Generic Resources Grade Nine

GENERIC RESOURCES GRADE NINE

ENGLISH

RESOURCES

AND

GENERIC IDEAS FOR

TEACHING ENGLISH

GRADE NINE

Dear 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 and I will forward these notes to you via email.

Regards in Education

Dawn Harrison

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 diagram

4 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

LEARNING OUTCOME TWO
SPEAKING
The learner will be able to communicate confidently and effectively in spoken language in a wide range of situations / ASSESSMENT STANDARDS
1 Translates and interprets

• Tells stories from home language in the additional language
• Translates or interprets messages
• Translates or interprets where necessary in a conversation

2 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.

• 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 language

LEARNING 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 / ASSESSMENT STANDARDS
1. Uses reading strategies:
Skims texts – identifies the topic and key points and uses layout features e.g. illustrations
Matches 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
• 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 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 reviews

9 Understands some elements of poetry e.g. metaphor, rhythm and understands some of the terms used to describe this language e.g. metaphor
10 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 / ASSESSMENT STANDARDS
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

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 layout

4 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 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 / ASSESSMENT STANDARDS
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 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 / ASSESSMENT STANDARDS
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 paragraph
3 Understands and uses direct and indirect speech
4 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 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 waswoundaround thewound.
2) The farm was used toproduceproduce.
3) The dump was so full that it had torefuseany morerefuse.
4) We mustpolishthePolishfurniture.
5) He couldleadif he would get theleadout.
6) The soldier decided todeserthisdessertin thedesert.
7) Since there is no time like thepresent, he thought it was time topresentthepresent.
8) Abasswas painted on the head of thebassdrum.
9) When shot at, thedovedoveinto the bushes.
10) I did notobjectto theobject.
11) The insurance wasinvalidfor theinvalid.
12) There was arowamong the oarsmen about how torow.
13) They were toocloseto the door tocloseit.
14) The buckdoesfunny things when thedoesare present.
15) A seamstress and asewerfell down into asewerline.
16) To help with planting, the farmer taught hissowhow tosow.
17) Thewindwas too strong towindup the sail.
18) Upon seeing thetearin the painting I shed atear.
19) I had tosubjectthesubjectto a series of tests.
20) How can Iintimatethis to my mostintimatefriend?
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.'
It's easy to understandUPmeaning toward the sky or at the top of the list, but when we awaken in the morning, why do we wakeUP?

At a meeting, why does a topic comeUP?

Why do we speakUPand why are the officersUPfor election and why is itUPto the secretary to writeUPa report?
We callUPour friends.

And we use it to brightenUPa room, polishUPthe silver; we warmUPthe leftovers and cleanUPthe kitchen.

We lockUPthe house and some guys fixUPthe old car.

At other times the little word has real special meaning.

People stirUPtrouble, lineUPfor tickets, workUPan appetite, and thinkUPexcuses.

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

A drain must be openedUPbecause it is blockedUP.

We openUPa store in the morning but we close itUPat night.
We seem to be pretty mixedUPaboutUP!

To be knowledgeable about the proper uses ofUP,lookUPthe wordUPin the dictionary.

In a desk-sized dictionary, it takesUPalmost 1/4 of the page and cancarryUPto about thirty definitions.

If you areUPto it, you might try buildingUPa list of the many waysUPis used.

It will takeUPa lot of your time, but if you don't giveUP,you may windUPwith a hundred or more.

When it threatens to rain, we say it is cloudingUP.

When the sun comes out we say it is clearingUP...
When it rains, it wets the earth and often messes thingsUP.
When it doesn't rain for awhile, things dryUP.
One could go on and on, but I'll wrap itUPfor now as my time isUP, and so ...... it's time to shutUP!

INTERESTING WEBSITES

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 / NO
1. Is my story exciting?
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.

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

2.