English First Additional Language at Grade 12 level

100 Pages·2013·1.74 MB·English

by  Ceri Prenter

English First Additional Language at Grade 12 level
By the time you reach Grade 12 you should have mastered most of the
skills to express yourself in English. It has more than likely been very
hard for you. The good news is that you have a whole year to keep on
practising and getting better. Remember that the more you practise, the
better you will become.

We hope that you will use this Study Guide to revise and improve your
English in all the skills areas – Listening and Speaking, Reading and
Viewing, Writing and Presenting and of course, Language Structures and
Conventions. In the final section of this Study Guide you will find some
complete examination papers to help you check that you are on top of
everything.

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Assessment in Grade 12
Assessment in Grade 12 works slightly differently than in Grades 10 and
11. The big difference is that most of the marks you achieve at the end
of the year come from the final examinations set by the Department of
Education. These papers are marked by external markers who do not know
you. It is up to you to make sure that you practise presenting your exam
scripts neatly, competently and correctly. Your teachers at school will
make sure that you have enough practice throughout the year.

It is a good idea to decide beforehand what percentage you would like to
achieve at the end of the year. Make sure that you achieve this mark for
each of your tasks. The tables below illustrate how your marks are
calculated each term.

Term 1
FAT 1 Listening Comprehension (p.35) 20
FAT 2 Discursive essay (p.55) 50
FAT 3 Longer Transactional Piece: 30
Information report (p. 29)
FAT 4 Language in context (p. 61) 40
Raw total 14 Convert 100
Term 1: 0 to:
Term 2
FAT 5 Prepared reading (p. 79) 20
FAT 6 Give a prepared speech (p. 20
104)
FAT 7 Literature contextual 33
questions (p. 113)
FAT 8 Mid-year examinations (p. 25
126) 0
Raw total 32 Convert 100
Term 2: 3 to:
Term 3
FAT 9 Shorter transactional piece 20
(p. 161)
FAT Language test (p. 202) 40
10
Raw total 60 Convert 100
Term 3: to:
Term 4
Promotion mark %
SBA mark (Tasks 2, 3,4,7,8,9 25 Raw total: 63 Convert 100
and 10) 5 to:
Oral Mark (Tasks 1, 5 and 6) 12 50 50
.5
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Paper 1 (Language) 20 External 80
exam
Paper 2 (Setwork) 17 External 70
.5 exam
Paper 3 (Writing) 25 External 100
exam
TOTAL 400
PROMOTION % 100

As you can see, most of the Formal Assessment Tasks form part of your
end-of-year mark. For this reason your tasks are kept in a portfolio.
The Department of Education sends examiners to moderate the marks so
make sure that your portfolio is always neat and up to date.
Special examiners are sent to schools to moderate the oral marks. They
do this by selecting a number of learners to present their orals. Make
sure that you perform at your best when you are asked to present an
oral. Remember to keep all your notes and cue cards. You never know if
you are selected.
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Exam papers in Grade 12
The tables below summarise what you can expect in exam papers. Paper 4
refers to the oral tasks that your teacher will complete during the
year.
PAPER 1: LANGUAGE IN CONTEXT
2 hours
Marks: 80

Section A: Comprehension (30 marks)
Section B: Summary (10 marks)
Section C: Language (40 marks)

PAPER 2: LITERATURE
2 hours
Marks: 70

You will be examined on two works studied in class.

PAPER 3: WRITING
2½ hours
Marks: 100

A: Essay – One essay (50 marks)
B: One text – Longer Transactional text (30 marks)
C: One text – Shorter Transactional text (20 marks)

PAPER 4: ORALS
Reading Prepared reading (20 marks)
Speaking: Prepared speech (20 marks)
Listening (10 marks)

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SECTION 1: Listening and Speaking
Overview
Listening and Speaking is one of the easiest and most enjoyable ways of
improving your English. You have acquired a number of Listening and
Speaking skills throughout the FET phase and by now you should be able
to use these skills with ease.
 You listen to teachers explaining work.
 You discuss important and interesting points with your fellow
learners.
 You debate topics about which you feel passionately.
 You listen for specific information to learn something new.
 You discuss whether something you read or hear is appropriate.
 You listen to texts being read or watch films to appreciate the
beauty of the language.
 You listen to and talk to friends and family.
 You use language cleverly to create a good impression.

During your Grade 12 your ability to use your Listening and Speaking
skills will be evaluated by your teacher and an external examiner. You
will be asked to showcase these skills by presenting a prepared speech,
completing a listening comprehension and one of the following: prepared
reading, unprepared speech or take part in an informal group discussion.

As you work through the material in your Learner’s Book become aware of
new words you learn in reading texts and use them the next time you have
a conversation in English. Take part in class discussion. Read
newspapers or watch the news on TV and bring interesting news stories to
class. Listen to English wherever it is spoken so that you can learn how
to speak better.
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Unit 1: Listening Skills
There is a difference between simply hearing words and really listening
to what is said or read. Listening is a process that happens in three
steps:
STEP 1: Be prepared to listen
1. Make sure that you know why it is necessary to listen carefully. Your
teacher may be explaining new work, you may be taking part in a class
debate and have to respond to what a speaker has said, you may be
listening to a friend with a serious problem or you may be taking a
Listening Comprehension test.
2. Prepare to listen by taking out a note book and a pencil or by sitting
up straight so that you can pay attention to what is being said or
read.
3. Listen for new words and expressions so that you continue learning to
use English effectively.

STEP 2: Know how to respond
1. If you are listening for specific information you have to select the
information you need and take notes and summarise the main points. You
may find it easier to draw a mind map or diagram.
2. If you are listening critically you have to pay careful attention to
the way in which things are said. Is the speaker being rude,
prejudiced, biased or racist? Is the speaker stating facts or
manipulating the truth to make you change your mind?
3. If you are taking part in a conversation you must know how to respond
to questions and the way the speaker is using body language.
4. If you are listening to a poem or text for appreciation you must
become aware of how words are being used to create an impression.
Listen to the rhyme and rhythm of the words and figures of speech.

STEP 3: React to what has been said or read
1. If you have completed a Listening Comprehension you have to write down
the answers.
2. If you have listened to a lesson about new work it is a good idea to
make notes.
3. If you are taking part in a conversation you have to know how to
respond to what the other speaker has said.

Practise the listening process throughout the year. The more you
practise – the easier it will become.

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Unit 2: Informal speaking skills
Informal speaking refers to general conversations you have with friends,
group discussions in which you share ideas and formal conversations you
have with a teacher or an examiner. Informal speaking also refers to
unprepared reading.

There are ample opportunities in the Learner Book for you to practise
informal speaking skills. Use the checklist below to make sure that you
have mastered the necessary skills.

o I know how to start a conversation.
o I know how to keep a conversation flowing and talk about a number of
topics.
o I know how to encourage another speaker to talk.
o I know how to share ideas.
o I know how to share my experiences.
o I know how to explain myself.
o I know how to justify my opinions.
o I know how to negotiate ideas and decisions.
o I know how to lead a group if necessary.
o I know how to put the needs of a group before my own needs.
o I know how to read body language and to respond appropriately.
o I know how to indicate that I am interested in what others are saying.

Remember to use polite language in all conversations so that people feel
comfortable talking to you. Refer to the list below if you are confused.

Do you mind if I …? May I …?
Excuse me, could I ...? Pardon me
Excuse me, do you know ...? Please forgive me for …
I apologise for … Please let/permit/allow me to
I beg your pardon, could you …
help me? Sorry, do you think I could
I beg your pardon. ...?
I regret…… Would it be ok if …?
I’m sorry for…. Would it be possible for me …?
Is it all right if ...? Would you agree to …?

Refer to pages 64 and 79 in the Learner’s Book for excellent notes on
reading aloud.

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Unit 3: Formal speaking skills
Formal speaking implies that you have prepared to speak in front of a
group by planning what you want to say, doing careful research and going
to trouble to present yourself in a professional manner.

Remember that the examiner moderating your school’s orals will be
listening to the prepared speeches of the selected pupils. Follow the
guidelines below to ensure that you are well-prepared and make a good
impression.

Doing research and planning
 Find at least three sources from which you want to do research.
 Know what kind of information you are looking for and make notes as
you go along.
 Make a good impression by referring to facts and by quoting important
people.
 Plan the content of your speech by having a good introduction and a
memorable ending.
 If possible, make posters or charts to keep the audience interested.
 Always use formal language in a formal speech.

Presenting your speech
 Prepare and practise before your presentation. Make sure that you
speak audibly and in a friendly tone.
 Pace yourself. Offer important points slowly, and speed up when you
are giving examples.
 Pause. Give your audience time to think about your important points.
 Pay attention to your posture. Stand up straight, shoulders back, feet
slightly apart so that you are comfortable, and don’t sway. Don’t put
your hands in your pockets.
 Use gestures and facial expressions naturally.
 Make eye contact with your audience. It shows you are confident, and
it makes it easier to convince them of your point of view.
 Use cue cards to remember the main points of your speech. Write only
the key words on your cue cards so that you do not read your oral.

Different kinds of prepared speeches
There are a number of different ways in which prepared speaking can be
tested. Study the table below carefully. Make sure that you know how to
perform the skills referred to.

Prepared A prepared speech gives you the opportunity to
speech share information, persuade an audience or to
explain a personal point of view. In order to do
well in a prepared speech you must:
 conduct research
 organise your material well
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 develop ideas carefully
 use formal language
 ask rhetorical questions
 use appropriate body language
 include visual aids in your presentation.
 use rhetorical questions, pauses and repetition.
Unprepared You will be given a few minutes to prepare the
speech speech. You will not have time to do any research
and will have to present the content of your speech
logically. In order to do well in an unprepared
speech you must:
 plan a clever and interesting introduction
 make contact with the audience so that they pay
attention to what you are saying
 use language correctly and accurately.
Prepared Choose your text carefully. Try to read something
reading that will be interesting for others to hear.
aloud  Make sure you understand the meaning of all the
words.
 Make sure you understand what the text is about.
You may have to answer questions on it.
 Make eye contact with your audience.
 Use your voice effectively.
 Read slowly and carefully so that the audience
understands what you are reading.
 Pronounce your words correctly.
 Use hand gestures when it is appropriate to do
so.
 Stand up tall, feet a little apart when you read.
This confident posture will help you to read
aloud easily.
 Remember to look up from the text and to make eye
contact with the audience.
Interview Interviews are conducted to get specific
information from the interviewee.
 Plan and prepare for interview by doing research
about the people who are going to interview you.
 Listen carefully to the questions being asked and
think about the kind of information you are
required to give.
Refer to Unit 7 in the Learner Book for more
information about interviews.
Panel Different opinions and ideas are shared in a panel
Discussion discussion. Remember the important points that
follow.
 Do not become personal or aggressive.
Participants are allowed to have different points
of view.
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 Allow other participants to take part.
Debate A debate is a structured argument about a topic.
The aim of each speaker is to convince the audience
to share the same point of view. When taking part
in a debate remember to:
 listen carefully to what the opponents are saying
 formulate an argument to counterattack what a
speaker has said
 be forceful but not aggressive.
Giving When you give directions, you are explaining to
directions someone how to get from one place to another.
 Think carefully before you speak. Go over the
route carefully in your mind.
 Refer to the specific direction and use words
like left, right, straight ahead.
 Include landmarks that someone will easily
recognize.
 Include distances e.g.: about 100 metres, for six
blocks.
 Use the imperative form (commands).
 Speak slowly.
 Repeat any steps in the directions that your
listener is unsure of.
Instructions We give instructions so that someone can complete a
task.
 List all the things that are needed.
 Get all the steps in the right order.
 Speak slowly.
 Be precise and use the appropriate vocabulary and
technical language.
 Use words like first, second, next, then to
sequence the instructions logically.
 Include all necessary details, but don’t add in
too much or you will confuse your listener.
 Remember to check that your listener understands.
Repeat any instruction that your listener is
unsure of.
Introducing This is a short speech in which you introduce a
a speaker speaker to the audience.
 Do research about the speaker so that you know
who he/she is.
 Ask the speaker if there is something he/she
would like included in the speech.
 Use formal language.
 Present the speaker as somebody the audience
would like to listen to.
Refer to pages 66 and 105 in the Learner Book.
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