how important it is to analyse the topic before writing. Learners should write only the introduction, three main points and conclusion. Work through the content notes and strategies with the learners. Slowly go through the steps with them. Give learners the homework questions to do for the next contact session. Approximate timing for each section of the lesson: Introduction Questions Notes on Content and explanations – 10 minutes – 25 minutes – 55 minutes SECTION A: TYPICAL EXAM QUESTIONS QUESTION 1: 15 minutes Plan to write a persuasive letter on the topic below. In your planning include the following: Introduction Three valid points Conclusion Write a persuasive letter to your principal to convince him/her to allow you start a brand new club at the school. In your planning also remember to use the format of a formal letter. 33 © Gauteng Department of Education 34 SECTION B: NOTES ON CONTENT The formal letter must be written in direct, simple English. The writer must keep in mind that the intended audience should understand what is communicated for the results/ response to be positive. The letter should be … clear and straightforward – the recipient must not be left wondering at what you are trying to communicate; concise and to the point; and logical. Structure All letters should have an introduction, a body and a conclusion. There must be two addresses, the writer’s and the recipient’s; A formal salutation – Dear Sir, Dear Mrs Bukov, etc. - follows the recipient’s address; A title or subject line follows the salutation. This is a one-line summary of the letter and should be underlined; The language register must be formal; The conclusion must also be formal – Yours faithfully – followed by the writer’s surname and initials. Issues to avoid Slang and colloquial language; Contractions, abbreviations and acronyms; Unsubstantiated accusations, threats that cannot be carried out, emotional language, sarcasm, clichés, etc. 34 © Gauteng Department of Education 35 The format of a formal letter: Your address and the date in full The Manager City Groove Magazine 55 Tabloid Street Bloemfontein 9300 Dear Sir Starting a Youth Talk Club 15 Church Street Sandton Johannesburg 2008 31 October 2014 The title of the receiver of the letter The company name The full address of the company Skip a line. Sir/Madam is acceptable if you do not know the gender of the recipient. Skip a line. The topic line should be underlined and very short and to the point. Introductory paragraph Paragraph one Paragraph two Concluding paragraph Yours faithfully Doe, J. If the letter begins with Dear Sir, Dear Sirs, Dear Madam, or Dear Sir/Madam, the COMPLIMENTARY CLOSE should be "Yours faithfully". If the letter begins with a personal name, e.g. Dear Mr James, Dear Mrs Robinson, or Dear Ms Jasmin, it should be "Yours sincerely”. Only add your title if female e.g. Doe, J (Ms) Writing an effective persuasive letter can be a very challenging and time consuming task. Many people have sat down to put pen to paper and have ended up wanting to bang their head against the wall out of sheer frustration. 35 © Gauteng Department of Education 36 15 Church Street Sandton Johannesburg 2008 31 October 2014 The Principal Sandton Secondary School 55 Tabloid Street Johannesburg 9300 Dear Sir We should ban breaks at school In my opinion, children at primary school do not need a break. The most important reason for this is that breaks waste work time. The children need to spend more time on their English or Maths work. Children are at school to be educated. In addition to this, breaks are too dangerous. Most injuries to children at school happen during break. Very few injuries happen in the classroom. Finally, breaks are bad for teachers. Many teachers are too old to run around and so they get too cold outside. Also, they have to miss out on having a cup of tea and a chat with other teachers. Therefore, I believe it would be best if breaks were banned. Yours faithfully Doe, J. Reasons given for Banning Breaks • Wastes work time • Too dangerous • Teachers get cold and lonely! Do you want to lose your breaks? 36 © Gauteng Department of Education 37 You need to use the planning bubbles below to create your reasons for NOT banning breaks. Spend 1 minute talking with your talk partner to come up with lots of reasons. Now, decide on your 3 main reasons and put them in to your bubbles. Think back to the letter sample… Firstly, the most important reason for children being at school is to be educated. If children are outside playing, they are losing valuable time to be developing their math’s and literacy skills, which are extremely important. What explanations was given for the first reason? Secondly, the number of injuries that occur during breaks are much greater than those caused in the classroom. To ensure that children are safe, and do not hurt themselves, we should keep them in the classroom, calmly learning so that they do not have the opportunity to run around and hurt themselves, or indeed others. What explanations was given for the second reason? Finally, when children go out to play, they need to be supervised. Teachers talk a lot, and need a rest and a cup of tea to soothe their throats. They also like being able to speak to other staff to share their best practice and gain advice. If they are on the playground supervising these sessions, they not only run the risk of getting hurt themselves, but they also become extremely lonely and feel somewhat isolated and thirsty. What explanations was given for the final reason? Your Explanations: Spend a minute talking to your partner to come up with explanations for your first reason. 37 © Gauteng Department of Education 38 Now swap! Now, you need to use your planning bubbles to write at least two explanations for your first reason. Now, do the same again for your 2nd and 3rd reason. Think back to the sample letter… Have a look at the introduction to the letter… I am writing to you to propose that we ban breaks from All Saints Junior School to benefit both the children and staff greatly. What information have been included? Now, put the details you will include in bullet points Have a look at the summary or conclusion to the letter… As a result of all of these reasons, I believe that it better for all, yourself, the children, and the staff of Your School if breaks were banned. Thank you for your consideration of this matter and I look forward to hearing your response. What information have been included? Now, put the details you will include in bullet points Now you’re ready to write a draft of your own letter to persuade your principal not to ban breaks. SECTION C: HOMEWORK QUESTIONS QUESTION 1: 20 minutes Look at the letter you planned to write at the beginning of the session. Make changes to it, applying what you have learned in this session. Write the final copy of a persuasive letter to your principal to convince him/her to allow you to start a brand new club at the school. Remember to use the format of a formal letter. 38 © Gauteng Department of Education 39 SECTION D: SOLUTIONS FOR SECTION A Instructions to Markers: Use the 30-mark assessment rubric to mark the letter. The texts produced by candidates must be assessed according to the following criteria as set out in the attached rubric: o Content, planning and format (18 marks) o Language, style and editing (12 marks) NOTE: Penalise candidates that did not use the correct letter format in the content and planning section. The tone and register of the letter should be formal. The following aspects of format should be included: o Address of sender o Date o Address of recipient o Greeting/Salutation o Subject line o Suitable ending o Signature and name of sender The candidate must give details on his/her intended club. The candidate must motivate why he/she should be allowed to form the club. The candidate must mention the benefits of such a club for the school. Total: 30 MARKING RUBRIC IS ON PAGE 53 39 © Gauteng Department of Education 40 SESSION NO: 8 TOPIC: CRITICAL LANGUAGE AWARENESS Key-words: Critical Language Awareness, Active and Passive, Prefixes and Suffixes, Phrases and Clauses, Hyperbole, Repetition, Contrast, Sound Patterns, Emotive Language, Description and Imagery, Manipulation, Persuasion, Fact and Opinion, Slang, Jargon, Style and Register. Explain to learners that “Critical Language Awareness” is a crucial skill to understand the meaning of language and more subtle nuances of the language. To fully understand language, the learners have to learn critical skills that they can use in the answering of the examination questions. Give learners the typical exam question and without explaining ask learners to read the extract and answer the questions. After the learners have answered the questions, mark the answers with the learners. It is important that the learners see that their language skills need attention. Work through the content notes section by section. Give learners the homework questions to do for the next contact session. Approximate timing for each section of the lesson: Introduction Questions Notes on Content and explanations – 10 minutes – 25 minutes – 55 minutes SECTION A: TYPICAL EXAM QUESTIONS QUESTION 1: 20 minutes TEXT 1 1. Shakespeare asked if he should compare his lover “to a summer’s day”. A New York zoo suggests cockroaches instead. 2. Ahead of Valentine’s Day this week, the Bronx Zoo wants New Yorkers to pay $10 for the right to give their sweetheart’s name – or perhaps that of an ex – to one of its Madagascar hissing cockroaches. 3. For $25, lovebirds can name a cockroach couple. 40 © Gauteng Department of Education 41 4. “There is no better way to say ‘forever’ than with the gift of a cockroach. The Wildlife Conservation Society’s Bronx Zoo is offering a light-hearted way to make sure your loved one knows your feelings are forever – with a roach in their name,” the zoo said in a statement. 5. “Each gift comes with a colourful certificate emailed to your loved one announcing that a cockroach has been named in his or her honour.” 6. To sweeten the deal, the zoo is also offering boxes of chocolate replica cockroaches. – Sapa-AFP (25 January 2012) TEXT 2 Lonely hearts rejoice: there’s at least one place in the world where you’ll feel at home. The central Asian state of Uzbekistan will not observe Valentine’s Day this year. Russia’s RIA-Novosti news agency reports the unofficial ban on the romantic holiday follows years of irritation with the observance, with one newspaper describing the event as being organised by “forces with evil goals bent on putting an end to national values.” In place of Valentine’s Day, Uzbeks will have the opportunity to enjoy reading of the poetry of Babu, a 16th-century Mughal emperor. - Associated Press ( 2 February 2012) TEXT 3 1. Every year on 14 February, chocolates, flowers, gifts and cards are exchanged between loved ones around the world, all in the name of St. Valentine. But do any of us even know who St. Valentine is anymore or have we just got caught up in another 21st Century “Hallmark” holiday? 2. The legend of St. Valentine is, to this day, surrounded in mystery and there remain at least three different accounts dating back to the third century, of individuals with the same name. One of these legends is that of Bishop Valentine. After being jailed for holding illegal marriage ceremonies despite the Emperor’s law that no Roman soldier could marry, he fell in love with the jailer’s daughter and began sending her letters and love notes. On the night of his execution he wrote a farewell letter to her signing it ‘From your Valentine.’ Come on, it doesn’t get more romantic than that, surely? 3. It’s certainly no secret that the day is laced with history but as with most things in this day and age we seem to have forgotten these true meanings. In fact, over the years the holiday has become somewhat ‘generic’ in itself and a lot of people merely 41 © Gauteng Department of Education 42 see it as an excuse to get presents and, well let’s be honest, brag about how well their significant others did. What was supposed to be a celebration of love and togetherness has simply become another way for our mad capitalist society to cash in and make some money. 4. Call me an old romantic but surely we shouldn’t need presents and mass produced cards to express such important sentiment to our loved ones. Love should be spontaneous; it shouldn’t be forced because we are being bombarded with reminders and messages every way we look. We could learn a lot from old fashioned romance values. (By Amy Loudon: The Independent 10 February 2011). Refer to Text 1: 1. What is the effect of the mention of Shakespeare’s poem in the first sentence, in the context of the paragraph as a whole? (3) What is implied in paragraph 2 by the statement, “or perhaps that of an ex”? (2) Discuss the stylistic devices employed in paragraph 3 and the effect they achieve. (3) Refer to Text 2: 4. Consider the sentence in Text 2: “…forces with evil goals bent on putting an end to national values”. By referring to the connotations of the words, describe the tone of this statement. (3) 2. 3. 5. How does the writer’s tone in the final sentence contrast with the tone discussed in the previous question (number 4)? Refer to Text 3: 6. Describe the register of this piece of writing and quote from the passage to justify your answer. 7. What do you think is meant by the phrase, “another 21st Century Hallmark holiday”? (2) (2) (2) Refer to Texts 1, 2 and 3: 8. “Amy Loudon (Text 3) seems to have similar sentiments to those 42 © Gauteng Department of Education 43 9. expressed by the Uzbekistani newspaper (Text 2).” Would you agree with this statement? Why or why not? Quote from both texts to support your answer. (3) Discuss the differences in the intentions behind Texts 1 and 3, by referring to the attitudes (to Valentine’s Day) of the respective authors of the texts. (4) TOTAL: 24 SECTION B: NOTES ON CONTENT People do not use language neutrally. Language is used not only as a means of sharing ideas, but also as a way of controlling people and influencing what they think and do. Language use involves making word choices, register, etc., and these choices are often made for particular reasons. For example, Register might be used to encourage people to act in certain ways. Advertisements, for example, often use a friendly, familiar tone of voice (‘we care for you') to make people feel that a product is important to them personally. • • • • • • Style deals with the wording and delivery of messages. It includes the speaker’s/writer’s choice of words, the use of language, sentence structures and the characteristics of delivery. Register refers to properties within a language variety that associates that language with a given situation. This is distinct from, say, professional terminology that might only be found, for example, in a legal document or medical journal. Jargon is terminology that relates to a specific activity, profession or group. It develops as a kind of shorthand, to express ideas that are frequently discussed between members of a group. Jargon is used in several fields such as sports, medicine etc. Slang is the use of highly informal words and expressions that are not considered standard in the speaker's dialects or language. Slang is often very colloquial (being specific to a particular terminology). A fact is a statement that can be proven true or something that is a certainty. A fact does not change from person to person, or from place to place. E.g. Hlamalani Tlakula was born on 1 March 1958. An opinion is someone’s belief or way of thinking about something. Some opinions are more valid than others. 43 © Gauteng Department of Education 44 • • • • • • Persuasion is a form of influence. It is the process of guiding people toward the adoption of an idea, attitude, or action by rational and symbolic (though not always logical) means. It is strategy of problem-solving relying on "appeals" rather than force. Some of the persuasive words in the English language are: You, money save, new, results, health, easy, safety, love, discovery, proven and guarantee. Manipulation is taking persuasion to an extreme, where the one party benefits at the other's cost. Manipulation is to influence or manage shrewdly or deviously. Malapropism is using an inappropriate word that sounds similar to the word that should be used/the mistaken use of long words to impress (derived from Mrs. Malaprop, a character in drama). A rolling stone gathers no moths. (moss). Good punctuation means not to be late. (punctuality) Emotive language is language that makes the listener/reader feel something, often pity or anger. Let’s look at the following sentence: Imagine being cast out into the street, cold, lonely and frightened. Language can be used to exercise instrumental and influential power Influential power (e.g. advertising, politics, media, culture) Instrumental power (e.g. law, education, business, management) Rhetorical questions Can we really expect the school to keep paying from its limited resources? • Emotive language Imagine being cast out into the street, cold, lonely and frightened. • • Sound patterns Alliteration: Callous, calculating cruelty – is this what we must expect? Assonance: A fine time we all had, too. Contrast Sometimes we have to be cruel to be kind. • Description and Imagery (i.e. using metaphor, simile and personification) While we wait and do nothing, we must not forget that the fuse is already burning. • Repetition Evil minds will use evil means. • Hyperbole (using exaggeration for effect) While we await your decision, the whole school holds its breath. Phrases and Clauses In sentences we identify parts that are more than nouns, verbs, adjectives, etc. We call them phrases and clauses. Phrase A group of words which does not contain a finite verb. Finite Verb A verb which has tense and number, e.g. He says, they sang, etc. Clause A group of words which contains a finite verb. 44 © Gauteng Department of Education 45 Simple sentence Contain only one verb. Complex sentence Contain two or more verbs. Study the following sentences: This is the man who bought the theatre. There stands the building which was renovated. The boy whose arm was broken in the match had to be operated. The truck of which the wheel fell off had to be towed to them. The man to whom I spoke was British. She is the girl whom I suspect of theft. It was the best film that I had ever seen. The leopard whose foot was caught in the trap, was dangerous. When do we use who? When we refer to people. The word who is also the subject. The word whose is the possessive case. The word whom is the object. The word whose can also be used for animals. All the clauses introduced by who, which, etc. as in the above examples, are called relative clauses. They relate to someone in the other clause, e.g. the man who is ill, is rich. Who relates to the man, and is therefore a relative pronoun introducing a relative/adjectival clause. Prefixes and suffixes It is important to be able to break words up into their separate parts to be able to understand their meaning better. Most words can be split up into smaller parts and these parts are relatively easy to identify once you have learned how. Overall, the knowledge of the meanings of affixes greatly improves any reader’s ability to work out the meaning of an unknown or unfamiliar word. All words have a root and any addition made to it is known as an affix. A root word (or stem) is the main part of the word that gives it its basic meaning, e.g. the root of verbal is verb, derived from the Latin word meaning word. The roots of English words come from a variety of sources, usually from the languages which helped bring about the English language such as Greek, Latin and Old English. There are two types of affixes, namely the prefix and suffix: Vocabulary extension: The prefix A prefix is usually a Greek or Latin adverb, preposition, a syllable or part of a word that is placed at the beginning of a word, before the root, to define its meaning more clearly. A prefix is used to change the root word either by changing it into a new word altogether or forming an antonym of that word. Examples: 45 © Gauteng Department of Education 46 Prefix Meaning Words abadambianteantibicircumconcontradedidiadisduoe, exextrahemiheptahexhyperim, ininfraintermononeononoctapentaperpolypostpre, proresemisubsupersynsubtranstriununi- away from to, towards, near both before, in front of against two around with against down, from, away twice, double through against, not two out of outside, beyond half seven six over, above in, into, on below between one new not eight five through, thorough, complete many after, behind in front of, before back, again half under, below above, upper with under across three not one abnormal advance ambidextrous antecedent anticlockwise bicycle circumlocution converse contradiction detract dioxide diameter displeased duologue exit extraordinary hemisphere heptagon hexagon hyperactive implode, inward infrastructure interrelate monotonous neoclassicism non-negotiable octagon pentagon perceive, percolate, perennial polygon, polygamy postmodern precede, proactive return semi-desert subway superintendent synchronise submarine transport triangle unwelcome unisex The suffix This is a form that is attached to the end of a root word to indicate quality, action or relation. Suffixes usually have the function of changing the word from one part of 46 © Gauteng Department of Education 47 speech to another. In the word certainty, the suffix –ty has been added to show that the word is a noun. Sometimes a word has all three elements, e.g. circumnavigation: circum – prefix meaning ‘around’ navigate – root word meaning ‘find your way’ -ion – suffix showing that the word is a noun. Examples: Suffix Meaning/usage Words -able; -ible -ably -age -al/-ial -ant -arch -ary/-ery/-ory/-ury -ate -ation -ative -cide -dom -ed -ence -ent -er -ern -ese -ess -ette -ful -holic -hood -ic -icle -ious -ise -ish -ism -ist -ite -ity -ive -less -like -mania -sion/-tion -meter -ness forms an adjective forms an adverb forming a noun forms an adjective forming an adjective forms a noun forms a noun or adjective forming an adjective forming a noun forming an adjective forms a noun forms an abstract noun forms adjectives/past tense verbs forms a noun forms an adjective changes verb to a noun forms an adjective forms an adjective or noun forms a noun forms a noun full of/comprising forms a noun forms a noun forms an adjective forms a noun forms an adjective forms a verb forms an adjective forms a noun forms a noun forms a noun forms a noun forms an adjective forms an adjective forms an adjective forms a noun forms a noun forms a noun forms a noun reliable, capable, responsible capably courage original, remedial defiant patriarch flattery, sensory passionate fascination imaginative Homicide freedom, kingdom walked, tired independence independent worker Eastern Portuguese actress (female form) statuette beautiful, wonderful chocoholic childhood cyclic icicle studious socialise childish materialism activist Socialite eternity active careless childlike megalomania Attention thermometer attractiveness 47 © Gauteng Department of Education 48 -ography -onomy -ous -phobia -phone -polis -science -scope -script -ship -some -vore -wards -wise -wright -y forms a noun forms noun forms an adjective forms a noun noun/adjective forms a noun forms an adjective forms a noun forms a noun forms a noun forms a noun forms a noun forms an adjective, adverb forms an adjective forms a noun forms an adjective geography astronomy pious hydrophobia homophone metropolis conscience telescope manuscript friendship tiresome carnivore, herbivore Upwards streetwise Playwright dirty 48 © Gauteng Department of Education 49 SECTION C: HOMEWORK QUESTIONS QUESTION 1: 30 minutes (Taken from various sources) TEXT 1: From: Cartoonstock 49 © Gauteng Department of Education 50 TEXT 2: (Zapiro cartoon from The Sunday Times 29/01/12) 1. 2. 2.1 2.2 2.3 Consider Text 1. Discuss the full significance of the statement, “My boyfriend’s a Cardiologist” by referring to the visual details of the text. (4) In Text 4, Pieter de Villiers (former Springbok rugby coach) uses a number of malapropisms. What is the definition of a malapropism? (1) “Cardinal” is a malapropism. What is the appropriate word he should have used? (1) How does this word link with “cardiologist” in Text 1? (1) 50 © Gauteng Department of Education 51 2.4 3. What is the other malapropism that he uses? What word should he have used? (1) Several idioms are muddled-up, creating “mixed metaphors”. Identify one of these and provide the correct idiom, as well as its meaning. (2) TOTAL: 10 SECTION D: 1. 2. 3. 4. 5. 6. 7. SOLUTIONS FOR SECTION A The allusion is to one of Shakespeare’s well-known sonnets (the sonnet is included at the end of this memorandum). In the context of the paragraph as a whole, it stands in sharp contrast to the next sentence. Beautiful poetry about love by a literary giant such as Shakespeare is juxtaposed with something as reprehensible a cockroach! (3) The action of giving your lover’s name to a cockroach might be more appropriate for an ex, as it is possibly more of a vindictive rather than a loving action. (2) The brevity of the sentence adds to the dramatic effect; “cockroach couple” employs alliteration which highlights the incongruity of the situation – “couple” is not a word that one usually associates with “cockroach”, particularly when “lovebirds” is referred to in the same sentence as a cute-sounding metaphor for loving couples. (3) The tone is hostile and threatening; this is brought out by words such as “forces with evil goals”. This phrase is associated with enemy forces of darkness; the expression “bent on” has connotations of single-mindedness and relentlessness. (3) The tone here is ironic, bringing in a light-heartedness which is in contrast with the serious, threatening tone discussed in question number 4. (2) An informal register… this can be seen in the frequent use of contractions, as well as colloquialisms like “come on”… (2) According to Wikipedia, "Hallmark holiday" is a disparaging term, to (2) 51 © Gauteng Department of Education 52 describe a holiday that is perceived to exist primarily for commercial purposes. The name comes from Hallmark cards, an American company that manufactures greeting cards. (Be open to interesting interpretations as this might well be an obscure allusion for South African students.) 8. 9. One could see similarities in the way Loudon writes critically about “our mad Capitalist society …cash(ing) in”; the Uzbekistani newspaper also writes about “forces with evil goals”… in both, there is a sense of something unpleasant and sinister commandeering the day. However, students could argue otherwise, pointing to the chattiness of Loudon’s tone and the use of the inclusive pronoun, “we” which is in contrast to the dogmatic tone in the newspaper quote. Loudon is more opposed to the way in which Valentine’s Day is celebrated than the day itself, while it is the day itself that the newspaper in Text 2 clearly opposes. (3) Text 1: attitude is lighthearted, there is a sense of ridicule; intention is to amuse/entertain. Text 2: the author’s attitude is critical of the way in which Valentine’s Day is celebrated; her intention is to express an opinion and educate/convince her readers or to moralise. (4) TOTAL: 24 52 © Gauteng Department of Education