Document Sample
					               GRADE 9



           LEARNER'S BOOK

              SECTION A

        Suggested Time : 4 hours

               Marks : 65


PHASE ORGANISERS:    Culture and Society and
PROGRAMME ORGANISER: Male and female roles
FOCUS:               Sexism

Note to the learner: (Spend 5 minutes reading the introduction)

The CTA consists of this Section A and a Section B that will be written later.

Section A provides a number of oral, reading and written tasks that will enable you
to demonstrate your language ability.

Each task has one or more activities. You will be assessed on some of these
activities. The other activities will assist you in gaining the knowledge and skills
needed for the assessment activities. The assessment criteria will be clearly
stated for any activities that will be assessed.

In Section B you will be asked to read a text and answer comprehension
questions. You will also be asked to do a short piece of writing. The theme of
Section B is related to the theme of Section A, so you can prepare yourself for
Section B by revising the work done in Section A.

Instructions for Section A:

   This section should be completed within 4 class hours, which could be spread
   over a number of days.
   Answer Section A in your exercise book or in the manner you and your teacher
   have agreed upon.
   Certain activities should be performed individually and others in pairs or
   groups. You may consult someone or ask for assistance at any time.
   Work as quickly as you can when doing individual work.
   Do not waste time when doing pair and group work. Focus on the activity and
   ensure that the work is completed in the given time.
   Ensure that everyone is given an opportunity to express their views when doing
   group work.
   In Section A you will gain knowledge and skills that you will use in Section B. It
   is important to complete all the Section A tasks thoroughly.


There are four main tasks:
Task 1:      Contextualisation
             (Spend 40 minutes of class time on this task)
Task 2:      Reading comprehension
             (Spend 45 minutes of class time on this task)
Task 3:      Listening and speaking
             (Spend 1 hour 45 minutes of class time on this task)
Task 4:      Functional Writing
             (Spend 45 minutes of class time on this task)

The marks obtained from the CTA, which includes Section A and Section B, will
account for 25% of your total year mark, while the assessment of your work
throughout the year (continuous assessment) will account for the remaining 75%.

Enjoy doing these tasks!

TASK 1         CONTEXTUALISATION (40 minutes)

The purpose of this task is to:
• gain vocabulary and ideas that will assist you to do the assessment tasks
• give you the opportunity to explain your point of view and respond to that of
• make you aware of bias and sexism and how stereotypes can influence your
   understanding of a text.

Although this task is not meant for formal assessment, it is important that these
activities are performed thoroughly since they form the background for the tasks
that follow.

Activity 1     Vocabulary (10 minutes)

Look at the list of personal qualities given in the block below. Work in a group and
look up the meanings of any of the words you do not understand.
Draw a table with two columns headed "Male" and "Female". Under these
headings, write the words in the list that are:
    most often associated with males
    most often associated with females.


Activity 2     Discussing stereotypes (20 minutes)

        In the cartoons on page 5, the cartoonist has picked on certain qualities
        and types of behaviour, which may be true of a number of individuals
        belonging to the group represented by the picture. They are regarded as
        typical or stereotypes (same type) of a whole group.       Look at the
        example given below. Most people would describe a boxer using the
        adjectives given.

        Do you think the adjectives given apply to all boxers?

Example:       BOXER

A boxer is aggressive, tough, boastful, determined, competitive.

For each picture given below:

•    Identify the person/group represented by the picture
•    Discuss and list any 4 qualities that the person typifies.

Class discussion:
• Compare your opinions with those of other groups in your class.
• Make notes of the descriptive words given by other groups.
• Do you think different cultural groups or people with different backgrounds and
   experiences may interpret the pictures, and what they represent, differently?
   Give an example to support your answer.
• Do you think that the descriptions given can be applied to ALL individuals who belong
   to the group represented by each picture?

1.                                  2.                       3.




Activity 3     Identifying bias and sexism (10 minutes)

      Bias and sexism
      •    If you are biased, you do not have a balanced view. You would, for
           example, not judge a person as an individual but in terms of the negative
           ideas you may have about the cultural group, gender or race he/she
           belongs to.
      •    Sexism is bias based on gender. It means believing that one sex is
           inferior to the other and treating members of that sex less well. The term
           can be applied equally to females and to males.

Look at the cartoons below and discuss the following questions:
• Do you agree with the view expressed?
• Are the statements true of all women/men?
• Decide if the views expressed are biased or sexist or both.

1.     Men are useless with babies.              2.     Men control the family budget
                                                        better than women.

3.     Women are too concerned                   4.     Women can’t do men’s jobs.
       about their appearance.

LLC – ENGLISH ADDITIONAL LANGUAGE                                         LEARNER'S BOOK: SECTION A

TASK 2         RESPONSE TO TEXT (45 minutes)

Activity 1     Reading of the text (10 minutes)

The purpose of this task is to:
• assess your ability to understand and respond to a text.
• prepare you for a similar task that will be done in Section B of the CTA.

Read the passage below:


        1.   Life without the fairer sex is fun –
             until the reality of dirty washing
             and bad meals sets in ...

       What a nightmare! I dreamt that you ran off and left me with the ironing.
                                                                               Phalane Molate

2.     What would happen if men woke up one day and found that all women had
       disappeared? Imagine this happens on a Sunday morning. Most men,
       having gone to bed late, will not suspect anything at first. They will probably
       think that the women have gone visiting or have gone to church.

3.     Imagine lazy John Ditapola – still in bed at eleven o'clock – calling his
       teenage daughter to get him his favourite Sunday newspaper and a cup of
       tea. After repeated calls he gets up – angry – and gets himself a glass of
       cold water. He starts grumbling because his wife and daughter have left the
       kitchen untidy – there are dirty dishes all over the place and the floor is
       muddy. As he steps outside, he gets even angrier because they haven't
       removed the washing from the line.

4.     Bra Percy, his neighbour, walks in and asks for a private meeting. "Hey
       Buddy! I'm in trouble. My wife's gone to church and I need money to buy
       smokes and a beer. I'll pay you back," Bra Percy says confidently. "It's
       bad, Percy, when I woke up this morning, Tebogo and her mother had also
       gone. I suppose they are attending a meeting at Tebogo's school," replies

5.     Slowly, more men converge under the big tree in the street – the gossip
       headquarters. It is unusually quiet for a Sunday morning. No-one has any
       money – their wives have left them penniless after their Saturday shopping
       spree. Since the men are all very proud, no-one talks about the
       disappearance of the women.

LLC – ENGLISH ADDITIONAL LANGUAGE                                       LEARNER'S BOOK: SECTION A

6.     A month passes and most men have not been paid as they did not have
       clean clothes to go to work. The electricity bills are low because they have
       not cooked. The fashion store bills are low because the men did not buy
       new clothes or make-up.

7.     It is two months since the women have disappeared. Cockroaches and
       mice are moving into the houses. The food stores and women’s clothing
       stores are going bankrupt. The liquor store and shebeen owners are
                                              Adapted from The City Press, April 27, 1997

Activity 2     Group discussion of the text (15 minutes)

After reading the passage Without Women Men Are Lost on your own, work in a
group and discuss the following questions.

1.     Look at how the writer uses stereotypes in the passage.
       • Which two main stereotypes are described in the passage?
       • Work through the passage and list the characteristics and tasks
          associated with women and those associated with men.
          e.g. Men are lazy (sleep late).
                Women are expected to do all the housework.

2.     Decide which statement below best describes the passage:

       A.      It is obvious that the writer is biased against men as most examples
               given refer to men.
       B.      It is obvious that the writer is biased against women as most
               examples given refer to women.
       C.      The writer makes fun of both women and men and does so to
               entertain his readers.
       D.      The writer thinks that he is better than others and his attitude is

Activity 3     Written response to text (20 minutes)

Read the passage again and answer the following questions individually in writing.
Your teacher will use a memorandum to mark your answers.

Take note of the following:
• Look for all the answers in the passage, Without Women Men Are Lost. You
   are expected to show your understanding of the passage, not to give your own
• The questions have been set in a certain order. If you find the answer to
   question 1, the answer to question 2 will follow.
• Read the questions very carefully and underline the key words. Answer
   exactly what has been asked.
• Focus on conveying the correct meaning when answering the questions.
• Do not copy answers directly from the passage. Phrase your answer so that it
   answers the question. You may have to change the word order of the words
   in the passage or rewrite the idea given in the passage in your own words.


Read the passage and answer the questions in writing:

1.     To whom do the words “fairer sex” refer? (Paragraph 1)                              (1)

2.     List two facts that prove that John Ditapola is a lazy man.                         (2)

3.     In John Ditapola’s view what is a woman’s role in the home?                         (2)

4.     Quote an example of slang used in paragraph 4.                                      (1)

5.     Quote one word from paragraph 5 that means the same as "come
       together".                                                                          (1)

6.     In your own words explain what is meant by the words "gossip" and
       "headquarters". (Explain both words)                                                (2)

7.     The writer suggests that the women spent a lot of money and enjoyed their

       7.1     Is the statement true or false?                                             (1)

       7.2     Quote a word from paragraph 5 to prove your answer.                         (1)

8.     Give a reason why cockroaches and mice are “moving into the houses”.                (1)

9.     Explain why the food and clothing stores are going bankrupt while the liquor
       stores and shebeens are flourishing.                                                (1)

10.    Where does the text come from? (What is the source?)                                (1)

11.    What, in your opinion, was the writer’s intention (aim) when writing this text?     (1)


TASK 3         LISTENING AND SPEAKING (1 hour 45 min)

The purpose of this task is to:
   listen to the reading of a short newspaper article and respond in writing to
   comprehension questions
   prepare for an oral presentation
   deliver an oral presentation.

Activity 1     Response to listening text (20 minutes)
This assessment task is a listening activity.
   The teacher will read the text aloud while you close your eyes and listen.
   The teacher will read the questions aloud while you read the questions below
   The teacher will then read the text again.
   During the second reading you may make notes if you wish.
   You will then be asked to answer the questions in writing.
   Keep your answers as short as you can.

1.     According to the article, who are the best drivers, men or women?
2.     Name the government department that John Schnell works for.
3.     Which province does John Schnell represent?
4.     What group of drivers causes most accidents?
5.     Name two characteristics that make women better drivers?
6.     What quality makes women good ambulance drivers?
7.     What job does Mark White do?
8.     Why do men usually learn to drive more quickly?
9.     Why do men usually pass their driving test more easily?
10.    Why do women often fail their driving test the first time?

Activity 2     Preparation for an oral presentation (15 minutes)

                Your school is hosting a debating competition on the topic:
                Are men or women the superior sex? Speakers from your
                neighbouring school will be invited to participate.

You can choose one of the following options for your oral:

1.     Dialogue
       A telephone conversation between the two organisers of the debating
       competition (one from each of the two participating schools).
       Mention all the final arrangements for the competition such as time, date,
       transport, number of participants expected, judges and catering.


2.     Welcome and introduction of the guests by a member of the Learner
       Representative Council
       Introduce the guests, judges and speakers, welcome everyone to the
       competition and introduce the topic of the debate.

3.     Speaker:
       Choose the topic Women are the superior sex or Men are the superior sex.
       Ensure that you have a striking introduction and conclusion. Give at least
       three good reasons for your point of view and support these with convincing

4.     Announcement of the winning team and vote of thanks by a member
       of the Learner Representative Council
       Announce the decision of the judges and thank those who contributed to
       the success of the event, such as the planning committee, the judges, the
       participants and the audience.

The oral presentation should:
  last approximately 2 minutes (If you choose the dialogue, each speaker must
  speak for two minutes.)
  cover the main points listed as part of the topics
  not be rude about either men or women; try and be objective
  be written out and then reduced to key points that you can refer to when
  be creative and interesting.

Your planning for your oral will be assessed using the following criteria:
  The suitability of your introduction or greeting
  The logical flow of your presentation
  Choice and interest value of your content
  The suitability and impact of your conclusion
  How well you achieved your aim and interpreted your topic
  The language and vocabulary used.

Activity 3     Oral presentation (1 hour 10 minutes)

You will deliver your oral presentation for assessment. Your presentation will be
assessed by means of the rubric provided.

LLC – ENGLISH ADDITIONAL LANGUAGE                                                            LEARNER'S BOOK: SECTION A

Rubric for the assessment of the oral presentation:

Assessment                   LEVEL 4                  LEVEL 3                  LEVEL 2                   LEVEL 1
20 marks
4 for planning
16 for oral
                              4 marks                  3 marks                  2 marks                   1 mark
Planning and           Clear evidence of        Some evidence of         Very little evidence      No or totally
producing notes from   planning                 planning                 of planning               irrelevant planning
which to speak         Planning is effective    Planning mostly          Difficult to see the      Notes irrelevant or
(SO 4 AC 6)            Notes clear, well        relevant                 link between the          not handed in
(Ask the learner for   organised and useful     Notes mostly clear,      planning and the
notes after the                                 well organised and       ideas expressed
presentation has                                useful                   Notes not as
been made)                                                               functional
                              4 marks                  3 marks                  2 marks                   1 mark
Content and            Purpose of the           Presentation is          Purpose of                Purpose of
achievement of aim     presentation is fully    mostly successful        presentation not very     presentation not
of the presentation    achieved                 with minor lapses        clear                     achieved
(SO 1 AC 1)            Topic well               Content adequate         Content mostly            Very poor
(SO 7 AC 3)            interpreted – original   and relevant to topic    relevant to topic         interpretation of topic
                       and striking
                              4 marks                  3 marks                  2 marks                   1 mark
Organisation of        Effective introduction   Adequate                 Some attempt to           Hardly any sign of
presentation           and conclusion           introduction and         introduce and             organisation
(SO 7 AC 4)            Arguments logical        conclusion               conclude topic but        Ideas jumbled or
                       and well supported in    Most arguments in        not successful            irrelevant
                       the debating topic       debating topic logical   Some relevant             Very little link
                       Effective and logical    and justified            arguments in              between content and
                       presentation of          Arrangements for         debating topic but        topic
                       arrangements,            debate, introductions    ideas rarely justified
                       introduction or vote     and vote of thanks       Arrangements,
                       of thanks                acceptable               introduction and vote
                                                                         of thanks partly
                                                                         irrelevant or
                              4 marks                  3 marks                  2 marks                   1 mark
Presentation           Fluent, convincing       Reasonably fluent        Hesitance makes it        Inaudible voice and
(SO 7 AC 2)            communication of         communication of         difficult to follow all   incoherent delivery
                       ideas                    ideas                    ideas                     Hardly any audience
                       Good rapport with        Rapport with             Distracting behaviour     contact
                       audience                 audience created but     shown                     Too many distracting
                       Audible, clear           not always               Often not clear and       movements and
                       presentation             maintained               audible                   mannerisms
                                                Mostly clear and
                              4 marks                  3 marks                  2 marks                   1 mark
Language and           Very good use of         Vocabulary used          Limited vocabulary        Severely limited use
vocabulary             vocabulary               correctly                Partly correct            of vocabulary and
(SO 5 AC1)             Minor language           Language mostly          language use –            language
                       errors                   correct                  meaning not always        Presentation often
                                                                         clear                     incoherent


TASK 4         FUNCTIONAL WRITING (45 minutes)

The purpose of this task is to:

   collect and study a variety of different letters to the editor and letters to a
   columnist in which people ask for advice.
   write a short letter, of approximately 150 to 200 words, to the editor or a
   columnist. You need not include addresses.

Activity 1     Looking at examples of letters (15 minutes)

   Work in a group. Page through newspapers and magazines and find letters to
   the editor and letters to an advice columnist. Choose one letter to the editor
   and one to an advice column.
   Answer the following questions as a group:
    – Is there a difference between the letter to the editor and the letter to an
       advice columnist?
    – Is the problem/complaint/point of view clearly stated?

Activity 2     Choosing a topic (5 minutes)

All the tasks done in Section A have been about male/female issues:
• Look at the tasks you have done and select a topic that you feel strongly
• Write to the editor of a newspaper and express your views OR
     Write to an advice columnist and ask for advice on a matter that is important to
• The cartoons in Task 1 Activity 3 may give you ideas.
• Look at the comprehension passage for ideas.
• You are free to choose any topic that is related to male/female issues.


Activity 3     Planning and drafting (5 minutes and homework)

Plan your letter and write your drafts in your exercise book or folder.
• Formulate your opinion or question and use it as a heading, e.g.
    How can I convince my mother that my older brother has to do his share of the
    household chores? (Letter to an advice columnist) OR
    Women should not be allowed on the roads (Letter to the editor).
• Organise your ideas and supporting facts by listing or by drawing a spider
• Share your ideas with a friend or adult and ask them for ideas.
• Although you may ask for ideas, the writing must be your own.
• Write your first draft, edit and revise it. You may write as many drafts as you
    like. The drafts should be done in your exercise book or folder.
• Use the assessment sheet given below to assist you. Your techer will dicuss it
    with you.
• Make use of a dictionary.
• The rubric that will be used to assess your work follows on page 13.
    – Are the terms used in the rubric familiar to you? If not, ask your teacher to
    – Use the rubric to assess your own work.

Checklist that will assist you to check and edit your writing:

Tick to show your answer to the questions asked
                                                              Yes          No
•   Have I given my letter a suitable heading that gives a
    clear indication of what the letter is about?
•   Will my introduction encourage the reader to read the
    rest of my letter?
•   Have I stated my question, problem or point of view
•   Do I have at least 3 different points or arguments?
•   Does my conclusion give my letter a clear sense of
•   Will the feelings I have expressed, and especially the
    way that I have expressed them, be acceptable to those
    who will read my letter?
•   Have I checked my letter for unnecessary language and
    spelling errors?

LLC – ENGLISH ADDITIONAL LANGUAGE                                                                                    LEARNER'S BOOK: SECTION A

Rubric that will be used to assess the final product:

Assessment criteria                   LEVEL 4                         LEVEL 3                       LEVEL 2                      LEVEL 1
20 marks
4 for planning
16 for letter
                                      4 marks                         3 marks                        2 marks                       1 mark
Planning and drafting        Clear evidence of               Some evidence of               Very little evidence of      No or totally irrelevant
(SO 7 AC 4)                  planning handed in              planning handed in             planning                     planning
                             Planning is effective           Planning mostly relevant       Difficult to see the link
                                                                                            between planning and the
                                                                                            ideas in letter
                                      4 marks                         3 marks                        2 marks                       1 mark
Clarity of meaning and       Original and striking ideas     Ideas relevant to topic        Some ideas relevant          Ideas jumbled or
originality of message       Opinions well justified         Communicates opinions          Opinions/feelings not        irrelevant
(SO 1 AC 1)                  Feelings effectively            and feelings adequately        justified or supported       Letter does not achieve
(SO 7 AC 5)                  communicated                    Some opinions are              Purpose of writing not       purpose
                             Purpose of writing well         justified/supported            adequately achieved
                             achieved                        Purpose of writing mostly
                                      4 marks                         3 marks                        2 marks                       1 mark
Structuring of text          Effective and pleasing:         Adequate:                      Inadequate evidence of       Writing lacks division into
(SO 5 AC 1)                  - introduction and              - introduction and             structuring                  introduction, body and
                               conclusion                      conclusion                   Where an attempt has         conclusion
                             - organisation of               - use of sentences and         been made to write an        No attempt made to
                                ideas in sentences              paragraphing                introduction or conclusion   structure writing
                                and paragraphs               - use of connectors            it is not effective          No meaningful use of
                             - use of connectors                                            Hardly any use of            connectors
                                      4 marks                         3 marks                        2 marks                       1 mark
Correct and appropriate      Correct language and            Mostly correct language        Many language and            Poor language and
language                     spelling                        and spelling                   spelling errors              spelling hampers the
(SO 5 AC 1)                  Adequate and correct            Mostly correct vocabulary      Limited vocabulary           construction of sentences
(SO 7 AC 5)                  vocabulary                      Tone and style mostly          Tone and style not           Meaning obscured
                             Suitable tone and style         suitable                       appropriate                  Very limited vocabulary
                             Sensitivity to gender and       *Some evidence of              Lacks evidence of            No sensitivity to gender or
                             culture*                        sensitivity to gender and      sensitivity to gender or     culture
                                                             culture                        culture
                                                                                            *Partly sexist/rude
                                      4 marks                         3 marks                        2 marks                       1 mark
Drafting, editing and        Clear evidence of               Drafts show some               Drafts show little           Drafts show very little or
proof reading                drafting, editing and proof     evidence of editing and        evidence of editing and      no evidence of editing
(SO 7 AC 4)                  reading                         proof reading                  drafting                     and proof reading
(SO 5 AC 2)                  Process writing has             Process has lead to some       Very little improvement of   Product poor
                             enhanced product                improvement                    product                      No drafts handed in
* Due to the nature of the task the writing may be sexist.   Writing should, however, not be rude or insulting.

Activity 4              Writing the final copy (20 minutes)
•      Write the final copy of the letter in class.
•      As you will receive marks for the planning and drafting stages of your work,
       include copies of your planning and all the drafts of your letter in the book or
       folder that you submit to your teacher.
•      Your work will be marked using a rubric.
•      You will be severely penalised if the work is not your own.


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