Clever English
First Additional Language
Learner’s Book
Grade 9
AF de Villiers, F Greeff, MCW Hugo, E Jacobs,
CCJ Leschinsky, CHB Strauss
Clever English First Additional Language Grade 9 Learner’s Book
© AF de Villiers, F Greeff, MCW Hugo, E Jacobs, CCJ Leschinsky, CHB Strauss, 2013
© Illustrations and design Macmillan South Africa (Pty) Ltd, 2013
All rights reserved. No part of this publication may be reproduced,
stored in a retrieval system, or transmitted in any form
or by any means, electronic, photocopying, recording,
or otherwise, without the prior written permission of the
copyright holder or in accordance with the provisions
of the Copyright Act, 1978 (as amended).
Any person who commits any unauthorised act in relation to this
publication may be liable for criminal prosecution and
civil claims for damages.
First published 2013
13 15 17 16 14
2 4 6 8 10 9 7 5 3 1
Published by
Macmillan South Africa (Pty) Ltd
Private Bag X19
Northlands
2116
Gauteng
South Africa
Typeset by Karen Graphics
Cover design by Deevine Design
Cover image from Gareth Williams
Illustrations by Louise Parker, Sandy Lightly, Terri-Lee Muller and Debbie Human
Photos by AAI Fotostock (pages 57 and 95); Afripics (page 142); Gallo/Getty Images (pages 53, 100, 233, 253
and 256); Greatstock Corbis (page 256); INPRA (page 253); SHOUT SA (page 99) and VMS Images (page 207).
Acknowledgements
The publishers would like to thank the following individuals and organisations for permission for use of cartoons:
Cartoon Stock (pages 133 and 144); Dave Carpenter (page 133); Pan Media Agency (pages 144 and 200) and
Press Feature (page 144).
The publishers have made every effort to trace the copyright holders.
If they have inadvertently overlooked any, they will be pleased to make the necessary arrangements at the first
opportunity.
Print ISBN: 9781431803460, e-ISBN: 9781431805006
WIP: 2025K000
It is illegal to photocopy any page of this book
without written permission from the publishers.
Contents
Introduction.................................................................................................................. iv
Term 1
Unit 1: Weeks 1–2 Unit 2: Weeks 3–4
Unit 3: Weeks 5–6
Unit 4: Weeks 7–8
Unit 5: Weeks 9–10
Take a commercial break.........................................................1
Destinations...........................................................................17
Legal eagles..........................................................................31
The magical world of art........................................................47
Call the doctor!......................................................................61
Term 2
Unit 6: Weeks 1–2
Unit 7: Weeks 3–4
Unit 8: Weeks 5–6
Unit 9: Weeks 7–8
Unit 10: Weeks 9–10
A price to pay.........................................................................76
Music to the rescue...............................................................89
Point taken...........................................................................103
Picture it............................................................................... 118
Summative assessment......................................................133
Term 3
Unit 11: Weeks 1–2
Unit 12: Weeks 3–4
Unit 13: Weeks 5–6 Unit 14: Weeks 7–8 Unit 15: Weeks 9–10
I bequeath............................................................................136
Get ready.............................................................................151
Pandora’s box......................................................................168
The world is your oyster......................................................185
Relationships.......................................................................201
Term 4
Unit 16: Weeks 1–2
Unit 17: Weeks 3–4
Unit 18: Weeks 5–6
Unit 19: Weeks 7–8
Unit 20: Weeks 9–10
Business is business...........................................................217
Make your mark...................................................................232
Memories.............................................................................247
Rewind and fast forward......................................................263
Summative assessment......................................................276
Index.........................................................................................................................280
Introduction
Dear Learner
Congratulations! You are now in Grade 9, the last year of English Senior Phase. We
would like to share some information about this book with you.
This book consists of 20 units; one for every two weeks of the year and each with a variety
of fun language texts, skills and activities. Page through it and see the many tables,
illustrations and photos. Each unit has a heading that gives you an idea of the unit’s theme.
In each unit you will find the following:
• a short list of items on the very first page indicating what to expect in the unit;
• important words that you will come across in different activities. These words are
there to help increase your vocabulary and improve your spelling and pronunciation.
• five different sections; each with its own explanations and hints. There are also
activities for you to complete. A small clock will give you an idea of the amount of
time you should take to complete an activity.
Each unit consists of the following sections:
• Listening and speaking activities as well as reading sections in which you will
hear, read about and discuss interesting people, such as superheroes and
celebrities, places and things.
• Writing sections which will give you opportunities to learn to write a variety of
things, and even to create and design advertisements and posters. There are
also hints on keeping your very own personal diary!
• A language section that revises language items so that you can brush up on
language matters that might still worry you.
• An additional section called ‘Extra activities’, which has games and other
interesting activities.
The various sections have clear headings so you can find your way easily through the
book. Take note of the following icons which show these different sections and skills:
Listening and speaking
Reading and viewing
Writing and presenting
Language structures
and conventions
We the publishers and authors, hope you will enjoy this year and learn much from
this book we wrote especially for you.
iv
Unit
1
Take a commercial break
Term 1
Weeks
1–2
In this unit you will ...
introduce yourself to the class
get the opportunity to analyse and discuss various advertisements and
a cartoon
listen to ways in which language can be used to convince and
manipulate
read a story about royal jelly
look at various ways of advertising and create your own advertisement,
and
show knowledge of spelling patterns, abbreviations, parts of speech
and tenses.
✓
✓
✓
✓
✓
✓
1
Advertising
Important words
family crest: a symbol of a family
(like a school badge)
motto: a rule by which one lives
This first unit of the year deals with
presenting products (new or already in use)
to the community and/or consumers. As this
is your first formal lesson in a new grade
you might not know your teacher and many
of your classmates and they might not know you. It will be a good idea, therefore, to
start with yourself as the first ‘product’ to be presented to your immediate community
– your class and teacher.
FOR SALE
Unit 1: Take a commercial break
1
Classroom activity 1
Presenting: ME!
Your teacher has already asked you to bring a photo of yourself to school. You are
going to use it in a poster about yourself. Your poster will have the format of a family
crest. Use the example below to guide you.
This is what you must present about yourself:
• Write your name and surname at the top of the crest.
• Add a photo of yourself.
• Add a picture of any animal that you associate yourself with, e.g. a cat if you are
gentle and introverted (withdrawn or keep to yourself); a horse, if you are strong
and hard-working; or an owl, if you are wise and work better at night.
• Include pictures of your favourite sport or activities.
• Add pictures of your favourite food, snacks and drinks.
• Use your favourite colour(s) as the background of the crest.
• Write your personal motto, which is any motto that you live by or that inspires you.
• When you present your crest, remember that you are part of the advertisement,
and so your body language must be positive and convincing.
Name and surname
Photo of
yourself
Your favourite
sport or activity
An animal you
would associate
yourself with
Your favourite
food/ snack
Your personal motto
Present your crest when you give a short introduction of yourself to the class.
2
Term 1: Weeks 1–2
The language of advertising
When you designed your crest, you were trying to present yourself to others as
creatively as possible. Advertisers do the same when they try to attract the public’s
attention to their products, ideas or services. Advertisements make people aware of
new products and also urge them – usually in a subtle way – to try them. Sometimes,
however, they are less subtle and even try to manipulate future clients.
Roadside billboards are excellent ways to advertise and are often a source of
entertainment. Because of their size and location, they are highly visible to passersby.
You are going to look at two roadside billboards and analyse them. Remember the
following when analysing and discussing an advertisement:
• Why does the advertisement appeal to the viewer? What technique does the advertiser
use to attract attention to the product? Consider the following in your discussion:
○ the visual appeal: the use of colour, creative font and/or words (wordplay),
interesting/unusual image(s)
○ the emotive impact: whether it is shocking or humorous and creates a feeling,
for example, of sympathy, awe or fear.
• Does this advertisement create and sustain interest in the product?
• Will this advertisement create a desire for the product? Does it appeal to human
needs or wants?
• Do you think this advertisement will persuade the consumer to buy the product?
Classroom activity 2
Have a look at the two billboard advertisements below and comment on
the success of each advertisement in terms of the advertiser’s intention.
Use the AIDA principle to explain your opinion to your group members or partner:
• A – attention • I – interest
• D – desire
• A – action
Note: You might become somewhat excited during the discussion. Remember
though, that you still need to pay attention to your pace (so that everyone can follow
you), your tone (do not screech with excitement) and your body language. After all,
you want to convey your opinion successfully.
MILK IS SO MOO MOO
GOOD FOR YOU!
MIND-EASE FOR
THOSE NASTY
HEADACHES.
MIND-EASE. THE
SURE THING
Unit 1: Take a commercial break
3
The language of advertising (continued)
Advertisements do not only use visual appeal (pictures, etc.) to get their message
across, but also semantic appeal (clever use of words). They use language creatively
to persuade, convince, amuse, interest, shock, manipulate and communicate their
message effectively.
Classroom activity 3
Your teacher will read an
advertisement to you in which
language is used to manipulate
and persuade the reader into
action. Listen carefully to the
reading. You will also be told
when to make notes of important
things before answering questions
based on the advertisement.
For Sale
Important words
amenities: useful or attractive features or services, e.g. leisure facilities or any
other public services’ appeal
oasis: a place that gives relief from a chaotic situation
satirise: to attack or criticise somebody or something by means of satire (the use of wit)
Classroom activity 4
You have listened to a description of a property for sale from a property magazine.
Use the notes you made while listening to the story and answer the following
questions. You may discuss these questions with your group before answering orally
or in writing.
1. Do you think this advertisement will appeal to a person who is single? Why do
you say so?
2. Mention two things to prove that this property is situated in the countryside.
3. Name three important things that are situated close to the property.
4
Term 1: Weeks 1–2
4. List three examples from the passage where language is used to influence or
persuade the reader.
5. The writer talks about indigenous trees. What are indigenous trees? (You will not
be able to use word attack skills to answer this question – if you do not know, use
your dictionary.)
6. What do you think it really means when an agent says the garden is a nature
lover’s dream with indigenous trees and natural plant life?
Do you get the message?
2
Advertisements are messages sent to consumers about products. These are subtle
messages that tell them what they desire to have or must have. We are constantly
bombarded with all kinds of messages. You will probably agree that teenagers’
favourite messages are, of course, text messages. The millennium generation of
today is a visual generation, a technologically advanced generation, a generation
where what we see is more important than what we hear. On the following page is a
cartoon that illustrates this statement.
Classroom activity 5
The following questions are based on the cartoon on page 6.
Constantly refer to it and discuss the questions in
your group.
1. What is the relationship between
the characters? What led you
to this opinion?
2. Study the girl’s body
language in frames 3, 4, 5, 6
and 7. Name the emotion that
you think she feels. Support your a
nswer by referring to her body
language and facial expressions in
these frames.
3. What important issue does this cartoon
satirise (attack or criticise using wit)?
Unit 1: Take a commercial break
5
1
2
3
4
5
6
7
8
I’m so glad
we can talk
things out.
6
Term 1: Weeks 1–2
Classroom activity 6
Now, which of
the four shall we
remove first?
Your teeth are precious.
Use the
NEW all-in-one
toothpaste
CAVITY GUARD!
Cartoons can also be used in advertising. Sometimes well-known characters, like
Madam and Eve, are often used. In the following advertisement, the characters are
not well-known but people can identify with the scene and humour.
Discuss the questions that follow in your groups.
1. a) Describe the patient’s facial expression and body language.
b) What does this tell us about the patient?
c) Do you think the patient has confidence in the dentist? Give reasons for your
answer.
2. Does the syringe in the dentist’s hand add to the atmosphere the artist has
created? In what way?
3. Do the font sizes and lettering add to the effect of the advertisement? In what way?
4. What do you find effective about the wording of the advertisement?
5. Give a synonym for remove.
6. What message is the advertiser conveying to the reader?
7. Would you say the advertisement is effective? Why?
Classroom activity 7
Have a brief discussion about how television advertisements can also
influence viewers to desire things they do not necessarily need.
• Mention a few advertisements that illustrate this point.
• Say which is your favourite advertisement.
• Describe what makes the advertisement appealing to you.
• Say whether you think advertisements that are irritating are unsuccessful.
Unit 1: Take a commercial break
7
In the following activity you will meet Albert and Mabel Taylor. They are the main
characters in a short story, Royal Jelly, by Roald Dahl.
Classroom activity 8
Important words
substance: a particular type of liquid, solid or gas
astounded: extremely surprised or astonished
confesses: admits to a wrongdoing
abdomen: the stomach area
convince: to talk someone into doing or believing something
larvae: insects in the worm-like stage of development
grub: another name for larva
In this activity you are required to read a story.
1.First skim through the passage. (This means that you should read through it
once, quickly, to get a general idea about it.)
2. Before you read the story again, tell your partner what this story is about. In other
words, provide a summary of the most important ideas, so that you can both see
if you understood the story.
3. Read the story again. This time read it slowly and read to understand.
4. After the second reading, read through the questions to get a general idea of
what to focus on in your next (third) reading.
5. During your third reading, scan through the passage and identify possible
answers to the questions you have read.
Royal Jelly (summarised)
Mabel Taylor is frightened because her newborn baby
daughter won’t eat and has been losing weight since
birth. She’s worried, but the doctors can’t do anything.
After she goes to bed, Albert begins to read from
one of his many books on beekeeping. He’s always had a way
with bees, and now he makes his living by keeping over 200
hives and selling the honey.
This particular night he reads about royal jelly, which is a substance
that the worker bees produce and feed to the larvae for the first three days of their
8
Term 1: Weeks 1–2
lives. It allows the young bees to rapidly grow in size. Albert gets the idea that this
stuff could help his daughter grow too.
When Mabel comes downstairs the next morning, she is astounded to hear that
the baby has drunk 150 millilitres of milk throughout the night. She gets curious,
though, when Albert later claims to have cured the baby himself. He finally
confesses that he added large quantities of royal jelly to the baby formula. The
shocked Mabel forbids him from feeding any more of it to the child. At the next
feeding, the baby drinks two bottles and seems to be getting fatter.
They weigh the child and Mabel is frightened to see that though she’s put on weight
on her abdomen, her arms and legs are skinny and her tummy is beginning to sprout
yellowy-brown hairs. Mabel accuses Albert of dosing the child with more royal jelly. In
a last ditch attempt to convince his wife that it’s perfectly healthy, he admits that last
year he turned over half his bees to the production of the jelly, which he consumed
himself. Mabel suddenly realises that her husband does really resemble a great big
bee, and her daughter lying on the table looks like a gigantic grub.
‘Why don’t you cover her up, Mabel?’ Albert says. ‘We don’t want our little queen to
catch a cold.’
(Source: Roald Dahl: http://www.roalddahlfans.com/shortstories/roya.php)
Classroom activity 9
Write the answers to the following questions in your workbook.
1. What is Mabel Taylor’s greatest concern at the beginning of the story?
2. How does Albert Taylor earn his income?
3. What is royal jelly? (Explain in your own words.)
4. What has Albert done to ‘cure’ the baby?
5. Albert is not very honest with Mabel. Mention two reasons to prove this statement.
6. What frightened Mabel about the way her daughter has put on weight?
7. Why does Albert ‘resemble a great big bee’?
8. What has now become Mabel’s greatest concern?
9. What is the double meaning (pun) in the statement ‘We don’t want our little
queen to catch a cold’?
10. Make a sketch of what you think the child looks like towards the end of the story.
Promotion process
3
You are going to create your own advertisement. Before you do that, however, you
will look at some other features that determine the success of an advertisement.
Unit 1: Take a commercial break
9
First you must decide who your target audience is.
What is the age of the people at which your
advertisement is aimed? Are they male or female?
Are they from a specific race or culture?
Different colours address different value
systems, here are some examples:
Blue: truth and order,
Red: power, love and rage,
Orange: ambition,
Green: freshness, security and tranquillity,
Yellow: warmth, inspiration and vitality,
Turquoise: global awareness,
Purple: kinship and safety,
White suggests goodness, purity and
innocence.
A
D
V
E
R
T
I
S
I
N
G
Slogans are short catch phrases
advertisers use to capture the message
of advertisements.
Do you know which products the
following slogans belong to?
• wotalotigot
• today tomorrow together
• everywhere you go
What needs or desires do you want to appeal to?
They can be the desire for adventure, status,
security, beauty, love, protection, popularity,
elegance, comfort, dominance, youth, glamour,
romance, material success, social acceptance,
health, or many others.
Classroom activity 10
Your teacher will discuss with you all the elements that make a successful advertisement.
Use the information provided above as well as what you have learnt about the AIDA
principle to create an A4-size poster advertisement for any one of the following
products. The product must be either new, not on the market or your own invention:
• washing powder
• chocolate bar • deodorant • royal jelly
10
Term 1: Weeks 1–2
Language in advertising
4
Classifieds are short advertisements printed together in a section in a newspaper.
Classroom activity 11
Read the classifieds below. You will notice how important it is to make sure
you have used the correct sentence construction and spelling. This is what you must do:
1. See how many spelling and sentence construction errors you can identify.
2. Discuss the ambiguity in these sentences with your teacher and the class.
Ambiguity: Vagueness in meaning, which causes the sentence to be interpreted
in more than one way, e.g. if a widower places an advertisement for a future wife
and states that the woman ‘must be able to contribute to growth of the family’, he
probably means that he needs someone to guide his children and help them to learn
and develop. However, the sentence construction makes it sound as if he wants the
person to bear more children and contribute to the extension of the family.
CLASSIFIEDS
• Mixing bowl set designed to please a cook with round bottom for efficient beating.
• Three-yr-old teacher needed for pre-school. Experience prefered. Reply
a.s.a.p.
• For rent: six-room hated apartment.
• Great dames for sale.
• Tired of cleaning yourself? Let me do it.
• Dog for sale: eats anything and is fond of children.
• For sale: an antique desk suitable for lady with thick legs and large drawers
Before you do the next activity let’s revise some language matters:
Spelling
The following are the top four spelling rules:
1. i before e
Use i before e, except after c, or when sounded as ‘a’ as in ‘neighbour’ and ‘weigh’.
Examples: believe, chief, piece and thief; deceive, receive; weigh, freight
Exceptions: efficient, weird, height, neither, ancient, caffeine, foreign
Unit 1: Take a commercial break
11
2. Dropping the final e
Drop the final e before a suffix beginning with a vowel (a, e, i, o, u) but not
before a suffix beginning with a consonant.
Examples: ride + ing = riding
guide + ance = guidance
hope + ing = hoping
entire + ly = entirely
like + ness = likeness
arrange + ment = arrangement
Exceptions: truly, duly
3. Changing a final y to i
Change a final y to i before a suffix, unless the suffix begins with i.
Examples: defy + ance = defiance
party + es = parties
pity + ful = pitiful try + es = tries
Exceptions: journeying, paying
4. Doubling a consonant before adding –ing
Repeat the last consonant of a word before adding –ing.
Examples: travel – travelling step – stepping
skip – skipping
nod – nodding
Classroom activity 12
Search for the commonly misspelt words below.
R
E
C
E
I
V
E
W
T
R
U
E
L
Y
H
E
12
Term 1: Weeks 1–2
T
Y
H
C
U
F
O
E
H
E
D
D
F
T
A
D
R
I
E
H
T
U
P
I
E
C
E
W
O
R
P
I
B
N
I
I
T
L
N
R
A
I
C
I
R
Y
P
S
E
G
F
E
R
E
I
G
N
E
H
E
E
I
E
A
A
U
P
F
U
D
T
D
P
V
I
R
I
N
N
P
U
N
E
F
L
I
W
H
P
E
E
D
N
T
D
P
T
N
I
B
Y
S
N
E
C
E
S
S
A
R
Y
O
I
E
C
E
I
S
E
P
N
V
F
Y
H
Y
O
I
F
C
E
A
H
A
P
P
E
N
E
D
B
I
U
N
U
E
H
A
P
P
E
N
D
T
R
U
L
N
Y
T
L
S
A
W
E
I
R
D
N
E
C
E
S
G
S
A
Abbreviations
Teenagers often use abbreviations in their cell phone conversations. I’m sure you are
quite up to date on what FYI, LOL, G2G and BRB mean. Unfortunately, these are not
abbreviations you would find in a dictionary and they are therefore not accepted in
formal writing. The table below explains the four types of abbreviations.
Types of abbreviations
Type
Explanation
Contractions Words that are
shortened by leaving
out the middle
letters.
Shortenings
Parts of words that
are used as words.
Initials
Acronyms
Examples
Mister = Mr
Doctor = Dr
year = yr
Mount = Mt
refrigerator = fridge
motorbike = bike
influenza = flu
Formed from the first exempli gratia (for example) = e.g.
letters of words.
repondez s’il vous plaît (please reply) = r.s.v.p.
Head of Department = HOD
et cetera = etc.
post meridiem (afternoon) = p.m.
ante meridiem (before noon) = a.m.
Initials of words
pronounced as a
word on their own.
Light Amplification by Stimulated Emission of
Radiation = Laser
Self Contained Underwater Breathing Apparatus =
Scuba
Acquired Immune Deficiency Syndrome = AIDS
North Atlantic Treaty Organization = NATO
Radio Detection and Ranging = Radar
Congress of South African Trade Unions =
COSATU
Remember:
• You only use a capital letter if the original word begins with a capital letter.
• You do not use a full stop at the end of contractions if the last letter of the original
word is still present.
Classroom activity 13
1. There were two abbreviations used in the
Classifieds article on page 11.
Did you understand what they meant?
a) Reply a.s.a.p. b) three-yr-old teacher
Unit 1: Take a commercial break
13
2. Use a dictionary to look up the meanings of the following important abbreviations:
a) Ltd
b) CD
c) DVD
d) Dec.
3. Use your own name as an acronym to describe yourself.
Example: M – modest, modern
A – amiable
R – reserved, reliable
Y – young at heart
Nouns, adjectives, pronouns
Nouns, adjectives, pronouns, verbs, adverbs and prepositions are known as parts of
speech.
A noun is a word used to name a person, animal, place, thing or abstract idea.
A noun can function as a subject or object in a sentence.
Types of nouns
Type
Explanation
Examples
Proper
noun
•
Represents the name of a person,
place or thing.
Always written with a capital letter.
Mabel
Cape Town
your own name and surname
Refers to a person, place or thing in a
general sense.
Usually written with a capital letter only
when it begins a sentence.
learner
teacher
bees
•
Common
noun
•
•
Abstract
noun
Names anything that you cannot
experience with any of the five senses.
Collective Names a group of things, animals, or
noun
persons.
fear
worry
health
a swarm of bees
a flock of birds
An adjective qualifies (tells you more about) a noun or a pronoun, e.g. newborn baby,
young bees, royal jelly
A pronoun can replace a noun or another pronoun. You use pronouns to make
your sentences less clumsy and less repetitive. Personal pronouns change form
depending on their position in the sentence.
Personal pronouns
person
subject
first
I, we
second
you
third
he, she, it, they
14
Term 1: Weeks 1–2
object
me, us
you
him, her, it, them
Classroom activity 14
1. Look at the underlined words and decide which parts of speech they are.
a) Wanted. Man to take care of Friesian cow that does not smoke or drink.
b) Dog for sale: He eats anything and is fond of children.
2. Choose the correct pronoun in each of the following sentences:
a) They are accusing (we/us) and (he/him).
b) Vera gave (he/him) and (me/I) the message.
c) It is (he/him) she is looking for, isn’t it?
d) Let (them/they) do the work and let (us/we) do the supervising.
e) James and (she/her) are cousins.
Simple sentences
A simple sentence is a sentence that can stand alone and contains only one finite
verb. Look at the following examples:
Mabel accuses Albert.
Mabel is frightened.
She goes to bed.
Each of the above sentences can stand alone and make sense by itself.
Classroom activity 15
Pay attention to the notes before answering the questions.
If a verb is in front of the subject it must agree with the number of the subject – a
plural subject needs a plural form of the verb; a single subject takes a singular verb.
1. a) There (be) green grass and trees in the park.
b) What (be) the men looking for?
What are you really talking about?
(Hint: In 2.a) is it the smell or the flowers?)
2. a)
b)
c)
d)
e) The smell of these flowers (be) very distinctive.
The time of wine and roses (be) over now.
Many copies of this picture (have) been sold.
Drug abuse by school children (be) on the increase.
A hat made by these milliners (be) usually very expensive.
Unit 1: Take a commercial break
15
Quantities take a singular verb.
3. a) Two litres of milk (be) not enough for a family of eight.
b) I think R2 000,00 (be) too much to pay for this painting.
Trousers, spectacles, etc. are plural BUT a pair is singular.
4. a) Sharp scissors (be) not supposed to be handled by children.
b) A pair of dark glasses (be) very important on a sunny day.
Or, either ... or, neither ... nor, not only ... but also – the subject closer to the verb
determines the verb.
5. a) Neither the boys nor the girl (have) been overseas.
b) Not only Mary, but also her sisters (be) waiting for you.
If a subject is followed by with, together with, as well as, including – the first noun
determines the verb.
6. a) T
he supervisor as well as the workers (be) dissatisfied with the conditions at
the factory.
b) The mother, with the little ones, (be) lost.
Extra activity 1
Slogans are short catch phrases advertisers use to sum
up the messages of advertisements.
They are the things we remember
when we are bombarded with
advertisements. Because they are
short, they are easy to remember.
Their interesting word play or
language devices also make them
quite memorable.
In groups or pairs come up with new
and interesting slogans for existing
products, as well as a slogan for
the product that you advertised in
Classroom activity 10.
16
Term 1: Weeks 1–2
Unit
2
Term 1
Destinations
Weeks
3–4
In this unit you will ...
discuss with your group interesting journeys that you have experienced
listen to the correct way of reading to an audience
get the opportunity to read aloud to the class
learn about Huckleberry Finn and his adventures
get the opportunity to think about the destination of your personal life
study a poem about paths in life
write a letter of appreciation, and
show your knowledge of spelling, prefixes and suffixes, sentence
construction, indirect speech and idiomatic expressions.
✓
✓
✓
✓
✓
✓
✓
✓
Every person is on a path to somewhere, both literally and figuratively. We are
always busy thinking about or deciding on our next move, and we always have some
destination in mind. Every morning when you wake up, you immediately start to
prepare for your daily journey. Your destination? School. Some journeys are longer
and we need to plan for them in more detail. There is, however, only one way to begin
any journey, no matter how long it may be: with a step. Centuries ago, a well-known
Chinese philosopher said: ‘A journey of a thousand miles begins with a single step.’
That single step he referred to is the first action a person takes towards beginning a
journey. It all begins with a decision ... the answer to the questions ‘Where should I
go? What is my destination?’
The journey
1
Important words
destination: the place to which somebody is going
literal: strictly keeping to the most basic or true meaning
figurative: what a word represents (its deeper meaning)
Unit 2: Destinations
17
So many places to go, so much to see but so little time! There are two types of journeys
we can go on: literal journeys and figurative journeys. A literal journey is a real journey.
This is when you physically travel on a route to a destination. A figurative journey is an
inner journey, during which you learn more about yourself, e.g. how you feel about things.
It is so much fun to plan a journey – especially a literal one. First you have to decide
on the destination and then you need to plan which roads you will travel to get there.
To make it even more of an experience, you must remember to not only focus on the
destination, but also on having fun during the journey.
Classroom activity 1
Remember, a journey need not be very far for it to qualify as a journey.
You are busy travelling whenever you leave your home to go to any other place.
Discuss the following with your group or class.
• Did anything interesting or out of the ordinary happen on the way to school this
morning or on your way home yesterday?
• What was the most eventful journey you have ever made? Why was it eventful?
• What was the weirdest, most shocking or most interesting thing you have ever
witnessed while travelling by car, taxi, plane or train?
Through the years there have been so many stories about interesting journeys. Think
of the wonderful adventures that Jules Verne’s Phileas
Fogg had during his journey Around the world
in eighty days, or Jonathan Swift’s Gulliver
in Gulliver’s travels. And who can forget
the adventures of Alice in Wonderland?
All these characters travelled to
interesting places and met colourful people
on their journeys.
Listen now to the adventures of Homer’s
Odysseus as he travelled back to Ithaca
after the war in Troy.
Important words
wander: to move from place to place without purpose or destination
cannibal: somebody who eats human flesh
resistance: withstanding or going against something
enchanting: something that is captivating and delightful
beeswax: yellow wax produced by bees which they use to build their honeycombs
18
Term 1: Weeks 3–4
1
t
As
en
sm
ses
Classroom activity 2
Formal assessment – Listening comprehension
Your teacher is going to read the passage to you twice.
During the first reading listen and pay attention to the following criteria:
• How does the teacher use his or her voice? When you read to an audience, you
should read loudly and clearly without changing the meaning. Intonation is also
important because it places emphasis on main parts of the sentence.
• It is important to vary your voice according to the punctuation. Different
punctuation marks require a difference in accent.
• The pace should not be too fast or else it will also be difficult to follow.
• Stand up straight and lift your chin so that your voice is projected to the back of the class.
• Try to make eye-contact with your audience. By doing this you truly share your
reading material with them.
During the second reading you will be given a copy of Odysseus’ map. You must
listen carefully to complete it by drawing the path of his journey. See how much you
can remember of Odysseus’adventures in Classroom activity 3 in your group.
Classroom activity 3
1. Discuss with your group what you noticed about the way your teacher
read. Discuss the different features of reading to an audience.
2. Answer the following:
a) How many years in total was Odysseus away from his family?
b) Mention in the correct order all the places he went to and how long he
stayed there during his journey to Ithaca. You could plot this onto a timeline.
3. Complete your map and compare it with that of the others in your group.
4. Do you believe in a potion that can make one resistant to magic? Explain.
5. Do you believe in magic? Explain your answer.
Classroom activity 4
1. Find a suitable text of about five to ten
sentences (three paragraphs) to prepare for
reading to the class.
2. Practise your reading at home by standing in
front of a mirror or reading to your family.
3. Pronounce all the words correctly and follow
the criteria mentioned in Classroom activity 2.
Unit 2: Destinations
19
The road ahead
2
Study the definitions of the following
words before reading about the
adventures of Huckleberry Finn. You will
have to be able to identify and discuss
these elements/features in your group.
To recap, the following are key features
in studying a novel:
Setting: the period in time and/or the
place in which the events of a story occur
Narrator: the person who tells the story
Background: the events leading up to
the story; what happened before
Theme: an idea or message
Plot: the storyline
Characters: the people in the book
Characterisation: the way in which the writer portrays the characters in a book
Moral: relating to issues of right and wrong
The adventures of Huckleberry Finn
by Mark Twain
Whenever Pap, Huckleberry Finn’s father, goes
out, he locks Huck in the cabin, and when he
returns home drunk, he beats the boy. Tired of
his confinement and fearing the beatings will
worsen, Huck escapes from Pap by
faking his own death. He does this
by killing a pig and spreading
its blood all over the cabin.
Hiding on Jackson’s Island in the
middle of the Mississippi River,
Huck watches the townspeople search the river for his body. After a few days on
the island, he encounters Jim, one of Miss Watson’s slaves. Jim has run away
from Miss Watson after hearing her talk about selling him to a plantation down the
river, where he would be treated horribly and separated from his wife and children.
Huck and Jim team up, despite Huck’s uncertainty about the legality or morality of
helping a runaway slave. While they camp out on the island, a great storm causes
20
Term 1: Weeks 3–4
the Mississippi to flood. Huck and Jim spy a log raft and a house floating past the
island. They capture the raft and loot the house, finding in it the body of a man who
had been shot. Jim refuses to let Huck see the dead man’s face.
Although the island is blissful, Huck and Jim are forced to leave after Huck learns
from a woman onshore that her husband has seen smoke coming from the island
and believes that Jim is hiding out there. Huck also learns that a reward has been
offered for Jim’s capture. Huck and Jim start downriver on the raft, intending to
leave it at the mouth of the Ohio River and proceed up that river by steamboat to
the free states, where slavery is prohibited. Several days’ travel takes them past
St. Louis, and they have a close encounter with a gang of robbers on a wrecked
steamboat. They manage to escape with the robbers’ loot.
During a night of thick fog, Huck and Jim miss the mouth of the Ohio River and
encounter a group of men looking for escaped slaves. Huck has a brief moral
crisis about concealing stolen ‘property’ – Jim, after all, belongs to Miss Watson –
but then lies to the men and tells them that his father is on the raft suffering from
smallpox. Terrified of the disease, the men give Huck money and hurry away.
Unable to backtrack to the mouth of the Ohio, Huck and Jim continue downriver.
So begin the adventures of Huckleberry Finn.
(Source: http://www.sparknotes.com)
Classroom activity 5
1. What is the setting of the novel?
2. Who are the main characters?
3. Mention the incident that serves as the background to Huckleberry Finn’s
adventures.
4. One of the themes of the novel deals with racism and slavery. Although Mark
Twain wrote the novel after slavery was abolished, he set it several decades
earlier, when slavery was still a fact of life. The result of slavery is a world of
moral confusion, in which seemingly ‘good’ white people such as Miss Watson
show no concern about the injustice of slavery.
Refer to the underlined section in the passage when you discuss the above
statement.
5. Childhood is another theme of the novel. Huck does not have a loving childhood
and parental guidance. However, his character develops in a positive way.
Discuss with the group your opinion about the lie that Huck tells to the men who
are looking for escaped slaves. What does this reveal about Huck’s character?
Unit 2: Destinations
21
In the readings so for we have explored literal
journeys. As you know, a journey can also be
figurative. Such a journey is a journey of life.
When we plan or make decisions about our
lives, we are deciding what (figurative) path we
want to follow. Life is a journey.
The following poem by Robert Frost is about
such a journey. Imagine walking on a path in
a forest. Where the path forks, or splits in two,
you need to decide which way to go. Do you take the left or right path? And you must
choose one or the other if you want to go forward. You cannot choose both. That is
how it is in life too. You must think carefully about the decisions you make and be
content with the choice.
The road not taken
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveller, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
5
Structure
The poem consists of four stanzas.
Each stanza has five lines.
The rhyme scheme of the poem is:
abaab cdccd efeef ghggh
Then took the other, as just as fair,
Figurative meaning
And having perhaps the better claim
The poem is an extended metaphor.
Because it was grassy and wanted wear,
The path in the wood represents
life. The place where the path ‘diverges’ or
Though as for that the passing there
forks represents the choices that we
Had worn them really about the same, 10
have to make in life.
And both that morning equally lay
In leaves no step had trodden black.
Oh, I marked the first for another day!
A theme is the message that the
Yet knowing how way leads on to way
poet shares with us through his writing.
I doubted if I should ever come back. 15
In this poem the theme is about
taking opportunities in life as they are
presented to us and not wondering
too much about the things we did
not choose.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I,
I took the one less travelled by,
And that has made all the difference. 20
by Robert Frost
Now for your response
(Source:http://www.poemhunter.com)
22
Term 1: Weeks 3–4
Classroom activity 6
Answer the questions about the poem by Robert Frost.
1. Did the speaker decide immediately which path he should follow? Explain.
2. Were the two paths exactly the same? Quote a line to prove your answer.
3. What does the speaker mean with ‘knowing how way leads on to way’?
4. Explain the final line. Does it show that he is satisfied with his choice?
5. Have you made any choices in your life that you regret or are satisfied with?
Share your story with your group.
Classroom activity 7
Study the cartoon and discuss the questions that follow.
1. What do the facial expressions of the people in the lift
reveal about their moods?
2. What is the problem that the artist is satirising?
3. Suggest a solution to the problem and discuss
it in your group.
4. What do the words in the thought bubble reveal
about the way people sometimes
view problems?
WHY can’t
these lazy
people take the
stairs!
This is what happens when all the people are on the
same path at the same time!
Thank you
3
At the end of this year you will have to choose the
subjects in which you will specialise to prepare you
for a specific career or field of study. For some people
this is a very difficult choice because it requires of you
to decide which path your life will take after school.
To make such a responsible choice at age 15 can be
daunting.
Unit 2: Destinations
23
Important words
career guidance: advice about career
options and their requirements
sympathetic: to be sensitive,
understanding and caring
format: the layout or plan of something
Rose was finding it very difficult to make a career
decision. She wanted to do so many things after
school but was afraid that she would one day regret
the decision she made. Unfortunately, she is in Grade 9
and has to make her subject choices now. She decided to ask her career guidance
teacher for advice.
Ms Samson was very sympathetic and understanding. She listened to Rose, asked
some questions and gave meaningful advice. After the conversation, Rose felt a little
more certain and confident about the path ahead.
When the day came for Rose to fill in her subject choices for the next year it was
easier for her, as she knew what was expected for the career she had chosen to
follow one day.
She decided to write a letter to Ms Samson to express her appreciation for her time
and understanding and also to thank her for her valuable advice.
Informal letter writing
Planning
Remember to do the following when you write an informal letter:
• Include your address and the date.
• If you are writing to an adult, the register should be formal.
• The first paragraph should indicate why you are writing, i.e. your purpose.
• The body of the letter should be on the subject you are writing about. In Rose’s
letter, the body of the letter will include her thanks and appreciation for the help
and advice she received.
• Brainstorm your ideas and write them down in a mind map – your teacher will
give you an example.
• Arrange what you want to say in logical order.
• Each paragraph should have a main idea (in the topic sentence) with supporting ideas.
• Use a variety of sentences, including connecting words (conjunctions).
• There should be a concluding paragraph.
24
Term 1: Weeks 3–4
See the example below.
154 Noon Street
Hilton
Pietermaritzburg
3200
6 August 2015
Dear Ms Samson
First paragraph (introduction of topic).
Second paragraph (body of letter).
Third paragraph (conclusion).
Yours sincerely
Rose Mathews
Writing
If you want a good product, always follow the writing process below.
• Planning: Plan the content of the letter. Remember to divide the content into
three sections – introduction, body and conclusion.
• Drafting: Write the first draft of your letter in rough.
• Revision and editing: Revise what you have written. Edit the work with care and
make all the necessary changes.
• Proofreading and presenting: Proofread the first draft of your letter. When
you are satisfied, write the final copy. Present it to your teacher for assessment.
Make sure your writing is neat and legible!
Classroom activity 8
Imagine you are Rose. Write a letter of appreciation for the useful
advice Ms Samson gave you. The body of the letter should be between 140–160
words. A letter of appreciation must be set out in the format of an informal letter.
Unit 2: Destinations
25
Finding my way
Are you ready for some language revision?
Classroom activity 9
I should of listened to my
friends. I dunno were I am.
I am suppose to no how
to use a compass, but
no one learned me how.
I’m in alot of trouble.
Please help.
Rewrite the note and correct all the errors.
Simplex and complex words
A simplex word consists only of a root or stem, e.g. cover.
A complex word consists of a stem (root) and/or prefix and suffix,
e.g. dis-cover-ing
Look at the following table showing how complex words can be formed:
Complex word
Prefix
Stem
Suffix
insufficiently
in–
sufficient
–ly
undesirable
un–
desire
–able
unhappiness
un–
happy
–(i)ness
Look at the following sentences:
Ms Samson: ‘You girls can come to my office any time tomorrow.’
26
Term 1: Weeks 3–4
4
This sentence is in direct speech (because we have the actual words of the speaker).
In reported or indirect speech the sentence becomes:
Ms Samson said that they could come to her office any time the next (or the following)
day.
Remember: if we want to change a sentence from direct to indirect or reported
speech after a past tense introductory verb (such as), we must, e.g.
• change the verbs that follow to the past tense
• change the pronouns and time words as well.
Here is a list of some of those words that need to change:
Direct speech
Indirect speech
Pronouns
I, he, she, we, they
me, us, him, them
Verbs
Present tense:
is, are, play
Past tense:
was, played
Past tense:
was, were, played
Past tense:
had been, had played
Time/place words
here
this
now
today
yesterday
there
that
then
that day
previous day
Figurative language
Figurative language helps to make the language one uses more attractive.
Proverbs: A proverb is a short figurative expression that usually contains words of
wisdom, truth or morals, e.g. a rolling stone gathers no moss (a person moving from
one place to another is never very successful).
Idioms: An idiom is an expression that has a figurative meaning, e.g. to take to the
road (to begin a journey).
Euphemisms: A euphemism is an expression used to make something less
disturbing or troubling, e.g. Granny passed away, which is a softer way of saying that
she died.
Here are two Zulu proverbs that are broadly related to our theme Destinations.
A home is a real one if people visit it.
The stomach of a traveller is small.
Think about how each could be related to the theme.
Unit 2: Destinations
27
Classroom activity 10
1. Add prefixes and/or suffixes to the following
stems:
a) cautious
b) graph
c) responsible
2. Direct and indirect speech:
Rewrite the speech between the boys in the
reported speech. Start your sentences with:
Boy 1 said _____ and Boy 2 said _____.
3. What do you think the following idioms (which
are figurative expressions) mean?
a) to keep your chin up
b) to be a dark horse
c) to let sleeping dogs lie
d) to step on someone’s toes
e) to see stars
I don’t know
where we
are now.
I think we
are lost.
Some revision on parts of speech
Subject and verb agreement
A simple sentence must have at least a subject and a verb. It may or may not have
an object.
Example: Rose wrote a letter.
This sentence consists of a subject, a verb and an object:
Subject
Rose
Verb
wrote
Object
The verb must also always agree with the subject in number.
This is called concord. Look at the following examples:
I write a letter. She writes a letter. They write letters.
She and I (= we) write a letter. She or I write a letter.
Rule: for (n)either … (n)or the verb must agree with the
noun/pronoun nearer to it.
Nouns
What do nouns do? They name people, things and
animals, e.g. the girl (noun) wrote a letter.
28
Term 1: Weeks 3–4
a letter.
Pronouns
Sometimes we put a word in the place of a noun – it is called a pronoun: She wrote
the letter. (See the pronouns in the table on page 27, for example.)
Adjectives
Words that describe nouns are called adjectives:
The young girl wrote a long letter.
Classroom activity 11
1. Indicate the subject, verb and object in the
following sentences.
a) The children are singing songs while
walking.
b) Trevor is holding the compass today.
c) Angie holds a plastic bag with ice in her
hand.
2. Change each of the verbs in the above
sentences to the simple past tense.
3. Rewrite sentence 1. a). Add two adjectives to it.
4. In this unit the abbreviation e.g. was often used.
It means for example.
Use your dictionary to find out the meanings of the following abbreviations:
Rev.Dr etc.hippo gym approx.
Spelling
Is your spelling improving?
Remember the following spelling pattern:
A final y after a consonant becomes i when the suffix is added:
beauty  beautiful
bury  buried
lovely  lovelier
Note: the suffix –ing requires the y to be retained (kept) because of pronunciation:
carry  carried, but carrying
steady  steadier, but steadying
Unit 2: Destinations
29
Extra activity 1
You are standing in front of the Supermarket in Lilian Ngoyi Street
and need directions to the travel agent in Lang Street. Write out
how you will do this.
Sepei Str
Ray Mahlaba Library
Lil
tr
gS
Str
Kort Str
Lan
Klein Str
Bus Stop
Pine
ian
Ng
oy
iS
tr
Vilikazi Rd
’s
mi
Tu vels
a
Tr
And
r
sche
m Fi
a
a
r
B
ens
Gard
tr
za S
o
h
o
Th
r
ew
Str
t
l’s ke
ue ar
m rm
Sa pe
Su
Walter Sisulu High
Mahatmah Ave
Extra activity 2
This unit introduced you to finding your way, both literally and
figuratively. You even read a poem about selecting a road to travel.
Now this is what you must do:
• Visit any library or surf the Internet to find a poem that has a similar theme to this
one. It could be about roads, travelling, making choices, etc. Be a good poetry
detective.
• Once you have found a suitable poem practise how to dramatise it.
• Bring the poem to school and present it to your group.
• The group will decide whose poem they like best.
30
Term 1: Weeks 3–4
Unit
3
Term 1
Legal eagles
Weeks
5–6
In this unit you will ...
discuss various types of contracts and the consequences if they are
broken
look at the language usage in contracts
study a poem about the effects of divorce
research and discuss a dispute between a buyer and seller
write a report based on a dispute between a buyer and seller, and
show your knowledge of conjunctions, reported speech, idiomatic
expressions, apostrophes and abbreviations.
Count on me!
✓
✓
✓
✓
✓
✓
1
In your life there must have been a time or an incident during
which you were disappointed by someone. I bet you don’t
even have to think hard before you answer ‘yes’.
Unfortunately, this is one of the realities of life. People
and things are changeable. Maybe it is also because
we are living in a fairly rushed time and people do not
always think before they make a commitment. Sometimes
people feel guilty about something and then make certain
promises to make them feel better – very often these promises are not kept. Have
you ever promised someone something? Did you keep that promise? Are there
promises that you did not keep?
Classroom activity 1
Discuss the following questions with your group members.
1. Is it sometimes fine not to be able to live up to your end of a bargain?
2. Are there acceptable excuses for going back on your word? What are they?
3. What should you do if you have disappointed someone?
4. Will an unreliable teenager become an unreliable adult?
Unit 3: Legal eagles
31
Important words
consequences: the results of an action
enquiries: asking for information or
making investigations
rationally: showing clear and sensible
thinking
agitatedly: feeling anxious and nervous
authenticity: how real/genuine it seems
Any promise that is broken has negative
consequences. If you break a promise to a sibling or a friend, you feel guilty and
unhappy. If a business breaks a promise, or someone breaks a promise made to a
business, there can be legal consequences.
This is why many businesses have people on their staff that deal only with consumer
issues. Businesses can also register at a call centre. The agents at the call centre
then listen to the customers’ problems and notify the business about the issues. The
agents can also phone those clients who have not kept their payment promises to the
businesses.
A call-centre agent handles incoming or outgoing customer calls for a business and
might handle account enquiries, customer complaints or support issues.
The agents at the call centre must always be polite and able to stay calm, no
matter what the person on the other end of the line says, or how upset they are.
Unfortunately, because of the nature of the calls they have to take, call-centre agents
very seldom have telephone conversations with pleasant people.
Your teacher will play a recording or read a dialogue of a conversation between a call–
centre agent and a customer. First read up on effective ways of listening.
Effective listening
Pay attention to the following when listening to a conversation:
• Tone: The way in which they speak, e.g. calmly, sarcastically, rationally,
agitatedly, furiously, nervously, understandingly.
• Language use: The words used during the conversation. The words used are
determined by the tone. A person who is angry will often use rude words.
• Register: This refers to the level of the language. The words you use should be
suitable for the person you are speaking to, the topic you are discussing, and
the situation in which you both are. A formal register is used in a formal situation.
An informal register makes use of either colloquial (everyday conversational)
language or even slang.
32
Term 1: Weeks 5–6
•
Conventions: The basic rules of conversation should be followed: be polite,
state your problem clearly and be to the point. Also listen to what the other
person says – do not interrupt!
Classroom activity 2
Listen to the telephone conversation between a callcentre agent and a customer.
In your group or pairs discuss the following:
1. What tone of voice did the speakers use?
2. Was the language used suitable?
3. What register did they use?
4. Was this a successful conversation?
5. Was the issue resolved? Why or why not?
Use the knowledge that you have gained about the way language is used for the next
activity.
Classroom activity 3
Work with your partner in preparing to role-play the following situation:
Your friend has a cell phone that he or she wants to sell. You offer to buy it and
arrange to bring the money the following day and take ownership of the item. You
arrive at your friend’s home the following day with the money only to find out that he
or she has already sold it to someone else.
Write the dialogue that takes place and act it out to the class. Remember to use
language that is acceptable for the situation, use an appropriate tone of voice and
ensure that your body language conveys the same message as your words.
Your dialogue should take about four to five minutes.
Use the following grid to assess other pairs when they role-play their situation:
Try again
Good
Very good
Use of language



Tone of voice



Body language



Content



Unit 3: Legal eagles
33
To buy or not to buy ...
2
Important words
classified ads: the advertisement section of a newspaper that advertises small
items for sale (sometimes just called ‘Classifieds’)
ejectment: when a tenant who has been evicted seeks to legally recover his or
her possessions from the owner or landlord
transfers: pass from one person to another
warrants: something that authorises somebody to do something
indemnifies: providing somebody with protection, especially financial protection,
against possible loss, damage or responsibility
liens: the legal right to keep or sell somebody else’s property as security for a debt
encumbrances: claims on property
voetstoots: as is; the seller has no responsibility for any faults in the item sold
deposit: to give a sum of money as part-payment or security
commencing: to begin happening
When Thabo got his driver’s licence,
he decided to buy a car. He looked
in the classified section of the local
newspaper and found the perfect car:
a red Polar Bear. He went to the bank
for financing and met with a consultant,
Leigh Jones.
Classroom activity 4
Your teacher is going to read the contract between Thabo and Leigh to you.
Pay attention to the following:
• the format of the contract
• the type of language used in a contract (it doesn’t sound like the way we talk to
each other – it’s much more formal)
• the signatories: the buyer and the seller both sign the contract in the presence of
two witnesses, and then the witnesses also sign the contract.
34
Term 1: Weeks 5–6
AGREEMENT FOR THE SALE OF A MOTOR VEHICLE
Made and entered into by and between:
Thabo Mokena (hereinafter called ‘the Seller’)
and
Leigh Jones (hereinafter called ‘the Purchaser’)
WHEREBY IT IS AGREED AS FOLLOWS:i. The Seller sells and transfers to the Purchaser the following motor
vehicle –
Make: Eco-Eco
Model : Polar Bear
Year : 2012
Registration Number: DFR 542 GP
(Hereinafter referred to as ‘the vehicle’)
ii. The Seller warrants that the Seller has the full right and authority to sell and transfer
the vehicle and hereby indemnifies the Purchaser against ejectment;
iii. The Seller warrants that the vehicle is sold free of liens and encumbrances;
iv. The vehicle is sold as is, voetstoots;
v. The Seller shall sign such forms and deliver to the Purchaser such documents as may
be necessary to enable the Purchaser to register the vehicle in his name;
vi. The price payable by the Purchaser to the Seller for the Vehicle is the sum of
R104 000,00 (One hundred and four thousand Rand) payable as to a deposit of
R30 000,00 (Thirty thousand Rand) upon the signing of this agreement and as to the
balance of the purchase price by 24 (state number) monthly instalments of R3 100,00
(Three thousand one hundred Rand) each payable on or before the first day of each
and every month, commencing on 30 July 2014 (day, month year).
SIGNED at Pretoria (place) on this 8th July 2014 (day, month, year)
AS WITNESSES:
1._______________________ 2._______________________
_____________________
SELLER
SIGNED at Pretoria (place) on this 8th July 2014 (day, month, year)
AS WITNESSES:
1.______________________ 2.______________________
_______________________
PURCHASER
(Source: http://www.cooperattorneys.co.za/Vehicle/sale%20of%20vehicle.pdf)
Unit 3: Legal eagles
35
A divorce is also finalised by a contract between two
people. Sometimes married adults decide, for a variety of
reasons, that it would be better for them to live separate
lives. Unfortunately, children don’t always have a say in
such decisions.
Whatever the reason for a divorce, children usually also
feel and experience pain and even rejection.
The poem, Broken contract, written by a 15-year-old
teenager, expresses the emotions felt by the child in such
a situation.
Broken contract
This is my silent bargain
This is my silent plea:
If you can’t accept me as I am
Then you shouldn’t have given birth to me
I am only a 15 year old child
I don’t come with an 18 year warranty
You can’t return me when I break
Face it, you’re stuck with me
5
In this stanza the child
compares him or herself to
an object that was
purchased. This child is
‘broken’ as a result of the
divorce, but cannot be
returned to the manufacturer
like other objects.
But wait ... no ... You saw it differently didn’t you?
10
You broke that everlasting contract
Of having me as a kid
You tore it up on October 10th
And chose a different life to live
So much for silent bargains
Forget that silent plea
15
I will not accept your new lifestyle
Anonymous
The tone is accusing.
Theme: The teenager
feels that his or her parents
did not fulfil their responsibility
to love and care for their
child when they decided to get
divorced.
(Source: http://poetrypoem.com)
Classroom activity 5
Discuss the following questions in your group before your teacher
listens to the report back from all the groups.
1. Why do you think the teenager says that his or her parents should not have given
birth to him or her? (Refer to line 3 in your answer.)
2. A ‘warranty’ (line 6) means that if the quality of something is not good, it will be
replaced. Why does the poet think it is necessary to say that he or she does not
have a warranty?
36
Term 1: Weeks 5–6
3. Does the poet feel that his or her parents thought about him or her when they
decided to divorce?
4. What was the date of the divorce?
5. The contract referred to in lines 10–12 is meant figuratively. What ‘contract’ does
the poet refer to?
6. Why does the second stanza consist of only one line?
Mr Davy decided to buy a
house for himself and his family.
Since their baby was born six
months ago, he realised that
he would need a place with a
garden where their son could
run around and kick a ball.
Together with his wife and a
property agent, they searched
for the most suitable house.
They found a lovely little place
that they could afford which was
also close to a day-care centre.
The property agent, Mrs Moore, drew up a contract and handed it to Mr Davy to read
through. It was quite a lengthy document and Mr Davy had to look at everything.
However, his father had taught him that you never put your signature to something if
you haven’t read and understood every word.
After he had read it, he called the agent and they signed the contract before witnesses.
Classroom activity 6
Before you read the contract that follows, let’s recap the reading process.
Before-reading
Skim through the text for main ideas. Look at the title, heading and sub-headings.
This will give you an idea of which aspects are covered in this extract.
Scan for supporting details and look for key words in every paragraph.
During-reading
Focus on main ideas and key words as you read.
After-reading
Evaluate the information. Compare the writing to other (more informal) pieces of
writing. Answer the questions.
Unit 3: Legal eagles
37
THE SELLER hereby sells to the PURCHASER who hereby purchases the
under-mentioned property, upon the following terms and conditions, namely:
1. THE PROPERTY HEREBY SOLD IS:
Plot 1023 in the township ENTAMBENI
In Extent: 900 square metres
2. PURCHASE PRICE AND PAYMENT:
The Purchase Price of the property is the sum of R450 000
(FOUR HUNDRED AND FIFTY THOUSAND RAND) which amount is payable in cash
against registration of transfer of the property into the name of the PURCHASER.
The PURCHASER shall within 30 days from date of signature hereof deliver approved
bank guarantees to the SELLER or his nominee/s as security for the due and proper
payment as aforesaid.
3.OCCUPATION:
Occupation of the property shall be given to the PURCHASER on 15 July 2015.
Occupational rental in the amount of R4 500 per month shall be paid by the party in
occupation of the property whilst not the owner thereof. The occupational rental is
payable monthly in advance at the offices of the transferring attorneys.
4.POSSESSION:
Possession of the property shall pass to the PURCHASER on date of registration of
transfer, from which date the PURCHASER shall assume all risks in respect of the
property and be liable for all rates and taxes payable to the Local Authority.
5.TRANSFER:
Transfer of the property in the name of the PURCHASER shall be attended to by the
SELLER’s Transferring Attorneys, MBOWENI & JOHNSON. The PURCHASER shall
pay all transfer costs and costs of this agreement to the said Transferring Attorneys upon
demand.
Signed at _________ (place) on this ____________ (day, month, year)
1.……………………… 2.………………………….
…………………....…
Seller
Signed at _________ (place) on this ____________ (day, month, year)
1.……………………… 2.………………………….
…………………........
Purchaser
38
Term 1: Weeks 5–6
Classroom activity 7
Answer the questions that follow in your workbook. Scan the contract
to find answers to Questions 1–9.
1. What is the size of the property that Mr Davy has bought?
2. How long after Mr Davy has signed the contract does he have to give the bank
guarantee for the payment?
3. When can Mr Davy and his family move into the house?
4. What will their rent be until the property is registered in his name?
5. From when will Mr Davy be the legal owner of the property?
6. Who will be responsible for the payment of rates and taxes from the day of
registration?
7. Who are the attorneys that will prepare the contract for registration?
8. What are the costs that need to be paid to the attorneys called?
9. Is the following statement true or false? Quote a phrase of two words to prove
your answer.
Mr Davy must pay his rent at the end of every month.
Let sleeping dogs lie
3
Geena’s parents
bought a puppy from
DALMATIC about four
months ago. They were
told that the puppy –
which then was white
with vague light grey
spots – would have
black spots by three months. The puppy (Cruella), is now four months old, but still
has a white and grey coat – no black spots!
Geena loves the puppy very much, but her parents paid R5 000,00 for a pure-bred,
registered puppy and believe that they have been misled about Cruella’s pedigree.
Her parents made an appointment with Mags Matjila from DALMATIC to discuss the
matter regarding Cruella. Geena accompanied her parents and was allowed to sit in and
listen to the discussion, because her parents did not want to make any decisions on their
own regarding Cruella as she is Geena’s dog. At the end of the meeting the situation was
resolved.
Unit 3: Legal eagles
39
How to write a report
A report is a systematic, well-organised document,
which addresses a subject or a problem, and which
may include:
• the record of a sequence of events
• an interpretation of the importance of these
events or facts
• an assessment of the facts or results of
research presented
• a discussion about the outcomes of a decision
• conclusions
• recommendations.
Reports must always be: accurate, concise (to the
point), clear and well structured.
Remember that in all writing (even when you
have to write a report) the following steps must be
followed:
1.Plan: First think (and discuss) what you want to say, and then jot down all the
ideas you want to use in your mind map.
2.Draft: This is your first try. Make sure that each main idea is listed. The correct
use of punctuation also adds to the clarity of what you want to say.
3.Revision: Carefully read through your report to see if it says what you had in
mind. Will the person or people reading it understand what you have formulated?
4.Edit: Improve where you can: spelling, punctuation, sentence construction, and
maybe even your facts.
5. Proofread and present: Read through your report a final time to check whether
you are happy with what you have written; then re-write it neatly for your teacher
to assess – make sure you can be proud of your product.
Important words
register: the level of language used (formal or informal)
systematic: to do something in an organised manner
interpretation: to establish the meaning of something
conclusions: decisions made or opinions formed
recommendations: suggestions as to what is a good or sensible thing to do
40
Term 1: Weeks 5–6
Classroom activity 8
Geena’s parents asked her to write a report
(120–140 words) about the meeting and the
decisions that were taken. It is a formal report
and a copy will be sent to DALMATIC.
Before writing
Discuss the situation in your group.
• What do you think Geena’s parents said
to Mags?
• How do you think Mags reacted? Could
she produce any proof that Cruella is, in
fact, a pure-bred dalmation?
• Were there any other dogs on the estate
of DALMATIC?
• What did Mags suggest or decide?
• What did Geena and her parents suggest
or decide?
• Discuss what the possible outcome of the situation could have been.
• Study the rubric your teacher will give you to see what is expected of you.
When writing
•
•
•
A report is formal. Therefore, a formal register must be used.
Make sure you use the correct format, e.g. sub-headings for the different aspects
discussed.
The logical order of events is important.
Talk the talk
4
Important words
attorney: somebody legally empowered to
make decisions and act on behalf of somebody
else (synonym: lawyer)
Unit 3: Legal eagles
41
Read the following passage about the film, Legal Eagles.
Legal Eagles
Tom Logan (Robert Redford) is an Assistant District Attorney
in the New York City District Attorney’s Office, who is on his
way to becoming the new DA. Into his life enters Laura Kelly
(Debra Winger), an attorney who is representing Chelsea
Deardon (Daryl Hannah). Chelsea is accused of stealing
a painting from an art dealer, Victor Taft (Terrence Stamp).
However, Chelsea claims that the painting is actually hers.
She maintains that her father painted it for her and signed it
on her eighth birthday, 18 years ago – the same day that her
father and most of his paintings mysteriously went up in smoke in a fire.
Conjunctions
Look at the last sentence in the passage about the film Legal Eagles.
‘However, Chelsea claims that the painting is actually hers, as her father painted it for
her and signed it on her eighth birthday, 18 years ago.’
It is a number of separate sentences joined together by conjunctions.
1. Chelsea claims that the painting is actually hers.
2. Her father painted it for her.
3. He signed it on her eighth birthday, 18 years ago.
Conjunctions used: however, as, and
Conjunctions are words that are used to join sentences together.
Commonly used conjunctions
after
even if
although that
Example:
though
if
becauseas
since
before
while
until
when where unless
I will be able to drive when I get older.
‘I will be able to drive’ main clause (complete thought)
‘when I get older’ subordinate clause (incomplete thought)
The conjunction ‘when’ is used to join the main clause to the subordinate clause.
In English there are different ways to make your sentence construction more
interesting, e.g. you can use a:
• Simple sentence: One day I will drive a car.
• Compound sentence: One day I will buy a car and drive it. In this example two
simple sentences are combined with the word (conjunction) and –
I will buy a car + I will drive it.
• Complex sentence: One day when I have a car I will drive it. Two simple
sentences are again combined with the word (conjunction) when –
I will drive a car + I have a car.
42
Term 1: Weeks 5–6
Classroom activity 9
Word level work
1. Fill in the blanks by using the appropriate conjunction.
Use commas where necessary.
a) He behaves _____ he rules the world.
b) We started moving _____ he took his foot off the brake.
c) I am going to go _____ my parents say I can’t.
d) I waited _____ my mom paid for the groceries.
e) I ran _____ I was scared.
f) We will go running _____ we tie our shoes.
g) We can eat lunch _____ you like.
h) _____ I get happy I smile.
i) I’m not leaving _____ you say you’re sorry.
Sentence level work
2. Write the following sentence in the reported or indirect speech. (Refer to the
notes in the previous unit.)
a) ‘This painting is mine! My father gave it to me on my eighth birthday,
18 years ago,’ Chelsea cried.
b) ‘I am sure that his daughter stole the paintings after the fire last year,’ said a
very upset art dealer.
3. The following sentences are answers to questions that were asked. Write down
the questions.
a) I realised the paintings were gone, when I arrived home.
b) Laura Kelley will be Chelsea’s attorney.
c) No, I don’t think Chelsea stole the paintings.
Apostrophes
We use apostrophes to show:
• Possession: When ownership is indicated, the apostrophe is used.
○ Singular noun: the girl’s painting (= the painting of the girl)
○Plural noun: the girls’ paintings (when the plural form of the word ends in an
–s, just add an apostrophe (’ after the –s).
• Omission: When letters in a word are left out (omitted)
is not
was not
isn’t
wasn’t
they are
I am
they’re
I’m
will not
are not
she is
won’t
aren’t
she’s
we have
we are
it is
we’ve
we’re
it’s
Unit 3: Legal eagles
43
Classroom activity 10
1. Explain the use of the apostrophe in the following sentences:
a) An assistant in the District Attorney’s office.
b) They won’t believe her, I’m afraid.
c) The paintings’ frames were damaged.
2. Correct the spelling errors in the following paragraph.
Its he’s fault that the painting burnt. They received a warning about it’s safety, but
he did’nt want to check.
Abbreviations
The table below shows the different types of abbreviations used in English.
Types of abbreviations
Type
Explanation
Example
Initialism
Formed from the initial letters in
a phrase or a word.
exempli gratia (for example) =
e.g.
Acronym
A word formed from the initials or North Atlantic Treaty
other parts of several words.
Organization = NATO
Clipped words
A word shortened by common use. advertisement = ad
Truncation
To shorten something by cutting
off or removing a part.
Mathematics = Maths
Aphesis
The loss of an unstressed vowel
at the beginning of a word.
esquire = squire
Portmanteau
(or blended
word)
Made up of combining parts of
two separate words.
web + log = blog
camera + recorder = camcorder
breakfast + lunch = brunch
Classroom activity 11
Work in pairs/groups to find the answers to the following questions.
(Remember: dictionaries are very useful.)
1.Acronyms
a) AIDS
44
b) COSATU
Term 1: Weeks 5–6
c) ESCOM
d) Scuba
e) Laser
2.Initialisms
a) a.s.a.p.
b) r.s.v.p.
3.Abbreviations
b) min.
a) Mr
4.Truncations
a) bike
b) memo
5. Cell phone abbreviations
a) BBS b) BTW c) etc.
c) l.
d) mm
c) pram
d) gym
e) flu
c) G2G d) LOL e) Y2K
Sentences
Do you remember that there are five different
sentence types in English? (You did this last
year.) Refresh your memory by studying the
table below.
Types of sentences
Sentence type
Example
Statement
This unit is about legal eagles.
Question
What is the unit about?
Commands
Write a contract!
Exclamation
What a contract!
Wishes or desires
If only I could write a contract.
Spelling
Do you remember this spelling pattern?
When a word has more than one syllable and the accent falls on the last syllable,
double the final consonant:
refer  referring
fulfil  fulfilling
occur  occurring
Unit 3: Legal eagles
45
Extra activity 1
There are many short stories or novels that deal with court cases or that are detective
stories. Go to the library and look for a story that has a crime theme. Read it and then
share the story with the class. It is still the beginning of the year, so you have a lot of
time to read. Your teacher will make an arrangement with you about when you can
tell the class about the book you have read. Copy and complete the table below in
your exercise book.
Title
Author
Main character
(protagonist)
Plot (storyline)
What I liked about the
book
46
Term 1: Weeks 5–6
Unit
4
The magical world of art
Term 1
Weeks
7–8
In this unit you will ...
✓
✓
✓
✓
✓
✓
learn about perceptions of beauty
deliver an unprepared speech
expand your knowledge on different art forms
understand that the lyrics of a song are also poetry
read a traditional Zulu story
write a narrative or reflective essay, and
revise verbs (regular and irregular), reported speech and idiomatic
expressions.
Illusions
✓
1
Important words
optical: relating to the sense of sight
illusion: something that tricks the eyes or mind
perceive: to see or notice something
Perception is the way we see or understand things. It is a very personal thing
because we do not all view things in the same way. We are from different cultures
and have different personalities. These are only two of the many things that influence
the way we perceive the world around us.
In the next activity you will see how people focus on different things and how that
influences what we see.
Did you know? Your brain is what makes sense of the images that are sent by your
eyes. If it cannot understand an image, it changes the picture to fit in with what you
already know. This is why you do not always see things as they really are. This ‘trick’
between your eyes and brain is called an optical illusion.
Unit 4: The magical world of art
47
Classroom activity 1
1. Look at each drawing only once and say what it is that you see.
2. Which grey dot is larger?
You might have heard that beauty lies in the eye of the beholder. Indeed, the
perception of beauty changes from person to person. Our personalities and interests
influence our ideas of beauty.
We need to learn to look with our hearts and not only our eyes. These words by
Confucius are very true: Everything has beauty, but not everyone sees it.
Your teacher is going to read you a conversation about beauty in which certain
perceptions are seen to cause damage. Listen carefully. You will be told when to note
important ideas before answering questions based on the dialogue.
Classroom activity 2
Use the notes you made while listening to the conversation between two
teenage girls and answer the questions below. You may discuss them in
groups before answering orally or in writing.
1. What does it mean that Alice ‘keeps mostly to herself’?
2. Do you think Anne is a good friend? Give a reason for your answer.
3. What two reasons does Alice give to prove that Anne has a nice life?
4. What, according to Alice, do beautiful girls look like?
5. According to whose standards is Alice not beautiful?
6. Complete the following sentence by adding ONE word:
The mood of the conversation was _____.
48
Term 1: Weeks 7–8
From the conversation in Classroom activity 2 we can see that wrong perceptions can
easily be formed. It would really be boring if everything and everybody looked the same.
In the oral activity that follows, you will see how our different personalities and views
allow us to see things differently. We are not only unique in what we look like and
how we are, we should also embrace the fact that we are unique in our opinions and
should not conform to what others think we should be.
Classroom activity 3
Study and discuss the ink blot in your group.
What do you think it is? You will be surprised
at the number of different interpretations.
Unprepared speech
Even if it is an unprepared speech, it is still important to plan properly.
Planning
•
•
•
•
Write down the topic or heading of your speech.
Introduction: Write down only one sentence that will be used to introduce your
topic. It can be a question, a quote, an interesting statement or a fact.
Conclusion: Before you think of anything else to say, write down your conclusion.
It is very important to end an unprepared speech properly. Write the sentence
that you will use to end your speech with. Here you can be guided by what you
used as an introduction. You can either answer the question you asked in the
introduction or anything else that links successfully with the opening lines.
Body: Next, pay attention to the body of your speech. Think of three or four things
you can say about the topic. Organise these ideas logically. Will
you, for example, explain what happened? If so, you will use the
past tense. Write down only words or phrases that you will use.
Presenting your speech
•
•
•
•
•
•
Stand in front of your audience.
Stand up straight, with your feet slightly apart.
Hold your notes in one hand.
Lift your chin, look at your audience and smile.
Deliver your speech with confidence. Speak loudly and clearly
enough for everyone to hear you.
When you run out of points, deliver your conclusion with a
tone of confidence.
Unit 4: The magical world of art
49