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GENERIC RESOURCES GRADE EIGHTENGLISH
RESOURCES AND
GENERIC IDEAS FOR TEACHING ENGLISH
GRADE EIGHTDear Teacher
I have put together a plethora of generic ideas, ten assessment tasks and basic resource material based on our discussions last year and the needs that you identified. You will obviously need to adapt the content to suit your learners’ abilities. A suggestion is that you use the content as homework sheets or in your extra English lessons for the Zenex learners.
Should you find any of the material suitable and would like to have this information to edit or print please feel free to contact me at dawnh@chillibyte.com and I will forward these notes to you via email.
Regards in Education
Dawn Harrison
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GENERIC RESOURCES GRADE EIGHTENGLISH
AN OVER VIEW OF LEARNING OUTCOMES AND ASSESSMENT STANDARDS GRADE EIGHT AND NINE
I have given you an over view so that you can pitch your lessons at the correct level from Grade 8 to Grade 9. I found this helpful when using resources and planning lessons for the year.
LEARNING OUTCOME ONE
LISTENING
The learner will be able to listen for information and enjoyment and respond appropriately and critically in a wide range of situations
ASSESSMENT STANDARDSGRADE EIGHT
ASSESSMENT STANDARDSGRADE NINE
1 Understands and appreciates stories including those told by other learners
Responds personally and critically asks and answers questions
Evaluates the storytelling technique and performance and gives feedback
1 Understands and appreciates stories including those told by other learners
Responds personally and critically asks and answers questions
Evaluates the storytelling technique and performance and gives feedback
2 Understands oral texts e.g. poems radio plays
Answers questions of growing complexity
Identifies point of view Retells and summarises Describes the features
of characterises of different kinds of oral texts e.g. poem or factual text
2 Understands oral texts e.g. radio talk shows texts with statistics
Answers questions Retells and summarises Identifies points of view
and is able to offer an alternative point of view
Analysis the features of characterises of different kinds of oral texts e.g. conversation or story
3 Listens for specific information
Takes own simple notes Uses information to
complete a table or
3 Listens for specific information
Takes own simple notes Uses information to
complete a table or chart
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GENERIC RESOURCES GRADE EIGHTENGLISH
chart or label a diagram or label a diagram4 Listens actively in a discussion
Shows openness to ideas and treats the views of others with respect
Invites contributions from others and responds to their views
Is prepared to challenge others but does not interrupt them
Criticises the ideas and not the person
4 Listens actively in a discussion
Shows openness to ideas and treats the views of others critically but with respect
Invites contributions from others and responds to their views
Is prepared to challenge others but does so politely and does not interrupt them
Criticises the ideas and not the person
LEARNING OUTCOME TWO
SPEAKING
The learner will be able to communicate confidently and effectively in spoken language in a wide range of situations
ASSESSMENT STANDARDSGRADE EIGHT
ASSESSMENT STANDARDSGRADE NINE
1 Translates and interpretsTells stories from home language in the additional languageTranslates or interprets messages
1 Translates and interprets Tells stories from home
language in the additional language
Translates or interprets messages
Translates or interprets where necessary in a conversation
2 Interacts in additional language
Uses language for a range of functions: offers and invites e.g. Would you like? Politely refuses e.g. I am sorry etc
Takes part in role plays of different situations involving different kinds
2 Shows developing ability to use features of spoken language to communicate: word stress weak vowels intonation and rhythm.
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GENERIC RESOURCES GRADE EIGHTENGLISH
of language e.g. reporting crime to the police.
3 Shows developing ability to use features of spoken language to communicate: word stress weak vowels intonation and rhythm.
3 Interacts in additional language
Uses language for a range of functions: makes polite requests and asks people not to do things e.g. would you mind not … Asks for help from friends or strangers e.g. Excuse me I wonder if you could etc.
4 Debates social and ethical issues
Shares roles e.g. chairperson time keeper secretary
Brings people into the discussion e.g. What do you think? Don’t you?
Interrupts politely e.g. Excuse me?
4 Debates social and ethical issues by arguing persuasively and responding critically.
Shares roles e.g. chairperson time keeper secretary
Brings people into the discussion e.g. what do you think? Don’t you?
Interrupts politely e.g. Excuse me?
Expresses opinions and supports them with reasons e.g. I’d just like to say that…because…
Expresses agreement e.g. you are right and disagreement e.g. Yes but.
Switches language where necessary.
5 Interviews someone Formulates and asks
relevant questions Uses appropriate tone
register and body language
Records responses
5 Demonstrates critical awareness of own language use
Uses language to include rather than exclude people.
Is strategic about when to use additional language and when to use home language
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GENERIC RESOURCES GRADE EIGHTENGLISH
6 Demonstrates critical awareness of own language use
Uses language to include rather than exclude people.
Is strategic about when to use additional language and when to use home language
6 Gives short formal talk or presentation
Uses some statistics and visual effects e.g. a poster.
Uses challenging topics e.g. HIV AIDS human rights and environmental issues
7. Interacts in an additional language
Takes part in role plays of different situations involving different kinds of language e.g. a job interview
8. Is interviewed by someone e.g. a job interview
Anticipates the questions that will be asked and prepares for them
Answers questionsUses appropriate tone register and body language
LEARNING OUTCOME THREE
READING AND VIEWING
The learner will be able to read and view for information and enjoyment and respond critically to the aesthetic cultural and emotional values in texts
ASSESSMENT STANDARDSGRADE EIGHT
ASSESSMENT STANDARDSGRADE NINE
1Reads a text fiction or non fiction
1. Uses reading strategies:Skims texts – identifies the
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GENERIC RESOURCES GRADE EIGHTENGLISH
Identifies purpose audience and context
Infers meaning things which cannot be found directly in the text
Explains and assesses point of view in both the written and visual parts of the text e.g. says whether the view of the world represented is fair or stereotypical
Distinguishes main points from supporting detail
With fiction demonstrates an understanding of character plot and setting
topic and key points and uses layout features e.g. illustrationsMatches different ways of reading to different texts e.g. skims newspaper articles for main ideas
2 Understands some elements of poetry e.g. similie rhythm and understands some of the terms used to describe this language e.g. similie
2. Uses language for thinking Asks and answers more
complex questions Draws conclusions
3 Reads and responds to social texts e.g. personal letters, notices
Identifies purpose audience and context
Describes features of the type of text being read e.g. personal letter
3 Reads for information Reads information texts
e.g. a short newspaper article
Reads diagrams graphs and charts of increasing complexity
Reads texts with statistics
Summarises information
4 Reads for information Follows information
texts e.g. an explanation of how something works like our kidneys
Reads diagrams graphs and charts of increasing complexity
Summarises information
4. Shows some understanding of how reference books work
Evaluates and selects books using contents pages and indexes
Uses a dictionary a simple thesaurus and an encyclopaedia
5 Analyses photographs in texts e.g. advertisements and newspapers.Identifies one subject context audience and message of the
5 Demonstrates a reading vocabulary of between 6000 and 7500 common words. Learners who will study
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photoIdentifies from whose point of view the photo has been takenIdentifies what has been left out of the photo and whyJudges whether the photo is memorable and gives reasons
other Learning Areas through their additional language should aim for 7500 words.
6 Uses reading strategiesMatches different ways of reading to different texts e.g. scans a telephone directoryDevelops and evaluates reading speedUses strategies to work out the meaning of words e.g. looks at illustrations or diagrams and discusses the word in home language.
6 Reads a text fiction or non fiction
Identifies purpose audience and context
Infers meaning Identifies what is not
said in text Identifies the register
style formal informal Explains and assesses
point of view in both written and visual parts of the text and offers alternative points of view
Shows understanding of the way in which texts position readers e.g. by using the inclusive pronoun we.
Identifies topic sentences distinguishes main points from supporting detail
With fiction demonstrates an understand of character plot setting and narrator
Compares different kinds of texts and matches them with their purpose e.g. instructing persuading
7 Reads for pleasureReads fiction and nonfiction at an appropriate reading and language levelReads some new kinds of books e.g. crime thrillersReads and writes book reviews
. 7 Critically analyses media texts e.g. a short newspaper article
Identifies subject context audience and message of written and visual text
Analyses the type of text and register style e.g. newspaper articles have
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headlines and use short sentences and paragraphs direct speech short and simple adjectives in order to get readers attention
8 Shows some understanding of how reference books workUses contents page and index to find informationUses a dictionary and a simple Thesaurus
8 Reads for pleasure Reads fiction and
nonfiction books at an appropriate reading and language level
Reads some new kinds of books e.g. science fictionReads and writes book reviews
9 Demonstrates a reading vocabulary of between 5000 and 6500 common words. Learners who study other Learning Areas through their additional language should aim for 6500 words.
9 Understands some elements of poetry e.g. metaphor, rhythm and understands some of the terms used to describe this language e.g. metaphor
10 Reads and responds to social texts e.g. simple business letters
Identifies purpose audience and context
Describes features of the type of text being read e.g. a simple job advertisement
Comments on register and style formal informal
Analyses points of view construction of meaning and way in which reader is positioned
LEARNING OUTCOME FOUR
WRITING
The learner will be able to write different kinds of factual and imaginative
ASSESSMENT STANDARDSGRADE EIGHT
ASSESSMENT STANDARDSGRADE NINE
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texts for a wide range of purposes
1 Writes for social purposes Writes personal letters
e.g. politely refusing an invitation showing awareness of the text type of purpose audience and context and of register and style
Writes email messages
1 Writes creatively Translates stories and
other texts from home language tries to capture the idiom and notices how idiom and often values are different in the two languages
Shows the development in the ability to write stories poems and play scripts e.g. by working with design
2 Writes for personal reflection e.g. writes a diary
2 Writes for personal reflectionWrites a diary or a journal
3 Writes creatively Shows development in
the ability to write stories poems and play scripts e.g. by using figurative language
Translates stories and other texts from home language
3 Treats writing as a process Drafts reads and
discusses own writing critically
Uses feedback to revise edit and rewrite
Uses knowledge of grammar spelling etc to edit
Plans the layout of the text including how to incorporate graphs and pictures
Evaluates design and layout
4 Designs media texts Drafts reads and
discusses own writing critically
Uses feedback to revise edit and rewrite
Uses knowledge of grammar spelling etc to edit
Pays some attention to design and layout
4 Uses developing knowledge of language structure and use
Shows an understanding of style and register e.g. rewrites story as a newspaper article
Shows an understanding of the information structure of texts
Writes coherent longer pieces of writing with introductions and conclusions
Critically evaluates own point of view
Begins to see how own writing positions the
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reader5 Treats writing as a process
Drafts reads and discusses own writing critically
Uses feedback to revise edit and rewrite
Uses knowledge of grammar spelling etc to edit
Pays some attention to design and layout
5 Writes for social purposes Shows awareness of text
type purpose audience context and register and style
Writes a simple business letter e.g. job application and a CV
Writes informal and more formal email messages
Writes the minutes of a meeting e.g. an SRC meeting
6 Uses developing knowledge of language structure and use
Makes text cohesive e.g. by using linking words to link paragraphs
Writes good paragraphs with one main idea a topic sentence and supporting sentences and is able to reflect on it
Writes introductions and conclusions
Adopts points of view
6 Writes to communicate information
Writes longer texts of several paragraphs describing processes and procedures giving explanations giving advantages and disadvantages arguing for and against
Writes texts that include graphs and statistics
Does a survey and writes it up e.g. as a report or a newspaper article
Writes text types required in other Learning Areas e.g. an explanation of how a circuit works for Technology
7 Designs media texts Writes simple personal
advertisements e.g. advertising something for sale
Designs magazine CD and book covers
LEARNING OUTCOME FIVE
THINKING AND REASONING
ASSESSMENT STANDARDSGRADE EIGHT
ASSESSMENT STANDARDSGRADE NINE
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GENERIC RESOURCES GRADE EIGHTENGLISH
The learner will be able to use language to think and reason as well as to access process and use information for learning
1 Uses language across the curriculum
Understands some concepts from other Learning Areas and uses the vocabulary associated with them in their additional language e.g. Symptom in Life Orientation.
Understands and produces texts used in other Learning Areas e.g. an explanation of how the kidneys work or the production of a report in Natural Sciences
Produces visual or graphic material to support texts e.g. a diagram for an explanation
1 Uses language across the curriculum
Understands some concepts from other Learning Areas and uses the vocabulary associated with them in the additional language e.g. xenophobia in Social Sciences
Writes texts required in other learning areas e.g. reports and explanations in Natural Sciences
Produces visual or graphic material to support texts e.g. diagrams for explanations and reports
2 Uses language for thinking Asks and answers more
complex questions e.g. when this is changed then what else would change?
Writes definitions classifications and generalisations
Understands and uses evidence to support a theory or argument e.g. a photograph, objects from the past, an interview with a witness
2 Uses language for thinking Expands generalisations
definitions and classifications into paragraphs
Thinks of examples for general statements
Understands and uses evidence to support a theory or argument e.g. scientific evidence
Asks and answers more complex questionsDraws conclusions
3 Collects and records information in different ways:
Selects relevant
3 Collects and records information in different ways:
Selects relevant
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GENERIC RESOURCES GRADE EIGHTENGLISH
material and takes notes organises points under headings and abbreviates words
Reads and synthesises information from two simple texts on the same topic
Transfers information from one mode to another e.g. using mind maps
information and takes notes organises key ideas under headings and subheadings uses layout such as capital letters and underlining
Reads and synthesises information from several texts on the same topic
Transfers information from one mode to another e.g. uses statistics to write paragraphs, uses mind maps.
LEARNING OUTCOME SIX
LANGUAGE STRUCTURE AND USE
The learner will know and be able to use the sounds words and grammar of the language to create and interpret texts
ASSESSMENT STANDARDSGRADE EIGHT
ASSESSMENT STANDARDSGRADE NINE
1 Distinguishes between verbs that can and cannot take the progressive e.g. I have a problem; NOT I am having a problem.
1Understands and uses the third conditional e.g. If I had not locked the gates the car would have been stolen.
2 Uses the future tense with when clauses e.g. When I finish work I will rest
2 Uses some language to talk about language meta – language terms such as paragraph
3 Uses the past perfect e.g. reported speech
3 Understands and uses direct and indirect speech
4 Extends use of nouns e.g. countable and uncountable nouns
4 Expands use of modals Function e.g. You should
ought to Form common mistakes
with modal verbs e.g. He can be able to do ….
Uses the modal verb “used to”
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5 Extends use of determiners e.g. some and any I have some paper but I don’t have any chalk
5 Understands and uses different ways of talking about the future e.g. I am going to see him tomorrow. “I will see him tomorrow.” “I am seeing him tomorrow.” “He flies to Cape Town tomorrow.”
6 Uses modals to express politeness e.g. Can/Could I borrow a pencil?
6 Use the passive voice in the future e.g. An election will be held next month.
7 Understands and uses the second conditional language e.g. If I met the President I would ask him to build houses for everybody.
7 Expands vocabulary e.g. uses prefixes to form new words; auto bank, autobiography, automatic
8 Uses some language to talk about language meta language – terms such as pronunciation
8 Demonstrates an understanding of between 6000 to 8000 common spoken words in context by the end of Grade nine. Learners who will do some of their learning through their additional language should aim for 8000 words.
9 Expands vocabulary e.g. by mind mapping related words such as words about war
9 Uses complex sentences e.g. relative clauses.
10 Demonstrates an understanding of between 5000 and 7500 common spoken words in context by the end of Grade 8. Learners will do some of their learning through additional language and should aim for 7500 words.
10 Understands and uses the past perfect progressive tense e.g. He had been waiting for an hour by the time I arrived
INTERESTING WEBSITES
www.sitesforteachers.com; www.thutong.org; www.edhelper.com
LOOKING AT LANGUAGE
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GENERIC RESOURCES GRADE EIGHTENGLISH
1] GROUP ACTIVITY / NOUNS / ORAL
Working in groups of four or five each member of the group needs to know their number. E.g.
No 1 No 2 No 3 No 4 No 5. These groups can be made bigger.
No 1 starts and chooses a noun beginning with A e.g. APPLE
No 2 follows and says APPLE but adds a noun beginning with B e.g. Boy
No 3 follows and says APPLE BEE and adds CANDLE
No 4 follows and says APPLE BEE CANDLE and DOG.
Continue around the group until the group gets to Z and anyone who can not repeat the list or uses a word that is not a noun is OUT.
2] INDIVIDUAL ACTIVITY / NOUNS / WORKSHEET
Find five nouns in each of these paragraphs:-
1. The gull stared at the crab. Should he lean forward to make a meal of him? His tummy grumbled. He flexed his limbs. And the crab licked his lips.
2. Early in the morning on the 30th July the small island of Unimak shuddered under the impact of yet another surprise earthquake. Buildings collapsed like empty milk cartons as people scattered in search of safety
3. Have you ever wondered why a cat’s eyes shine at night? It is because they reflect light. Their eyes have a special coating on them that reflects even the tiniest amount of light. Cats’ eyes in the road work in the same way by reflecting the light from headlamps.
3] GROUP OR INDIVIDUAL ACTIVITY / NOUNS / WORKSHEET
In your groups write down the following:-
1] FIVE letter nouns
2] FIVE feelings
3] FIVE languages
4] FIVE nouns with the vowel A in the noun
5] FIVE countries in Africa
4] WORKING IN PAIRS / VOCABULARY
PLAY THE WORD PYRAMID GAME
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PENCIL
WRITE RUBBER
STORY LETTERS
A; B; C; D Dear Sir
1 – Learner one writes down any word.
2 – Learner Two writes two words that have something to do with Learner One’s words.
3 – Learner Two chooses one of the new words and writes down two related words etc.
OUTCOME – Learners are to fill their page with as many interesting words as they can.
5] INDIVIDUAL ACTIVITY / WORKSHEET/ VOCABULARY
Study the following images and using the letters before and after the image write down the correct word. The first image is done as an example for you.
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AT IVE ATTENTIVE
1. SISE
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GENERIC RESOURCES GRADE EIGHTENGLISH
2. URY
3. BAG
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GENERIC RESOURCES GRADE EIGHTENGLISH
4.
BRAIN
5. FRIEND
6. UN ABLE
7.
HURRI
8.
CATER
9. CAR TER
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GENERIC RESOURCES GRADE EIGHTENGLISH
10. EC E
6. GROUP WORK / VOCABULARY
Place learners in groups of five or six and choose a GROUP LEADER. This person controls the activity and determines how many marks or points the participants score.
1. Photocopy a different page out of the dictionary for each group.2. Write down each word on a separate piece of paper.3. Learners must take five to ten minutes to study the words and their meaning.4. The group leader must turn all the words upside down on the desk.5. The group leader chooses a word and holds it up to the rest of the group.6. The person who gives the correct meaning first keeps the word.7. If no one gets the correct meaning the group leader keeps the word.
This activity can be played again choosing a new group leader and different words.
7. INDIVIDUAL ACTIVITY / WORKSHEET/PUNCTUATION
An extract from ARMIENS FISHING TRIP by CATHERINE STOCK
The following extracts ONLY NEED FULL STOPS AND CAPITAL LETTERS.
1. Rewrite the following sentences and add the capital letters and full stops needed to correct the sentence. There must be TWO SENTENCES when complete.
armien breathed in the fresh salty air and waved to the people on the beach he wished that he still lived in kalk bay instead of on the hot and sandy cape flats
2. Rewrite the following sentence and add the capital letters and full stops needed to correct the sentence. There must be ONE sentence when complete.
aunt amelia was at the station to meet him
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3. The following is an example of the use of direct speech [where people are talking] the punctuation has been left in for you. You only need add the capital letters and full stops. Rewrite the following sentences.
“here’s my big boy coming to spend the weekend with his old auntie!” she said hugging him warmly
armien’s eyes searched the harbour, “where is uncle faried?”
“he went out to sea at four this morning,” said aunt Amelia
8. GROUP OR INDIVIDUAL ACTIVITY / VOCABULARY
RESOURCES
A MENU FROM SPUR found on the internet - www.spur.co.za.
ACTIVITY ONE
1. All SPUR restaurants use the AMERICAN WEST as a theme. Find as many words as you can on the menu that refer to the AMERICAN WEST.
2. What does BBQ stand for?
3. In English what is an acronym and give an example.
4. What do South African people call FRENCH FRIES?
5. What is LINE FISH?
6. What is MINERAL WATER?
7. What is a LADIES FILLET?
8. What is a VEGETERIAN?
9. What would you get if you ordered a SURF AND TURF?
ACTIVITY TWO
Below are four SPUR customers, choose their meals for them. Money is not a problem.
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ACTIVITY THREE
In your groups play I SPY WITH MY LITTLE EYE and choose something off the menu.
9. INDIVIDUAL WORKSHEET / VOCABULARY / SPELLING
Word scrabble. In the left hand column correct the spelling of the following animals and match them to the sound that they make in the right column.
15 MARKS
Example:
1. DOG B
1 GDO A. MOOS2 OWC B. BARKS3 TCA C. HOOTS
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4 LOW D. BLEATS5 EPSHE E. MEOWS6. NAKSE F. SQUEAKS7. ORHSE G. HISS8. OUSME H. NEIGHS9. BDIR I. CHATTERS10. NOIL J. TWITTERS11. KEYMON K. ROARS12. KUDC L. LAUGHS13. DKEYON M. QUACKS14. ENAHYHE N. CROWS15. VEDO O. BRAYS16. OORSTER P. COOES
10 INDIVIDUAL ACTIVITIES / CREATIVE WRITING
When we write or talk we use sentences. Complete the following sentences about sentences. Use the words in the block above the sentences to guide you.
VERB CAPITAL LETTER WORDS SPACES ORDER FULL STOP NOUN
ACTIVITY ONE
1. When sentences are written down they begin with a ____________ and end with a ________
2. Sentences are groups of ____________ that make sense.
3. The words in sentences must be in the right ______________.
4. There are always_____________between the words in a sentence.
5. Most sentences have at least one___________ and one____________in them.
ACTIVITY TWO
Read through the following paragraph about the Antelope. You cannot tell where one sentence ends and the next begins. Fill in the capital letters and full stops so that you can read the sentences properly.
there are many types of antelope that live in the grasslands of Africa they are herbivores [ which means plant eaters ] their brown colour makes them almost invisible in the tall dry grass all the different species of antelope have horns but each type has its own special shape
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ACTIVITY THREE
In the following paragraph the full stops have been put in the wrong places. Rewrite the paragraph so that it makes sense.
Insects live all over the world. In every country and in every type. Of environment there are more insects. In the world than there are any other. Kind of animal all insects have six legs. And three body parts. The head, thorax and the abdomen most insects have. Wings they have no bones but have tough hard skin that protects. Their soft bodies and this is called an exoskeleton if it is on the outside insects lay eggs.
ACTIVITY FOUR
The first few sentences of any story are very important. When you write a story you must think carefully about how your story is going to begin. Choose ONE idea from the following list and write THREE different beginnings. You only need to write three or four sentences for each beginning.
1. The first day of the new term …
2. As I was walking in the dark …
3. Around the mountain…
4. Under the bed one night…
5. Turn the pages and…
GENERIC EXAMPLES; TYPES OF ASSESSMENT TASKS
The purposes can be linked to different types of assessment of which the following five are listed in the National Curriculum Statement (GET: Gr. R – 9)
Type of assessment Description and uses
Baseline Assessment Baseline assessment is assessment usually used at the beginning of a phase, grade or learning experience to establish what learners already know. It assists educators with the planning of Learning Programmes and learning activities.
SUGGESTIONSWORKSHEETS INDIVIDUALPOSTERS INDIVIDUALTRUE / FALSE QUESTIONS INDIVIDUALORAL PRESENTATION PAIRS
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Formative Assessment Formative assessment is also called "assessment for learning". The purpose of this type of assessment is to improve learners' ability to learn. Formative assessment is planned so that it provides information about learners that they can use to deepen their understanding and the teacher can use to shape future learning. The information must be used by both teacher and learner in a process of reflection and self-assessment. Thus it improves teaching and learningby giving teachers direction and enables them to adapt to learners' needs.
SUGGESTIONSORALS GROUP/INDIVIDUALPOSTERS GROUP/INDIVIDUALWORKSHEETS INDIVIDUALESSAY’S INDIVIDUALASSIGNMENTS GROUP/PAIRS/INDIVIDUAL
Summative Assessment Summative assessment gives an overall picture of learners' progress at a given time, for example, at the end of a term. It usually results in judgments about learner performance and can involve high stakes for learners (e.g. Senior Certificate). There is still a place for summative assessment in the NCS – but its role will be reduced.
SUGGESTIONSTESTS INDIVIDUALESSAY INDIVIDUALEXAM INDIVIDUALPROJECT GROUP/PAIRS/INDIVIDUALASSIGNMENT GROUP/PAIRS/INDIVIDUAL
Diagnostic Assessment Diagnostic assessment is similar to formative assessment, but its application will always lead to some form of intervention or remedial action or programme. It shows up either learners' strengths and weaknesses or inappropriate teaching methodology. When it is used to find out about the nature and cause of medical barriers to learning it should be administered by specialists and then followed by expert guidance, support and intervention strategies.
SUGGESTIONSREFER LEARNER TO SPECIALIST TEACHER TO REFER LEARNER TO
SPECIALIST
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Systemic Assessment Systemic assessment is an external way of monitoring the education system by comparing learners' performance to national indicators of learner achievement. It involves monitoring of learner attainment at regular intervals, using nationally or provincially defined measuring instruments. This form of evaluation compares and aggregates information about learner achievements so that it can be used to assist in curriculum development and evaluation of teaching and learning. For the General Education and Training Band Systemic Evaluation willbe conducted at the phase exit levels i.e. Grade 3, Grade 6 and Grade 9.
SUGGESTIONSCLUSTER GROUP MODERATION TEACHERS IN IMMEDIATE
SURRONDING AREAREGIONAL MODERATION PROVINCIALNATIONAL MODERATION ONE GROUP TO MODERATE WORK
FROM ALL PROVINCES
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TYPES OF ASSESSMENT TASKS
It is important to understand that the types of assessment are closely linked with the reason for assessment. And that assessment
should always be part of the learning process and should not be seen as a separate activity at any stage or in any situation.
Type of assessment
Purpose When/Timing
Type of instrument
Who is involved
How the results are used
Base-line assessment
To find out
what learners
already know
about a topic.
To make
judgements
about
teaching
strategies.
To gain an
idea of the
stage at
which to
begin a new
topic with a
At the
beginning of
each new
section of
work
Oral or
written
questions
done with
individuals,
pairs, groups
or class.
Interviewing.
Self-
assessment
Peer
assessment
Teacher
Individual
Group
Peers
Plan activities according to what learners know or don't know.
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class or a
group.
To find out if
learners have
adequate
knowledge of
specific
aspects of a
topic to
undertake a
particular
topic or task.
To gain
information
about the
degree of
differentiation
that will be
needed when
starting a
new topic.
Diagnostic assessment
To find out
the nature
When
learners
Appropriate,
approved,
Teacher/
other
Plan a supporting strategy
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and cause of
learning
difficulties or
other
diagnostic
situations
appear to be
having
difficulties
with some
work
standardised
tests
professionally
qualified
person
Formative assessment (also referred to as assessment for learning)
To monitor and support the learning process.
To develop appropriate competencies required to achieve the respective outcomes of a learning programme
Continuously
and
repeatedly
Various:
Informal
monitoring,
informal
observation,
formal
assessments
(tasks,
activities)
Teacher(s)
Individual
learner
Pairs
Groups
Contributes to a record of performance throughout the learning programme. The evidence is displayed into a portfolio.
Summative assessment (also referred to as assessment of learning)
To establish
and record
overall
progress of
the learners
towards
stated
outcomes
At the end of
a period of
time, end of a
section of
work or
learning
programme.
To reveal that
A number of
ways: formal,
standardised
tests,
standardised
examinations.
Teachers
Other internal
and external
role players
Make a judgement about the level at which a learner is working.
Collect evidence of attainment.
Produce a profile ;
select work for a portfolio (various)
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the learner
has achieved
al the
required
learning from
a programme.
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WHO ASSESSES?
Teachers
The teacher will have overall responsibility to assess the learners on all the
achievements of the Learning Outcomes. This professional assessment focuses on
the individual's progress and performance and involves a partnership between
teacher, learner and parents or care givers as well as educational support services.
The individual learner
The chief beneficiary of assessment must be the learner. And the main purpose
must be for growth and development of the learner. However, the decision of who
should be involved will be determined by the actual form of assessment undertaken.
In order to achieve a balance, some assessment may rely mainly on the teacher,
some on the learner and some on the learner’s peers or parents. Some assessment
should be based on working individually, some on working in pairs and some on
working in groups or teams. Individuals are mainly involved in self- assessment.
Groups or pairs
Groups or pairs are involved in peer assessment. This mutually benefits the
assessed and the learners who assess when they use a rubric that empowers them
to evaluate their own and other's performances.
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Peer assessment should include the following evidence of the aspects:
Evidence
Input Process OutputTime
Resources
Various skills, including
manual, social, thinking
and other skills
Co-operation
Assistance
Division of work
Other group dynamics
Time management
Resource management
Planning
Combine contributions
Product
Process
Performance
Significant others (Parents, guardians, principals, advisors, etc.)
The type of assessment and the purpose of the assessment will determine the
partnership and the weighting of role players. Teachers are requested to refer to the
national, provincial and school policy documents that will provide guidance in this
matter, e.g. three-way assessment. Three-way assessment allows learners to share
their progress with their teacher and parent or care givers. People's responses are
recorded by means of a comment, date and signature. This may lead to a meeting
where the learner's progress, barriers to learning or further development can be
discussed and planned.
You may want to use the following questions to clarify your assessment planning and
preparation:
Does the task match the instructional intention?
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Does the task adequately represent the skills, knowledge and values you
expect the learner to attain?
Does the task enable learners to demonstrate their progress and
capabilities?
Does the assessment use authentic, real-world tasks?
Does the task lend itself to an interdisciplinary approach?
Can the task be structured to provide measure of several learning
outcomes?
Does the task match an outcome which reflects complex thinking skills?
Does the task pose an enduring problem type - the type the learner is
likely to have to repeat?
Is the task fair and free of bias?
Will the task be meaningful and engaging to learners so that they will be
motivated to show their capabilities?
Will the task be seen as meaningful by important stakeholders?
EXEMPLARS
ASSESSMENT TASK ONE - ENGLISH FIRST ADDITIONAL LANGUAGE
SUMMATIVE ASSESSMENT
LEARNING OUTCOME 1 LISTENINGAS1;2 RESOURCE:
TITLE OF ASSESSMENT
SKAV’S ASSESSMENT
LISTENING AND DISCUSSION TECHNIQUES
SkillAttitude
CHECKLIST/GROUP/TEACHER
ASSESSMENT
Checklist / group and teacher assessment
INSTRUCTIONS
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In groups have a class discussion about the Olympic Games and the relevance thereof.
Discussion title is “The importance of the Olympic Games in Modern life and is it a waste of money?”
NAMES:
GRADE:
DATE:
CHECKLIST
CRITERIA YES NO
Did the learners listen carefully with one person speaking at a time?
If they disagreed did the learners wait their turn to speak?
Were different opinions expressed politely and respectfully?
Were the learners’ tones of voice appropriate and positive?
Were the learners’ facial expressions and body language appropriate and positive?
Did the learners try to reach an answer that everyone could be happy with?
COMMENTS
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ASSESSMENT TASK TWO GRADE EIGHT – ENGLISH FIRST ADDITIONAL LANGUAGE
FORMATIVE
LEARNING OUTCOME 6 LANGUAGE STRUCTURE AND USE
AS 8 RESOURCE:
TITLE OF ASSESSMENT SKAVS ASSESSMENT
When and when not to speak in another language choosing the right language at the right time
Skills
Attitude / respect
WORKSHEET
Discuss and answer questions in pairs
ASSESSMENT
Worksheet and questions in pairs.
INSTRUCTIONS
In pairs briefly discuss when you think it is appropriate to speak in your home language and when do you think it is important to speak English only
NAME:
GRADE:
DATE:
1. Briefly discuss when you think it is appropriate or not appropriate to speak in your home language. When do you think it is appropriate to speak in English Only?
2. In pairs practise the following using colloquial language and formal language in each of the following situations:
A] Offer to deliver a message to the front office at school for your teacher.
B] Invite your friend to a party that you are having.
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C] Politely refuse the invitation to your friend’s party. Start with the words “I am sorry...”
D] Invite your Mother to a prize giving function at school. Start with the words: “Would you like to ……..
Write down your findings:-
ASSESSMENT TASK THREE GRADE EIGHT – ENGLISH FIRST ADDITIONAL LANGUAGE
FORMATIVE AND SUMMATIVE
LEARNING OUTCOME 2 SPEAKING
AS 4;6 RESOURCE
TITLE OF ASSESSMENT SKAVS ASSESSMENT
Taking part in a debate Skill
Knowledge
RATING SCALE
ASSESSMENT
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Teacher / rating scale
INSTRUCTIONS
Consider the topic your class decided to debate as well as the research you did for homework. Mind map the entire main points about your topic and add an example or evidence to support each point.
Now choose one side of the argument either for or against and write out all the points in full sentences combining them to form a paragraph. Give your paragraph a heading.
RATING SCALE
NAME:
GRADE:
DATE:
CRITERIA
5
EXCELLENT
4
GOOD
3
SATISFACTORY
2
BELOW AVERAGE
1
POOR
There are at least two completely different points either in favour or against the topic
Each main point is supported with a convincing example or evidence
The ideas are written in full
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sentences that are grammatically correct
The ideas are arranged logically so that the paragraph appears well written
There is a suitable heading for the paragraph that shows that the paragraph contains arguments either for or against the topic
TOTAL OUT OF 25 / ________________________________
COMMENTS
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ASSESSMENT TASK FOUR GRADE EIGHT – ENGLISH FIRST ADDITIONAL LANGUAGE
FORMATIVE
LEARNING OUTCOME 1 LISTENING
AS 1;2 RESOURCE
TITLE OF ASSESSMENT SKAV’S ASSESSMENT
What is a story? Skill
Knowledge
PEER
CHECKLIST
ASSESSMENT
Peer/ checklist
INSTRUCTIONS
1. Work in pairs and look at each of the following titles of stories. Discuss what you think each story will be about?
A] Women are from Venus Men are from Mars
B] The KITE RUNNER
C] Gogo goes to vote
D] The Dark Knight
E] PREY
2. Now work in pairs and tell your partner a story about something good that happened to you or someone else and what you have learned from that story.
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NAME:
GRADE:
DATE:
ANSWERS
A
B
C
D
E
YOUR STORY
ASSESSMENT TASK FIVE GRADE EIGHT – ENGLISH FIRST ADDITIONAL LANGUAGE
SUMMATIVE
LEARNING OUTCOME 1 LISTENING
AS 1-10 RESOURCE
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TITLE OF ASSESSMENT SKAVS ASSESSMENT
Storytelling Attitude
Knowledge
Skill
RUBRIC
ASSESSMENT
Rubric / individual
INSTRUCTIONS
Tell a story of your choice and make sure that you use your voice effectively.
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NAME:
GRADE:
DATE:
RUBRIC
CRITERIA
5
OUTSTANDING
4
MERITORIOUS
3
GOOD
2
SATISFACTORY
1
NOT ACHIEVED
Structure of story
Clear beginning middle and end introduction hooks audience immediately
Logical flow of story but does not draw audience in immediately
Ideas follow quite logically with a few flaws little attempt to draw audience into situation
Ideas follow logically at times with flaws very little attempt to draw audience into situation
Ideas do not follow logically with many flaws no attempt to draw audience into situation
Volume and voice
Totally appropriate in situation
Mostly appropriate in situation
Quite appropriate in situation
Fairly appropriate in situation
Not appropriate in situation
Tempo of voice
Totally appropriate in situation
Mostly appropriate in situation
Quite appropriate in situation
Fairly appropriate in situation
Not appropriate in situation
Total effect of storytelling
Audience completely attentive and convinced by atmosphere of the story
Audience fairly attentive and convinced by atmosphere of the story
Audience mostly attentive and convinced by atmosphere of the story
Audience sometimes attentive and convinced by atmosphere of the story
Audience not attentive and not convinced by atmosphere of the story
TOTAL OUT OF 20 / ____________________
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ASSESSMENT TASK SIX GRADE EIGHT – ENGLISH FIRST ADDITIONAL LANGUAGE
SUMMATIVE
LEARNING OUTCOME 4 WRITING
AS 4 RESOURCES
TITLE OF ASSESSMENT SKAVS ASSESSMENT
Writing a report Skill
Knowledge
CHECKLIST
TEACHER
ASSESSMENT
Checklist / Teacher
INSTRUCTIONS
1. Write out the plan for your report
2. Do the necessary research
3. Interview at least two people about the matter you are investigating
4. Write the report for homework
5. Hand in the final report to your teacher
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CHECKLIST
NAME:
GRADE:
DATE:
CRITERIA YES NO
Does the report have a headline?
Have the date and the reporter’s name?
Have a summarising opening paragraph
Report on a matter that is of interest to other learners
Report on the facts of the matter as fairly as possible
Include relevant peoples opinion and at least two using direct speech
Give the names of the people whose opinions are quoted and say what they do
Flow logically and is easy to understand
Uses formal English
ASSESSMENT TASK SEVEN GRADE EIGHT – ENGLISH FIRST ADDITIONAL LANGUAGE
SUMMATIVE
LEARNING OUTCOME 4 WRITING
AS 4 RESOURCE
TITLE OF ASSESSMENT SKAVS ASSESSMENT
Writing a poem Skills SELF
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Knowledge CHECKLIST
ASSESSMENT
SELF/ CHECKLIST
INSTRUCTIONS
1. Write an acrostic poem
2. Write a cinquain poem
3. Write a shape poem
THE WASHING MACHINE by Jeffrey Davies
it goes fwunkety
then slunkety
as the washing goes around
The water spluncheses
and it sluncheses
as the washing goes around
As you pick it out it splocheses
and it flocheses
as the washing goes around
But in the end it schlopperies
and then it flopperies
as the washing goes round
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NOISE by Jessie Pope
I like noise
The whoop of a boy, the thud of a hoof,
The rattle of rain on a galvanised roof,
The hubbub of traffic, the roar of a train,
The throb of machinery numbing the brain,
The switching of wires in an overhead tram,
The rush of the wind, a door on the slam,
The boom of the thunder, the crash of the waves,
The din of a river that races and raves,
The crack of a rifle, the clank of a pail,
The strident tattoo of a swift-slapping sail,
From any old sound that the silence destroys,
Arises a gamut of soul-stirring joys.
I like noise.
Write your own sound poem using the following pattern.
Use these titles or make up your own. You can use well known sound words or make up your own.
I like_________________________________
The_________________of_______________________
The_________________of_______________________
The_________________of_______________________
The_________________of_______________________
The_________________of_______________________
The_________________of_______________________
I like_________________________________
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I don’t like_________________________________
The_________________of_______________________
The_________________of_______________________
The_________________of_______________________
The_________________of_______________________
The_________________of_______________________
The_________________of_______________________
I don’t like_________________________________
ASSESSMENT TASK EIGHT GRADE EIGHT – ENGLISH FIRST ADDITIONAL LANGUAGE
SUMMATIVE
LEARNING OUTCOME 4 WRITING
AS 4 RESOURCE
TITLE OF ASSESSMENT SKAV’S ASSESSMENT
Writing a play Skill
Knowledge
Checklist
Teacher
ASSESSMENT
Checklist / Teacher
INSTRUCTIONS
In your groups write a short play. It should be a maximum of two written pages
NAMES:
GRADE:
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DATE:
CHECKLIST
CRITERIA YES NO
Play has a beginning a climax and an ending
Characters have been identified
The play is the correct length in content
The following play can be used in a variety of ways to assess learners. E.g. The content can be used as an exercise in direct and indirect speech.
Also as a case study regarding bullying at schools.
AIRS AND GRACES
Written by Dawn Harrison
CHARACTERS
Roger
Sbu
Ossie
Phoebe
Margery
Shirley
Duminsani
Teacher
Duminsani is a new boy in the school, he has been home schooled for the past two years. It is break time and a group of teenagers are standing together in the quad chatting and eating their lunch.
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ROGER: So…….what do you think about that new kid?
SBU Who? ……………………….Haircut!! (All burst out laughing except Margery and Ossie)
ROGER: Yes, HAIRCUT is a really good name for him. He looks like something out of the sixties. Really weird if you ask me.
SBU I think he looks like a nerd.
OSSIE: Cool it guys, give the man a chance. You don’t even know him yet he only arrived last week.
ROGER: Huh, stuck up and toffee nosed if you ask me anything.
PHOEBE: I think he’s kind of creepy. Look at the way he walks (she imitates his walk) and not to mention the way he answers questions in class. He is just trying to act like a ”larny.”
MARGERY: Well I think he is very clever. He knows all the answers in Maths.
OSSIE: Hmmm…. I rather like him myself.SHIRLEY: I don’t. The first time I saw him I wanted to hit him.
OSSIE: Come on Shirley, why? You don’t even know him.
SHIRLEY: Because he thinks he’s so GOOD!
OSSIE: You’re talking rubbish Shirley.
SHIRLEY: Oh yes he does. All those airs and graces and his fancy v.o.c.a.b.u.l.a.r.y. I would love to send him right back where he came from.
MARGERY: Where does he come from?
SHIRLEY: I believe he was “HOME SCHOOLED.”
PHOEBE: I have heard that home schooling is for retards and PEOPLE who can’t get on with others, you know, the social misfits in our society.
OSSIE: He certainly does not appear to be a social misfit to me.
MARGERY: I wish I were as good as he is at Maths.OSSIE: You should see him play soccer, he is really good.
ROGER; yeah, yeah. I think we should discuss some sort of initiation for him, you know, welcome to the family. (All snigger, Margery and Ossie look uncomfortable.)
SBU Great idea! Work him over a bit, YEBO!
ROGER: Make him look really stupid for a change.
OSSIE: Come on guys, what do you want to do that for?
ROGER: A good laugh Ossie, a good old laugh and if you want to stick up for him you can join him if you want to.
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PHOEBE: It’s just the way he looks at you, all-superior – I hate that sort of person. Gives me bad vibes.
ROGER: Well come on then, let’s think of something.
OSSIE: You can count me out!
PHOEBE: Let’s lock him in the girls change rooms and we will tell the Head that he is a pervert and he locked himself in there!
SHIRLEY: Phoebe, you are so BLONDE GIRLFRIEND! Who would lock themselves in a change room and think that anyone would believe that someone else did it?
PHOEBE: I’m just trying to be nasty.
SHIRLEY: Well give it up because you are really no good at it.
ROGER: Yeah, that is just not good enough.
MARGERY: I really think you are ALL being very childish.
SBU Then you keep out of it.
ROGER: We have to show him who is boss around here.
SHIRLEY: Hey, shhh, isn’t that him over there?
SBU Sure is, you can spot him a mile off.
ROGER: On his own as usual…..Creep.
MARGERY: I honestly feel…..well, I feel sorry for him. He is all on his own and how would you like it if you were at a new school and everyone was ganging up on you.
ROGER: Nice try Marge, but I think he should come over here and join our crowd or just go straight back to home schooling, with his Mama where he belongs.
OSSIE: Yes guys, how would you like being picked on?
ROGER: I’VE HAD ENOUGH, come on Graham lets go over drag the creep over here and kick his head in.
SBU YEBO GOGO, let’s go.
MARGERY: I can’t believe you are going to do this to him, you can’t just do this to him!ROGER: Well, just watch and see.
OSSIE: You are a swine!
ROGER: Oh just shut up Ossie or you will be next.
(Roger and Graham go across to Duminsani who is sitting quietly by himself eating his lunch.)
ROGER: Howzit…..HAIRCUT
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DUMINSANI My name is DUMISANI, Hello. (he holds out his hand to shake Roger’s hand but Roger pulls his hand away)
ROGER: Is that so, WELL, your name is HAIRCUT to me.
DUMINSANI: (Very cool and calm) Well as you wish.
SBU Where you come from anyway?
DUMINSANI: What does that matter?
ROGER: Bend down and polish my shoes HAIRCUT!
DUMINSANI: I beg your pardon?
ROGER: You heard me. Bend down and polish my shoes boy!
SBU Yeah, you heard him, don’t ask questions, just DO IT!
OSSIE: Watch out here comes a teacher!
SHIRLEY: Don’t let him get away with it, JUST HIT HIM!
ROGER: (under his breath) don’t think you have got away just coz a teacher’s here….HAIRCUT! (under his breath) I have not finished with you yet.
TEACHER ARRIVES.
TEACHER: What is going on here? You are not making trouble again are you Williams?
ROGER: Ooooooooooo nooooooooooo, Sir, there is no trouble at all.
TEACHER: Really Williams? (Addressing Duminsani) Are they picking on you young man?
DUMINSANI: No Sir, they are inviting me to share their lunch.
oooooooooooooooooooooooooooooooooooooooooooooooooo
ASSESSMENT TASK NINE GRADE EIGHT – ENGLISH FIRST ADDITIONAL LANGUAGE
SUMMATIVE
LEARNING OUTCOME 6 LANGUAGE STRUCTURE AND USE
AS 1 RESOURCE
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TITLE OF ASSESSMENT SKAVS ASSESSMENT
Doing things with verbs Knowledge Teacher / Marking Memo
ASSESSMENT
Teacher / Marking Memo
INSTRUCTIONS
Verbs are an important part of sentences. They are the words that tell you what someone is doing what state something is in or what is happening. Verbs also carry tense which means that they tell you when something has taken place in the distant past; past; present started in the past and continues to happen now or will happen in the future.
Complete the following sentences by choosing the correct form of verbs in brackets
NAME:
GRADE:
DATE:
1. Choose the correct form of the verb in brackets
A] I [was/were] walking in the park yesterday.
B] Tomorrow they [are/were] leaving for the Cape.
C] I [am/was] so irritated by that test last week.
D] Is it possible that she [is/are] part of the group?
E] If you {were/was] me, you would do the same thing!
2. Say whether each of the following sentences is correct. Correct any sentence that you think is wrong.
A] I am liking what I see.
B] She likes jogging in the rain.
C] We are needing larger number of TB clinics each year.
D] I are hungry.
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E] I cannot complete my food due to fullness.
3. Correct any verbs that are in the wrong tense in the following sentences.
A] I will not go if they told me to.
B] I am so angry that I could break a chair.
C] Can’t they just see that they were making a big mistake?
D] Just wait and see – I was going to spoke to them about all this nonsense!
E] I will tie my dog loose.
TOTAL 15 MARKS ____________________________________
MARKING MEMO
A was
B are
C was
D is
E were
A I like what I see
B this is correct
C We need a larger number of TB clinics
D I am hungry
E I am full so I will not be able to finish my food
A I would not go
B I was so angry
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C Couldn’t they see
D I am going to speak
E I will untie my dog.
ASSESSMENT TASK TEN GRADE EIGHT – ENGLISH FIRST ADDITIONAL LANGUAGE
SUMMATIVE
LEARNING OUTCOME 6 LANGUAGE STRUCTURE AND USE
AS 4 RESOURCE
TITLE OF ASSESSMENT SKAVS ASSESSMENT
Naming things with nouns Knowledge Peer / Match the table
ASSESSMENT
Peer / match the nouns in the table below
INSTRUCTIONS
1. In pairs write down as many nouns as you can think of that relate to the people; places; ideas that you encounter within your school.
2. Complete the table.
Nouns can be divided into different types
1. Common nouns Name things we can touch see and smell e.g. your school BAG the WALL in the classroom a FLOWER in the park or the AIR that you breathe.
2. Abstract nouns Name ideas or qualities that are difficult to touch or even understand sometimes like LOVE; SADNESS; POLITICS.
3. Proper nouns Are the actual names of people or places, books,
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organisations, countries.
4. Collective nouns Refer to a group or a set or a collection of things like a kit of tools or a flock of sheep or a congregation of worshippers.
In your pairs complete the follow table with the nouns you wrote down in task 1 making sure you place them in the correct columns.
NAME:
GRADE:
DATE:
COMMON NOUN ABSTRACT NOUN PROPER NOUN COLLECTIVE NOUN
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SET WORK BOOK / LORD OF THE FLIES
LORD OF THE FLIES
Objectives
Students will understand the following:
1.
On a literal level, Lord of the Flies deals with what happens to a group of boys stranded on an island with no adult supervision.
2.
On a symbolic level, Lord of the Flies investigates what happens to civilized people when the structures of civilization disappear.
Materials
For this lesson, you will need:
• The novel Lord of the Flies
Procedures
1.
Throughout discussions about the novel, guide students to focus on what happens on the literal level in the book and what that development means on the symbolic level. That is, what happens literally to the boys and what is the
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author saying metaphorically about the structures of civilization?
2.
With the preceding discussion as background, divide your students into three groups:
One group is the rescued boys who should look at the entire time on the island through Jack's point of view.
One group is the rescued boys who should look at the entire time on the island through Ralph's point of view.
One group will act as an audience of adult judges—parents, police, and other authority figures; this group will ask questions of the two groups of boys and pass judgment on them.
3.
While the group acting as judges prepares questions for both groups, the groups supporting Jack and Ralph should consider the following questions by way of preparing for questions from the adults:
What happened? What events does each boy have firsthand knowledge of? What events did each boy only hear about? Which actions will each boy defend the most emphatically? What will each boy say about the others?
4.
The group acting as judges should prepare questions for both groups. In order to come to a fair judgment, what do the judges need to find out? How can they look beyond the boys' personalities and leadership styles to find an accurate depiction of what happened on the island? Explain that the judgment group must create questions that elicit both objective and subjective answers.
5.
After the adults have interrogated each boy, the judges should meet to formulate their conclusion: Who was responsible for each development during the boys' stay on the island? To what degree? Why do the judges hold specific boys responsible?
6.
Judges should give out punishments—and possibly rewards—based on their findings. They may be creative in crafting consequences for each boy and may also consider making recommendations so that in the future society at large can avoid another destruction of a civilized group.
Adaptations
Ask students to write papers in which they explain what Ralph and Jack represent and why some boys followed each.
Discussion Questions
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1.
Lord of the Flies has been called "a fable in which the characters are symbols for abstract ideas." Explain this statement by analyzing each of the major characters (Ralph, Jack, Piggy, Simon, and Roger) in terms of his distinctive character traits and the human quality he might symbolize.
2.
Defend and/or criticize Ralph's actions as leader. What were his motivations? Did he contribute to the tragedy in any way? Could he have acted to prevent any of the deaths? What would you have done differently in his situation?
3.
Describe the religious imagery in Lord of the Flies: the forces of good and evil, a fall from grace, a saviour, and eventual redemption. How does Golding's depiction of the island compare to the Garden of Eden?
4.
Analyze the student population in your school and the various groups or cliques that exist. Discuss whether there are certain mannerisms, clothing preferences, behaviour codes, or other qualities that characterize each group. Have you ever known a group member outside the context of his or her group? Did that person behave differently when not under the direct influence of the group?
5.
Some readers of Lord of the Flies have argued that each and every one of the boys' actions is nothing more than an attempt to survive in difficult conditions. Think about the mounting of the sow's head, Simon's ascent up the mountain, and the murder of Piggy in particular, as well as any other key scenes that stand out for you. Is it fair to say that the boys' actions were merely the result of the human survival instinct? Why or why not? If so, can you use these examples to draw some general conclusions about the human instinct to survive?
6.
Suppose the plot of Lord of the Flies involved a planeload of marooned girls, or a mixed group of girls and boys, instead of all boys. Do you think the same violent and cruel tendencies would have emerged on the island? Explain your answer in detail. If you think the outcome would have been different, explain how and why.
Evaluation
You may evaluate students on their participation in each group. Note which students have prepared questions and planned answers and which have not. Pay attention, too, to the clarity and smoothness with which each student speaks.
Extensions
On the Return of the Lost Boys
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GENERIC RESOURCES GRADE 8 ENGLISH
Have your students write a news story or produce a news video about the boys' return to England. As reporters, students should pretend they have conducted four or five interviews with the surviving boys, the adult who rescued them, their parents, teachers, and child psychology experts as well as the man on the street. They should prepare statements made by "interviewees." Overall they should organize their story or video to cover the "five W s and H "— Who? What? Where? When? Why? and How? If students are shooting a video, they can add to its realism by dressing actors in clothing that fits their roles.
Design a Curriculum Ask your students to imagine that they and their fellow students may one day have to face a challenge like that confronted by the boys in Lord of the Flies . Ask, "Would you be prepared to find yourself on a deserted tropical island with no adult supervision?" Then ask students to design a curriculum for a school semester that would teach the knowledge, values, and skills they would need to surmount all the challenges they would face. What content would the course include? What skills would be emphasized? What texts would be assigned to be read? How would the students be graded?
Suggested Readings
Lord of the Flies: Modern Critical Interpretations Harold Bloom, ed. Chelsea House Publishing, 1998.In this interpretative companion to Lord of the Flies, students are introduced to Golding's brilliant work through a classic study of the book's structure, symbolism, and drama.
Peace in the Streets: Breaking the Cycle of Gang Violence Arturo Hernandez. Child Welfare League of America, 1998.This novel-like firsthand look at youth gangs provokes discussion about the parallels between Golding's fictional adventure and inner-city gangs of today.
LINKS
Poems About Lord of the Flies Two poems that enhance the understanding of Lord of the Flies. Lord of the Flies: Story Analysis.
Lord of the Flies Low Fat Version Symbolism, character analysis, a map and more.
Lord of the Flies A great site with a map of the island in Lord of the Flies, character sketches, and information on the author.
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GENERIC RESOURCES GRADE 8 ENGLISH
VOCABULARY
Click on any of the vocabulary words below to hear them pronounced and used in a sentence.
apprehension
Definition: Suspicion or fear especially of future evil.Context: The travellers’ apprehension grew as the turbulence on the airplane became more violent.
depravity
Definition: A corrupt act or practice; moral corruption.Context: Natural human depravity often surfaces in times of war.
epilepsy
Definition: Any of various disorders marked by disturbed electrical rhythms of the central nervous system and typically manifested by convulsive attacks usually with clouding of consciousness.Context: The medication that controlled his epilepsy allowed Frank to safely drive a car.
irony
Definition: The use of words to express something other than and especially the opposite of the literal meaning.Context: It is a common irony—that the poorest people are sometimes the most generous.
profane
Definition: Serving to debase or defile what is holy.Context: Years ago, it was considered profane for women to attend church hatless.
prudent
Definition: Marked by wisdom or judiciousness; shrewd in the management of practical affairs.Context: The family turned to Aunt Cecilia, a prudent and trusted adviser, who could resolve their differences.
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GENERIC RESOURCES GRADE 8 ENGLISH
redemption
Definition: The act or process of freeing from the consequences of sin.Context: In the Christian tradition, baptism offers people redemption from original sin.
sadist
Definition: One who delights in cruelty.Context: The neighbourhood bully was clearly a sadist who teased all of the younger children until they cried.
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