1.8 Upgrading your vocabulary

We know this when the learner:

3.3 discusses and explains the purpose, audience and context of a text;

LO 4 Writing

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

We know this when the learner:

4.2 produces a wide range of factual written and multimedia texts for various purposes, using a range of visual and design elements where appropriate by means of e-mail, reports on current issues, advertisements, posters, book reviews, film reviews, eye-witness accounts, newspaper reports, cv’s, agendas en minutes of meetings;

uses the writing process independently and with ease to generate complex texts:

LO 6

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

We know this when the learner:

6.1 works with words.

6.2 works with sentences.

Memorandum

ACTIVITY 1: UPGRADING OUR VOCABULARY

Make a list of banned words/ get/got/nice/ a lot . . . and always give alternatives.

ACTIVITY 2: PUNCTUATION

Emphasise neat writing so the exact placing of the punctuation mark is clear.

ACTIVITY 3: WORD FORMATION

Nervous

Suitable

Happiness

Beautiful

Expensive

Calculations

Ecstatic

Peculiarity

ACTIVITY 4: LISTENING SKILLS

Explain clearly what is required of the learner. Each must have the picture page in front of him/her.

Read the conversation twice:

First, to enable them to identify the items.

Secondly, to fill in the prices.

Pumla enters her local supermarket and approaches an employee for help

ASSISTANT : Hello, can I help you?

PUMLA : Yes, thank you. I am having a dinner party and I want to prepare a tasty chicken dish.

ASSISTANT : The chickens are in the refrigerator. Follow me, please. Ah, here’s a big chicken priced at R17,95. Will that do?

PUMLA : That’s fine.

ASSISTANT : Anything else?

PUMLA : Yes, please. I shall need onions, lemons and garlic to flavour the chicken.

ASSISTANT : Right, just let me weigh these. That’s R2.10 for the lemons, 59c for the onions and R1,13 for the garlic.

PUMLA : For vegetables I thought I would serve peas and carrots as the green and orange colours will brighten up the table.

ASSISTANT : I have a kilogram of peas @ R8,95 and the carrots cost R1,98 a bunch.

PUMLA : That’ll be fine. Now, just let me check my list. Oh, I also need half a dozen eggs and a litre of milk to make the dessert.

ASSISTANT : Will extra large eggs be all right? They cost R3,29 for six and the milk has just gone up, so a carton of milk now costs R3,99.

PUMLA : Oh, I’ll take a slab of chocolate too. I have R60. I hope that will cover everything.

ASSISTANT : No problem. That’s another R3,95 for the chocolate. Altogether that comes to …

PUMLA : Thank you for your kind assistance. You have been so helpful.

ASSISTANT : It’s a pleasure. Here’s your change. Good day!

Once the learners have done the calculations, advance to Activity 27 to find the till slip for these purchases so that learners can check their answers.

ACTIVITY 5: INTRODUCTORY PARAGRAPHS

It might be good idea to write paragraphs together as a class, then in pairs and finally individually.

Acronym – a word formed from the initial letters of other words. V alue A dded T ax → VATLet the learners think of other acronyms e.g. USSASA, LASER, SCUBA, NATO.They can have fun creating their own acronyms.

Discuss all the answers at the end

ACTIVITY 6: REPORTING ON RESEARCH

This activity should make the learners more aware of price differences and savings that can be made. Their conclusion should be that convenience stores are usually more expensive than supermarkets. You could ask them to explain why this is so.

Discuss all the answers at the end

ACTIVITY 7: ARGUMENTATIVE / DISCURSIVE ESSAY

Spend quite a bit of time teaching writing method, making sure that pupils know what the genre expects of them.

Go over the checklist too.