English Home Language Grade 9 - CNX

[Pages:113]English Home Language Grade 9

By: Siyavula Uploaders

English Home Language Grade 9

By: Siyavula Uploaders

Online: < >

CONNEXIONS

Rice University, Houston, Texas

This selection and arrangement of content as a collection is copyrighted by Siyavula Uploaders. It is licensed under the Creative Commons Attribution 3.0 license (). Collection structure revised: September 14, 2009 PDF generated: October 28, 2012 For copyright and attribution information for the modules contained in this collection, see p. 104.

Table of Contents

1 Term 1 1.1 Enjoying poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1.2 Balancing a budget . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1.3 Dialogue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 1.4 Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 1.5 Posters and proverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 1.6 Reasearch and reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 1.7 Reading and comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 1.8 Sentence types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 1.9 Upgrading your vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

2 Term 2 2.1 Critical habits and experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 2.2 Using punctuation appropriately . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 2.3 Coherent writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

3 Term 3 3.1 To communicate ideas accurately . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 3.2 To read spontaneously and extensively for pleasure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 3.3 Career choice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 3.4 To give an oral presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 3.5 Creative use of language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 3.6 Interaction skills in telephonic conversations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

4 Term 4 4.1 To communicate ideas accurately . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 4.2 To express ideas in a letter to the press . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 4.3 Direct and reported speech . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97

Attributions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104

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Chapter 1

Term 1

1.1 Enjoying poetry1

1.1.1 ENGLISH HOME LANGUAGE 1.1.2 Grade 9 1.1.3 MONEY MATTERS 1.1.4 Module 1 1.1.5 ENJOYING POETRY 1.1.5.1 ACTIVITY 1: 1.1.5.2 Enjoying poetry 1.1.5.3 [LO 6.1]

? Read the following poem.

MONEY MADNESS

Bread should be free, 1 Shelter should be free, Fire should be free To all and anybody, all and anybody, 5 all over the world. We must regain our sanity About money Before we start killing one Another about it. It's one thing or the other. 10 D. H. Lawrence

? Answer the following questions:

1.1.1. Name the literary device used in the title of the poem.

1.1.2. What does the poet mean by. . .

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CHAPTER 1. TERM 1

bread (line 1) shelter (line 2) re (line 3) 1.1.3. Why does the poet repeat the words all and anybody in line 4 - 5? 1.1.4. What does it mean to regain our sanity (line 5)?

1.1.5.4 ACTIVITY 2:

1.1.5.5 Thinking about human needs and rights

1.1.5.6 [LO 5.1]

2.1. What do you think the poet (D.H. Lawrence) is trying to tell us in this poem? 2.2. Do you think bread, shelter and re should be free? Explain why you think so. 2.3. The poet mentions some aspects that can be classied as human needs. Maslow, a well-known

psychologist, developed a triangular model divided into ve horizontal levels that illustrates the hierarchy of human needs. Draw a triangle and complete the model by starting at the bottom with what you consider man's most basic needs and ending at the top of the triangle with the highest, most sophisticated form of human needs' fullment.

1.3.2. Which needs do you consider basic humans RIGHTS for all? 1.3.3. What do you think is the dierence between a need and a luxury?

1.1.6 Assessment

LEARNING OUTCOME 5

Thinking and Reasoning

The learner will be able to use language to think and reason, as well as to access, process and use information for learning.

We know this when the learner: 5.1 uses language to think and reason.

? 5.1.1 applies thinking and reasoning skills in a variety of contexts across the curriculum; ? 5.1.5 recognises and explains why information can be considered factual or objective; ? 5.1.7 questions and infers to solve problems and develop thinking about complex issues, ideas and

emotions (e.g. human rights issues, environmental issues, personal dilemmas, cross-curricular topics).

5.3 processes information;

? 5.3.3 extracts and synthesises information, using listening, reading, writing and viewing skills.

We know this when the learner: LEARNING OUTCOME 6

Language Structure and Use

The learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts.

We know this when the learner: 6.1 works with words:

? 6.1.2 creates personal spelling list and dictionary of words across the curriculum and discusses which

words give problems;

? 6.1.6 uses prexes and suxes to work out meaning.

6.2 works with sentences:

? 6.2.6 uses a range of punctuation appropriately (e.g. comma to separate an introductory phase or

clause from the main part of a sentence, and to separate phrases and clauses in a series).

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