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English for Life Learner's Book Grade 11 Home Language
Până la Lynne Southey, Ian Butler și Megan Howard
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Evaluare: 4 din 5 stele4/5 (4 stele)
Lungime: 498 pagini3 ore
- Editor:
- Best Books
- Lansat:
- Oct 31, 2013
- ISBN:
- 9781775892502
- Format:
- Carte
Descriere
In English for Life Grade 11 you will be covering a range of fascinating, thought-provoking and often humorous texts with integrated activities through which you will also improve your knowledge of some of your other subjects. The texts form the basis for extending your understanding and application of language usage and communicative skills, for interpreting and responding to a variety of visual material, and for reading and understanding literature.
Furthermore you will participate in assessing your progress and language competence by using various methods and instruments such as rating scales, checklists, and rubrics. You will continuously listen and speak, read and view, write and present and at the same time you will practise using English functionally, fluently and creatively by producing a range of language texts for particular purposes, audiences and contexts.
English for Life Grade 11 is an integrated language textbook for learners taking English as their Home Language in FET.
Furthermore you will participate in assessing your progress and language competence by using various methods and instruments such as rating scales, checklists, and rubrics. You will continuously listen and speak, read and view, write and present and at the same time you will practise using English functionally, fluently and creatively by producing a range of language texts for particular purposes, audiences and contexts.
English for Life Grade 11 is an integrated language textbook for learners taking English as their Home Language in FET.
Informații despre carte
English for Life Learner's Book Grade 11 Home Language
Până la Lynne Southey, Ian Butler și Megan Howard
Evaluări:
Evaluare: 4 din 5 stele4/5 (4 stele)
Lungime: 498 pagini3 ore
Descriere
In English for Life Grade 11 you will be covering a range of fascinating, thought-provoking and often humorous texts with integrated activities through which you will also improve your knowledge of some of your other subjects. The texts form the basis for extending your understanding and application of language usage and communicative skills, for interpreting and responding to a variety of visual material, and for reading and understanding literature.
Furthermore you will participate in assessing your progress and language competence by using various methods and instruments such as rating scales, checklists, and rubrics. You will continuously listen and speak, read and view, write and present and at the same time you will practise using English functionally, fluently and creatively by producing a range of language texts for particular purposes, audiences and contexts.
English for Life Grade 11 is an integrated language textbook for learners taking English as their Home Language in FET.
Furthermore you will participate in assessing your progress and language competence by using various methods and instruments such as rating scales, checklists, and rubrics. You will continuously listen and speak, read and view, write and present and at the same time you will practise using English functionally, fluently and creatively by producing a range of language texts for particular purposes, audiences and contexts.
English for Life Grade 11 is an integrated language textbook for learners taking English as their Home Language in FET.
- Editor:
- Best Books
- Lansat:
- Oct 31, 2013
- ISBN:
- 9781775892502
- Format:
- Carte
Despre autor
Lynne Southey has been involved in publishing material for the educational sector since 1988 and has developed material for several publishers, both for prescription by the DBE for Grades 4-12, English as Home Language and as First Additional Language, and for the trade, including study guides for literature and language.
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English for Life Learner's Book Grade 11 Home Language - Lynne Southey
Read about people who make a difference
You have heard about global warming, greenhouse gases, and the possibility of a new ice age. The predictions about the earth’s future are not positive.
But people all over the world are not just sitting around waiting for something bad to happen; there are many who are doing a great deal about it. You have probably thought about what you as an individual can do: save electricity and water, walk whenever possible rather than use fuel-driven transport, and so on. People who have money and power can do even more. Below are two articles about what the Norwegians are doing.
Pre-reading: Skim the two newspaper articles printed below. Remember that the purpose of skimming is to get a general idea of what a piece of writing is about. You will see that the two articles report on the same event, the inauguration of a seed bank that took place on 26 February 2008.
Article 1
INSIDE THE DOOMSDAY VAULT
In this icy bunker lies the Noah’s Ark of plant life that could save our earth.
1 Its name alone makes it sound like a relic from the Cold War or something out of a film: the Doomsday Vault. It is housed in an icy steel and concrete bunker, more than 100 metres deep inside the mountain permafrost of an Arctic archipelago.
2 Yet the Svalbard Global Seed Vault (SGSV) is man’s latest attempt to create an insurance policy for the earth in the event of a catastrophe, such as devastating climate change brought about by global warming.
3 It’s been dubbed a Noah’s Ark for plant life and has been built to withstand even an earthquake or a nuclear strike. The SGSV, a backup to the world’s 1 400 other seed banks, was officially inaugurated yesterday.
4 The frozen vault has the capacity to store 4.5 million seed samples from around the globe. It will shield them from climate change, war, natural disasters and other threats. Norway owns the vault, built on a frigid archipelago about 1 000 kilometres from the North Pole; it paid about R70 million for construction, which took less than a year. Other countries can deposit seeds free of charge and reserve the right to withdraw them upon need. Giant air-conditioning units have chilled the vault to –18 °C, a temperature at which experts say many seeds could last for 1 000 years. Inside the concrete entrance, a 120 metre tunnel leads to three separate 10 x 27 metre chambers where the seeds will be stored. Even if power systems fail, the permafrost around the vault will help keep the seeds cold for 200 years in a worst climate scenario.
5 The vault is protected by armed guards, but their rifles aren’t meant to discourage only uninvited humans from coming too close; there are an estimated 3 000 polar bears still on the islands.
6 Norway has received praise from around the world for building the seed bank, … one of the most innovative and impressive acts in the service of humanity.
[Adapted from SAPA]
Article 2
NOAH’S ‘FREEZER’ FOR SEEDS
Norwegian vault will preserve a variety of crops
1 Norway has launched a Noah’s Ark of the plant kingdom to protect crop seeds from cataclysm. Blasted out of icy rock 1 000 kilometres from the North Pole, the air-locked vaults would stay frozen for 200 years even in the worst-case scenario of global warming and if mechanical refrigeration were to fail, officials said.
2 One hundred million seeds from more than a hundred countries have been sent for safekeeping at the $10 million facility. It holds 268 000 seed samples, each from a different farm or field. The seed deposits range from African and Asian staples such as rice, maize, wheat and sorghum to European and South American varieties of eggplant, lettuce, barley and potato. Genetically modified varieties will not be included.
3 Norwegian prime minister Jens Stoltenberg said at the opening ceremony, Biological diversity is under threat from the forces of nature … and from the actions of man. The seed vault is our insurance policy against threats such as war, natural disasters or climate change.
4 Dubbed the Doomsday Vault, the cavern in the Svalbard archipelago off the northern tip of Norway, is a backup storage for seeds from gene banks around the globe.
5 We will have a major seed collection here, one of the biggest in the world, from the opening day,
said Cary Fowler, head of the Global Crop Diversity Trust, which is funding the vault’s operations.
6 Stoltenberg and 2004 Nobel Peace Prize winner Wangari Maathai, a Kenyan environmentalist, put the first box of rice seed into the vault at an inauguration ceremony. The facility’s three vault rooms will be able to hold 4.5 million samples – about two billion seeds.
7 Fowler said, In the past, when accidents or natural disasters or war intervened and destroyed samples, then that was it – they were as dead as a dinosaur. But we are going to put an end to extinction with this vault because we are going to have a safety backup, a Plan B.
8 The seeds will be kept at a storage temperature of –18 °C to –20 °C. Barley could survive for 2 000 years, wheat for 1 700 years and sorghum for almost 20 000 years under such conditions. If the freezers failed, the permafrost would keep the cavern at around –4 °C, allowing time for repairs.
[From: Reuters in The Times, 27 February 2008]
Word Skills
Emotive words and expressions
Work as a group.
1. Take turns to reread the articles aloud. Stop after each paragraph and write down any words that are new to you. This is a during-reading activity.
2. Try and guess the meaning of some of the new words by looking at
• the context
• a prefix, suffix or root that you recognise
• whether you can associate the word with another that you know.
3. Where you are not able to deduce the meaning of the words, look them up in a dictionary.
4. You already know several ways of working out the meaning of words. Now see if you can use the form of the word (for example, noun, adjective or verb) to help you find these meanings in context in your dictionaries.
Remember to make your own personal spelling and vocabulary list, and to keep it up-to-date.
a) dubbed (verb)
b) shield (verb)
c) innovative (adjective)
d) diversity (noun)
5. Look up these words:
a) a gene (noun)
b) a gene bank (noun as adjective)
c) genetically modified seeds (adverb)
Parts of speech can also help you work out meaning. For example, in English, ‘a’ (the indefinite article) is always used in front of a noun. The suffix ‘-ly’ usually indicates an adverb.
You can also see that all three words share a syllable, ‘-gen-’. The meaning is rooted in Greek, Latin and German.
Post-reading
1. Read the two articles again, one at a time, silently. Try and get the big picture by asking yourself the following questions:
• What action is being taken?
• What is the purpose of the action?
• Where is the action happening?
2. Now write out answers to the following questions. Write your answers in full sentences. You will need to scan the newspaper articles to find what you are looking for.
a) What is the real name of the vault?
b) What is the dictionary meaning of the word ‘doomsday’ and why has the vault been called the Doomsday Vault?
c) List the things that may bring about this ‘doomsday’.
d) Why do both articles speak about a Noah’s Ark?
e) What is particularly suitable about the word choice in the phrase ‘launched a Noah’s Ark’?
f) In what way is the Doomsday Vault an insurance policy for the earth?
g) The Doomsday Vault is likened to an insurance policy and to Noah’s Ark. Explain the link.
h) In a paragraph describe the design of the vault.
Thinking about the ‘big picture’ will make it easier to understand the details given in the text.
Reminder: Skimming is a quick reading to get the general idea and scanning means running your eye over the text to review it and find a specific key word or fact.
i) Explain the geographical position of the vault.
j) How will the building of the vault ‘put an end to extinction’? (Article 2, paragraph 7).
Study the following information on the structure of a good newspaper article before tackling the final two questions below.
Information box
Write a good newspaper article
• The heading must be eye-catching and give a summary of the content of the article.
• The introduction should be attention-grabbing and always answers the questions: Who? What? Where? When? How?
• Short paragraphs develop the news story.
• Newspaper articles begin with the most sensational or important information and mention the less important or less interesting
information later.
• The article is rounded off with a strong conclusion.
k) Which article heading do you think is the most likely to attract reader attention? Motivate your answer.
l) A good introduction to a newspaper article should answer the questions: Who? What? Where? When? How? Which introduction best answers
these questions?
Write a research article
Usually when we do research, we find several sources that tell us about our topic. We have to choose the information we need. Then we have to combine it into a coherent, logical whole.
Let’s say that you have been asked to write an article on one effort to protect the earth against a catastrophe. You have found two newspaper articles, which tell you about the Doomsday Vault. (These are the two articles printed above.)
Your task is to:
• describe the purpose of the vault
• describe what it looks like and where it is
• explain how it works
• say who is taking the lead in this project
• say why it is valuable
Remember that a mind map is a useful way of organising your research.
Use the information above on the structure of a good newspaper article, the points below and the guidelines in the checklist to plan and draft your article. Your article should be 350-400 words.
1. Construct a mind map in your exercise book of as much relevant information as you can.
2. Decide how you are going to structure your article.
a) Which information should go into the introduction to attract the attention of readers?
b) How will you structure the information in the body of the article?
c) How will you round off the article?
3. Use the texts above as sources but do not simply copy, use your own words as
far as possible.
4. Think about the purpose of your article and the audience you are writing for.
5. Draft your article, then discuss it with a partner. Give feedback on each other’s work using the checklist provided.
6. Edit your work well and write a final copy.
Pay attention to sentences and paragraphing:
• use full sentences
• vary the length of sentences for effect
• express your main ideas as topic sentences
• structure your paragraphs around the topic sentences
• give supporting facts, examples and details.
Conduct an interview and write a news report
A person who conducts an interview needs to be well informed about the person being interviewed and the issues involved. In the next activity you are going to pretend to be first an interviewer, then an interviewee, and finally a newspaper reporter.
1. In groups of five, appoint one person to play Norwegian Prime Minister Jens Stoltenberg and another to take on the role of 2004 Nobel Peace Prize winner, Wangari Maathai, a Kenyan environmentalist. These two learners should prepare themselves to answer questions on the necessity for the Vault and its usefulness.
2. Two members of your group are going to be reporters, interviewing these dignitaries. Reporters should think up and write down questions to ask during the interview, at least two questions each. There are some ideas in the box below to help you. The last member of the group is the scribe, who records the discussion that takes place in note form. The scribe should also formally introduce and thank the two people being interviewed.
3. Take a few minutes to decide who will play each of the roles, and then start to plan. Work as fast as you can without compromising on the quality of your interview.
4. Hold a formal interview: remember you are talking to two very important people. You must be polite.
5. Finally, all five members of the group should write individual short news reports on the interview. Pretend to write for a newspaper. Use the notes the scribe made. Make your report interesting and newsworthy. Think of your audience and give your article an attention-grabbing headline. Use the checklist on the next page to help you do a good job.
6. Ask another member of the group to check your article for language, accuracy and sentence structure. Correct if necessary, then hand in to your teacher or present your work to the class.
Do research and read aloud
Some people are more confident reading aloud than others but with good preparation, everyone is able to perform well. Keep the following in mind when preparing a reading presentation:
• As a reader you must use your voice and facial expression to convey the meaning of the passage to your audience. You therefore have to understand what you read.
• Making eye contact with the audience is one of the best ways of keeping their attention.
• Practise the following voice techniques as you prepare:
– Your reading must be fluent.
– Vary your reading speed and tone.
– Work out where you should pause so that meaning is conveyed effectively.
– Project your voice so that you can be heard.
• Think about body language. The way you stand and hold the article that you are reading will tell the audience whether you are well prepared or not.
• Finally, remember that anyone who wants to do really well is nervous when performing in front of others. It’s a matter of hiding your nervousness! Prepare well.
Research one of the topics below and choose a short article that you think will be of interest to learners in your class. You will be expected to read this article aloud for a formal assessment mark. You should be able to answer questions on the text that you have read.
Topics
• Another good project to save the world
• How to do your bit to save the world
• A serious threat to our environment
• An environmental disaster from history
• Poor health and the environment
Your teacher will give you a copy of the rubric that will be used to assess your reading.
What verbs can tell us
As you know, the tenses of verbs can tell us whether we are talking about past, present or future. But there is more. Look at these two sentences:
a) The earth may survive if we take care of it.
b) The earth would have survived if we had taken care of it.
The first sentence a) implies that there is still a chance of the earth surviving. The second sentence b) implies that it is too late for the earth; it can no longer survive.
We find the difference in meaning in the tenses of the verbs.
Read the following paragraph:
Earth’s secrets in lunar ark
If civilization is wiped out on earth, salvation may come from space. Plans are being drawn up for a ‘Doomsday Ark’ on the moon containing the essentials of life and civilization, to be activated if earth is devastated by a giant asteroid or nuclear war.
Construction of a lunar information bank, discussed at a conference in Strasbourg last month, would provide survivors on earth with a remote-access toolkit to rebuild the human race.
[From: The Times London The Times, 10 March 2008]
1. You are going to use the following verbs to answer the question below:
a) may
b) are being drawn up
c) to be activated
d) discussed
e) would provide
In a sentence, explain the meaning conveyed by the use of each tense. The first one has been done for you as an example.
a) The verb ‘may’ means here that there is a possibility that salvation could come from space, in the future; it is not definite.
2. Now use the following verb forms in sentences of your own to clearly indicate time.
a) has happened
b) might happen
c) will happen
d) is happening
e) has to happen
Facts and opinions
Remember that facts are true and can be proved, while opinions are based on what someone feels or thinks. One can argue against opinions, but not against facts. Look at the examples below:
• The ice masses at the poles have shrunk by 9 per cent in the last 20 years. (Fact)
• Many people don’t believe that global warming is happening. (Opinion)
Your teacher will read you a paragraph about saving energy. Before you listen to the paragraph, look at the illustrations. These will help you to predict the content of the paragraph.
1. Listen for meaning the first time your teacher reads the paragraph. Then read the questions in 3 below.
2. Make notes on anything that you think is important while the paragraph is read to you a second time.
3. Now
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