Grade 8 9 English FAL Winter School Support Material

GENERAL
EDUCATION AND
TRAINING (GET)
KZN DEPARTMENT OF EDUCATIO
CURRICULUM
2014
GRADES 8 AND 9
ENGLISH FAL WINTER SCHOOL

SUPPORT MATERIAL
CHIEF DIRECTORATE: Curriculum Management
GRADE 8 AND 9 ENGLISH TEACHER WORKBOOK Page 1

TABLE OF CONTENTS
1. Text Types: Newspaper Article 3
2. Cartoons 11
3. Poetry 20
4. Advertisements 24

NEWSPAPER ARTICLE
Introduction of different types of texts/ genres
Text types (genre families)
o Ask teachers to name different texts types that they use as per CAPS requirements.
o Identify the purpose for each text and its features (e.g. newspaper article, poem, short
story etc)
Family Social Genre/ text type Specific purpose Stages Some language patterns
purpose common to this genre.
Narrative To tell a story- Orientation Past or present tense.
fiction or non- Complication Descriptive &
fiction. . figurative language.
Resolution. Action verbs.
Recount To recount Orientation Past tense
Engaging.
something that has Record of Action verbs

happened. events.
Stories
News Story Reporting Lead Past tense

significant events. Angles Descriptive language.
Report Classifying and Classification Timeless present tense
describing Description Action verbs
phenomena
Explanation Explaining Stating the Timeless present tense
sequences and phenomenon Time conjunctions-first,
cause and effect Explanation. next,
Procedure How to do Purpose Action verbs
experiments/tasks. Equipment (imperatives) eg. Put,
Steps measure…
Simple present tense
Procedural recount Describes how an Purpose Action verbs and
experiment/ task Method imperatives.
was done. Results. Past tense
Factual texts
Histories, autobiographical/ Recounting life and Orientation/ Past tense

Informing
biographical historical events. background Reflection to time

Historical Record
events
Argument Thesis Text connectives to

Argument introduce and link
Evaluating.
Evaluating
Reiteration arguments
Response to text. Reacting to or Context Simple present or
texts
reviewing an event Description simple past tense.

or text. Evaluation.

Key features of a newspaper article.
Headline- usually only four or five words. It tries to attract the interest of the reader by telling them
what the story is about, in a short and interesting way.
By-line- who wrote the article?
Introduction- it will set the scene and summarize the main point of the article: who, what, where,
when.
Body– provides more details about the event, in particular answer the questions how
and why.
Quotes– sometimes articles will include what a person (like an eye-witness or an

expert) has said. These will be in speech marks.

Activity 1: Use the following newspaper article to identify key features
This article was sourced from the internet.
Headline- usually only four or five words. It tries to attract the interest of the reader by
telling them what the story is about, in a short and interesting way.
 What is the headline for your article?
_______________________________________________________________________
_______________________________________________________________________
 How many words are in the headline? ________________
By-line
 Who wrote the article?_______________________________________________

Introduction- it will set the scene and summarize the main point of the article: who, what, where.
 Can you identify these important points in your article?
-Who is the article about? ________________________________________________________

-What happened? _______________________________________________________________
__________________________________________________________________________
-When did it happen? ___________________________________________________________
-Where did it happen? ___________________________________________________________
Body – provides more details about the event, in particular answer the questions how and
why.
 What else do you know now? ____________________________________________
__________________________________________________________________________
__________________________________________________________________________
Quotes – sometimes articles will include what a person (like an eye-witness or an expert) has said.
 Does your article have quotes? If so,
- What was said? ________________________________________________________________
____________________________________________________________________________
- Who said it? ___________________________________________________________________
- How are they related to the event?

____________________________________________________________________________
___________________________________________________________________
Photograph and caption- sometimes articles have a photograph, and a sentence explaining the
photograph
 Does your article have a photograph? What does it show- describe exactly what you see? ___
___________________________________________________________________________
 What does the caption say? __________________________________________________________

Reading and viewing
Activity 2: Read a newspaper article.
Pre reading
 Read the headline of the newspaper article and look at the picture.
 Scan the first paragraph and the answer the questions.
a) What is this article about?

b) Where did these events happen?
c) When did they happen?
d) Is this article written in paragraphs or columns?
During reading:
 Look out for the main ideas in the text as you read. Don’t worry if you do not
understand every word you read at first.
 Re- read the article and try to work out the meaning of new words from the context and
other cues (such as punctuation and pictures).

200 jobs … thousands apply!!
fight broke out this morning as some tried to
By Melissa Mungroo jump the queue.
9. The first people at the head of the queue,
September 09 2009 at 02:12PM brother and sister Simphiwe Msimango, 21,
and Bongekile Ngubane, 23, arrived at
Curries Fountain at 4 p.m. yesterday.
Msimango said he wanted to join the Metro
Police because he wanted to fight crime.
Ngubane said: "There is an increase in
crime and no one is doing anything about it."
She said they were soaking wet because it
had rained during the night and they had not
eaten since yesterday. Nonhle Sabela,
29,from Amanzimtoti was in the queue at
Tough times: Thousands of people queued from midnight. She heard about the vacancies
Curries Fountain sports ground to apply for 200 from a friend. "I am unemployed and was
learnership jobs with the Metro Police in Durban. attracted by the job because of medical aid
Photo: Puri Devjee, DailyNews and provident fund benefits," she said. She
said she was told to fill in a form today and
1. Thousands of people queued from Metro Police would call her for a physical
Curries Fountain sports ground all the way test if she was successful.
up John Zikhali (Sydenham) Road in Durban 10. Vumani Sibiya, 23, from Adams Mission,
this morning to apply for 200 learnership who tried to entertain those around him with
jobs with the Metro Police. jokes, said he wanted to be a cop so that he
2. The job seekers - the majority of them in could make sure people obeyed the rules of
their early 20s - carried umbrellas, the road. "I have a job and am looking for
blankets, CVs and jackets as they travelled something better," he said. Sibiya joined the
from Verulam, KwaMakhutha, Tongaat, queue at 2 a.m. and came prepared with his
Inanda, Umlazi and other parts of the blanket.
eThekwini Municipality.
3. Many were standing in the queue before This article was originally published on
midnight. Metro Police struggled to control page 1 of Daily News on September 09,
the crowd with people walking in the street 2009.
and obstructing traffic.
4. We were expecting a large crowd of
applicants and had planned for this event to
avoid any chaos," said Joyce Khuzwayo,
spokeswoman for Metro Police.
5. The application procedure started today
and will continue until Friday, with people
between the ages of 18 and 30 allowed to
apply.
6. "We expect to process all applications
by the end of this month and thereafter
start the selection procedure based on IQ

tests and physical fitness tests," she said.
7. "The interviews will then commence and
the successful candidates will undergo full
training to become Metro Police officers."
8. Khuzwayo said the trainees would be
tested on their knowledge of the Road
Traffic Act and criminal law and procedures.
The learnerships are being offered to train
people in time for the 2010 World Cup. A

After reading:
Responding to text: questions
1. Why did the journalist write this article?
2. Who is the target audience?

3. The purpose of the article is to …
a) Explain about the increase in crime.

b) To tell people about long queues.
c) To inform people of the learnership jobs that were offered.
d) To express an opinion about the Metro Police.
4. What do you conclude from the statement below?
“I have a job and am looking for something better,” he said.

5. Indicate whether the following statement is TRUE or FALSE. Quote a line from
the newspaper article to support your answer.
Sibiya does not have a job.

6. How does the writer of the newspaper article draw the attention of the readers?
7. What is the main idea of paragraph 10?

8. The best meaning of the word “ provident” as it is used in the text is to make
arrangements for the future by …
a) Wasting money.
b) Spending money.
c) Saving money.
d) Borrowing money.
9. Indicate whether the following statement is a FACT or OPINION.
The fight was caused by the people jumping the cue.
Activity 3: write a newspaper article using the following frame/ guideline.

Plan: before you start writing you need to plan and prepare for what you are going to
write.

 Use the features of the newspaper article to write your own newspaper article.
 Choose a topic that is currently on the news to write about. Listen on the news
and read as much as you can as you can about the event.
 Remember the purpose of the newspaper article is to report the facts, so you must
get the facts correct.
 The other purpose of a newspaper article is to get and keep the interest of your
readers. Think about who your target audience and how you will do that.
Draft: start the next, which is drafting.

 Think of an interesting title for your article.
 Draft the first paragraph. Remember who, what, where, when, how.
 Draft the rest of the paragraphs. These paragraphs will contain the supporting
ideas.
- Use a variety of sentences.

- Include at least one rhetorical question.
- Use emotive language.
- Make sure you give a clear sequence of events.
- Include all the facts.
 Draft a concluding paragraph. You can give your own opinion in this paragraph.
Revise: now you need to look at how you can improve your article.
 Have you structured and formed sentences correctly?
 Have you used appropriate language?

 Have you included all the features of the newspaper article?
Edit: check and correct your spelling and punctuation
Present: Rewrite your article with corrections.
Activity 4: Diary Entry

 A diary entry is a portrayal of daily events.
 Present his / her evaluation of the day or event.

 Write from the writer‟s point of view; the first person narration is the most
appropriate approach.
 The language choice is simple and to the point.
 The tone will be determined by the nature of the entry.

Recently you went to computicket to buy a ticket to see one of your favorite bands
unfortunately by the time you got to the cashier all tickets were sold out due to a long
queue.
Write a diary entry where you express your feeling about the experience.
CARTOONS
A cartoon is a simple drawing showing the features of its subjects in a humorously

exaggerated way.
BENEFITS OF USING A CARTOON
 Can be used to write a narrative essay.

 Can be used to teach language structure and conventions.
 Captures the attention of and engage pupils during lesson.
 It increases vocabulary.
 It engages learner who learn visually.
FEATURES OF A CARTOON
 Thought bubbles
 Frames
 Caricature
 Colours
 Stereotypes
 Symbols like body language, objects used, font, punctuation marks etc.
Caricatures
A caricature is a visual representation of a person or group. Look at these graphics. Can
you identify the type of person they represent? What features have been highlighted by
the cartoonist? (Think about physical characteristics, clothing and equipment, body
language, setting.)

Colours in cartoons
Look at the use of colours in the cartoon about the early settlement of Australia by the
British. It features two British naval officers in the foreground discussing two Indigenous
men in the background.
Stereotypes
Look carefully at each of the images and think about the stereotypical presentation of
people in them, then write your ideas next to the images.

Symbols in cartoons
Look at the cartoon about the early settlement of Australia by the British. It features two
British naval officers in the foreground discussing two Indigenous men in the
background.
ACTIVITIES FOR EXPLOITING THE CARTOON
1. Describe the situation in the cartoon.
2. What is the message in the cartoon? How does the position of the figures and their
body language help to communicate this message?
3. What symbols and objects have been used by the cartoonist to communicate the
message about the attitude of the British naval officers to the Indigenous men?

ACTIVITIES
SEQUENCING OF EVENTS
Divide learners into groups.
Give each group picture frames to work with.
Tell the learners to rearrange the storyline in the correct sequence.

Answer the following questions based on the above cartoon.
1. Who are the characters in this cartoon?
2. Choose the correct alternative for the following question:
The relationship between the two characters is that of:

A. Siblings
B. Parent and achild

C. Cousins
D. Neighbours
3. What is William thinking in frame 1 and howdo you know?

4. How do we know that John is going to have a serious talk with William?
5. What shows us that William is not interested in what John is saying?
6. What is the humour in this cartoon?
7. Rewrite “we’ll” in full as found in frame 1.
8. Change William‟s reply in the last frame into a question.
9. Change the tense of the statement in frame 3 into simple past tense.
10. Combine the statements in frames 2, 3, 4, 5 & 6 to form one sentence.

The cartoon series within four-stage strategy and
writing process approach is effective in the teaching of writing
narrative text.
First, cartoon series is helpful to generate the students' ideas and
organize their texts.
Second, writing process approach encouraged the students with the
steps of creating the texts and four-stage strategy was effective in
the teaching of writing. Additionally, self-access learning brought the
students to write narrative text independently. Personal treatment
encouraged the students to consult their drafts and it minimized the
gap between the teacher and the students.Finally, the students' drafts
were published through reading aloud, role playing, and displaying
them on the wall magazine.
It can be inferred, therefore, that cartoon series is effective for
the teaching of writing narrative texts. Cartoon series has inspired the
students to generate ideas and also has brought them to organize
narrative texts well. Writing process approach keeps the
students to do the steps of composing whereas four-stage strategy
facilitates the students to do the steps of learning writing
collaboratively and independently. It is finally suggested that the
teachers of English utilize cartoon series in teaching writing narrative
texts. For the students, it is expected that they practice writing
paragraphs in various topics and texts by utilizing cartoon series
available in printed media, such as newspapers, magazines, etc.
Use any of the following cartoon strips to write a narrative essay.

1.

2.
3.

POETRY
Lucky Old Sun

Up in the morning.
Out on the job,
Work like the devil for my pay,
While that lucky old Sun
Has nothing to do
But roll around heaven all day!
Work for my woman.

Toll for my kids,
Sweat till I‟m wrinkled and grey.
Has nothing to do
But roll around heaven all day!
Dear Lord above, can`t you see I`m pining?

Tears roll in my eyes.
Bring down that cloud with the silver lining,
Take me to Paradise!
Show me that *river,

Take me across,
Wash all my troubles away.
Like that old Sun,
Give me nothing to do
But roll around Heaven all day!
Traditional U.S.A
PRE-READING ACTIVITIES (INTRODUCE TEXT)

 Ask questions about the title e.g. what is the title of the poem?
 Ask questions about the sun (value of the sun, identify adjectives describing the
sun in the poem.
DURING - READING (features of the text)

 Read the poem (who)
 Discuss vocabulary
 Discuss key features
 External structure of a poem e.g. long or short lines, word order, use of
stanzas or verses, punctuation, etc.

 Internal structure e.g does the poet use literal language or imagery
(figurative language),like metaphors or similes, rhyme or free verse(no
rhyme), rhythm (the beat of the words used), alliteration, assonance,
personification, etc)
 Mood /emotions/feelings(how the speaker in the poem feels)
 Theme and message(what the poem is about/what the poet is trying to

convey in the poem/what can be learnt from the poem)
POST- READING (answer questions, compare, contrast, evaluate)

1. Answer the following questions based on the above poem
1. What is the theme of the poem? (give options and let the learners choose)
2. The poet wants to be taken to a particular place where people go to after death.
2.1 What place is that?
3. What is paradise/what kind of place is paradise/what happens in paradise?
4. Do you think the poet can feel/live better in a paradise? Why?
5. The poet says the sun is `LUCKY`.
5.1. Do you agree? Support your answer, basing your argument on the poem.
6. What is the mood of the poem? (Give options and let the learners choose)
7. What is the feeling or emotions in this poem? (give options and let the learners
choose)
8. Identify the figure of speech used in line 3.
9. What is the meaning of this phrase, “work like the devil for my pay.”
10. What figure of speech is this phrase “take me to paradise”?
11. What is „paradise‟?
12. Identify rhyming words in the poem.
13. Use this proverb in a sentence to show you understand its meaning: “every cloud has
a silver lining, line 15”
14. The poet has repeated this phrase,” But roll around heaven all day”. Why do you
think the poet has done this?
15. What can you learn from this poem\ what do you think the poet is trying to convey in
this poem?
LETTER-WRITING (Informal Letter)

You have been feeling down lately because you think that you always have to work hard
for everything that you have, that nothing comes easily for you.
Your sister talked to you (gave you a pep talk) and managed to help you get out of this
feeling of helplessness.
Write a letter and thank her for advice given.
 Correct formal

 Purpose
 Language use
 Register
 Logical order of sentences
 Use conjunctions to ensure cohesion
 Use a variety of sentence types, lengths and structures
Focus on process writing

 Planning
 Drafting
 Revision
 Editing
 Proof-reading and presenting
Poem 1
My pet mouse
By David Whitehead
I have a friendly mouse,
He is my special pet,
I keep him safely on a lead,
I haven`t lost him yet.
I never need to feed him, not even bits of cheese.

He`s never chased by any cat
And he does just as I please.
He likes when I stroke him

For he`s smooth and grey and fat.
He helps me sometimes with my games,
When he runs around my mat
I `ve never known a mouse

That could really be much cuter.
He`s my extra special electronic

mouse
That works my home computer
Poem 2
Nothing Gold Can Stay
Robert Frost
Nature`s first green is gold,
Her hardest hue to hold,
Her early leaf`s a flower;
But only so an hour.
Then leaf subsides to leaf.

So Eden sank to grief,
So dawn goes down to day.
Nothing gold can stay.
Poem 3
The Runner
By Faustin Charles
Run, run, runner man,
As fast as you can,
Faster than the speed of light,
Smoother than a bird of flight,
Run, run runner man,
No one can catch the runner man,
Swifter than an arrow, outrunning his own shadow,
Run, run, runner man, faster than tomorrow,
Quicker than rocket!
Into deep space spinning like a cornet!
Lighting the heavens of the night,
Out of sight,
Run, run, runner man, run!

Advertisements
Talking about advertisement
Advertisements are a form of persuasive writing

“Their purpose is to persuade through a process of explaining a proposition, to persuade
readers to accept a point of view or to adopt certain behaviour”
Advertisements have many different language features depending on:

 the target audience
 the purpose of the advert
 the subject of the advert
How do adverts persuade?

 They do this by aiming at a particular type of a customer.
 They use carefully chosen, positive language
 They appeal to some aspect of the reader‟s personality.
They use carefully chosen language to appeal to their target audience such as:
 Special offer
 Cool
 Exclusive
 Cheaper
 Free!
 Buy one and get one free!
 Latest fashion
 Genuine
 The best
 Guaranteed results
 Look no further
 Bargain
 Number one
They promise the following:

 To cure all ailments.
 To solve all your problems.
 To change your life for the better.
How do they attract your attention and stick in your memory?

 They can use humour to get you in a good mood.
 They ask questions to hook you in.
 They appeal to your senses.
 They use alliteration, rhyme or a play on words to create a memorable slogan.
 They persuade you to imagine yourself using their product.
 They make you feel special.

Advertisements also do the following:
 They contain a mix of facts and persuasive comment.
 They focus on the positive and ignore the negative.
 They use exaggerated language, full of adjectives and adverbs to paint an
appealing picture (eg the biggest sale ever)
 They start sentences with the imperative.
 They ask rhetorical questions (eg do you have tired, dull hair?)
 They use memorable images and slogans (eg smooth, sleek, shiny hair is yours
with super care)
 Their sole purpose is to convince the reader/listener/ viewer to buy their product.
 They repeat words or phrases to ensure the message will be remembered.
 They offer bonuses, promises of bargains, of getting something for nothing.
 Use stereotypes (eg use of young attractive people to promote a gym)
 They use quotes or authority from famous people.
 Call for action, the expression of urgency to act on the advice (eg buy now before
the stocks run out/hurry while stocks last
Choose some questions that interest you and your colleagues/learners.
1. Why are there so many advertisements on TV, radio, in magazines, etc.?
2. Do you ever enjoy advertisements on TV? (If yes, what do you enjoy about
them?)
3. What kinds of advertisements attract your attention?
4. What is the most memorable advertisement you have ever seen? (Describe it)
5. What is one funny advertisement you have ever seen? (Describe it)
6. What products use very serious TV advertisements?
7. What products use funny TV advertisements?
8. Which celebrities have you ever seen in advertisements?
9. Do any advertisements try to shock viewers?
10. How are radio ads; magazine ads and TV ads different from each other?

Discussion Questions
Ask these questions to your colleagues/learners and be ready to continue the conversation
by asking follow up questions.
1. What makes an advertisement effective?
2. Have you ever bought a product because of advertising? (If so, why?)
3. What do you think of ads that are aimed at children?
4. Can famous celebrities in ads make people want to buy a product?
5. Do you think beer and cigarette companies should be allowed to advertise? Why
or why not?
6. Why do some companies use celebrities in their ads?
Features of advertisements (CAPS Doc. Page 45)
 Catch and keep the attention of the reader – ensuring that the operative
words stand out.
 Create a desire to own the product or use the service.
 Make the reader actually go out and buy/use the product/service
 Consider the following designing:
 The target market (for whom the advertisement is appealing?)

 Positioning (where and when the advertisement will appear - in
what media, at what time and where in the programme or
magazine?)
 Appeal (to what sense is the advertisement appealing?)
 The layout and font size
 The attitude (sincere or not) and the ratio between fact and opinion
 The effectiveness of the choice of colour or lack thereof
 The language used (whether it is clichéd, repetitive, figurative,
rhetorical, etc.)

Study the advertisements below and then answer the questions that follow
Advert 1
There are two parts to this activity
1. Who is the advertiser?

2. Why does the advertiser call marula the „golden‟ fruit of Africa?
3. How does the company describe itself?
4. Name two groups of people who stand to benefit from the activities of the Marula
Natural Products Company?
5. Are the products expensive?
6. Name the word that makes a promise to women in rural communities.
7. How does the company back up its claim that it is „eco-friendly‟?
Questions
1. Who is the advertiser?

2. Why does the advertiser call marula the “golden” fruit of Africa?
3. How does the company describe itself?
4. Name TWO groups of people who stand to benefit from the activities of
Marula Natural Products Company
5. Are the products expensive?
6. Name the word that makes a promise to women in rural communities.
7. How does the company back up its claim that it is „eco-friendly‟?

Advert 2
B.
1. Name two products made from marula fruit.

2. Is it true that marula fruit pulp contains three times more vitamin C than oranges?
3. Which product soothes the skin?
4. Explain why some words are in CAPITAL LETTERS.
5. Do you think this is „honest‟ advertising?

Activity 3
Identify all the features of the advertisement above. Use the language of the
advertisement to identify those features.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

Activity 4
Identify all the features of the advertisement above. Use the language of the
advertisement to identify those features.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Critical analyses on activity 3 and 4 above:

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________________________________
ACTIVITY THAT CAN SPRING FROM AN ADVERTISEMENT
Learners write a letter to the editor complaining about the side effects emanating from the
use of product or alternatively, they write a letter about how the product helped them.
Comprehension approach can be used to deal with language and grammatical aspects in
the advertisement.

5 DAY WINTER SCHOOL PROGRAMME: ENGLISH
WORKSHOP FOR TEACHERS
Dates : 30 June 2014 - July 2014

Time : 09h00 – 15h00
Venue :
DAY 1
1. 09h00 – 09h30 Registration
Opening and welcome
Introductions and apologies.
Confirmation of the agenda
2. 09h30 –10h00 Report on 2013 ANA results
3. 10h00 – 10h30 Identification of problem areas in ANA
4. 10h30 – 11h00 BREAK
5. 11h00 – 11h30 Discussion of 2014 ANA Assessment Guidelines for
improvement of English
6. 11h30 – 13h00 Comprehension: Story and other types of texts.
7. 13h00 – 14h00 LUNCH
8. 14h00 – 15h00 Comprehension
 Plan and teach structured reading lessons as
per CAPS requirements
 Different figures of speech.
 Plan structured language lessons focusing on
the teaching of comprehension.
 Teach reading strategies and word attack
skills.
 Different types of texts
DAY 2
1. 09h00 – 10h30 Comprehension Texts and questions
 Predict based on title or graphics
 Understand elements of a text story, fable,
myth etc. like character, plot and setting

2 10h30 – 11h00 BREAK
3 11h00 – 13h00 Language structure and conventions: Remedial
measures to improve classroom practice. Work to be
covered in the third term.
 Parts of speech
 Tenses
 Active and passive voice
 Direct and reported speech
 Modals
 Punctuation
 Spelling rules
 Introduce 3-5 words daily and give learners
an opportunity to use the vocabulary orally
and in writing
4 13h00 – 14h00 LUNCH
5 14h00 – 15h00 Essay Writing: Remedial measures to improve
classroom practice. Development of materials for
Grades 6 & 7 and Grades 8 & 9 and work to be done
in the third quarter.
 The process approach to writing
 Planning
 Editing
 Presenting
 Paragraphing
 Topic sentences
DAY 3
1. 09h00 – 10h30 Essay Writing continued
2. 10h30 – 11h00 BREAK
3. 11h00 – 13h00 Transactional Writing
 Different types of transactional texts such as
story, dialogue, diary, report, book review,
etc.

 Format of letters
4. 13h00 – 14h00 LUNCH

5. 14h00 – 15h00 Transactional Writing continued
DAY 4
1. 09h00 – 10h30 Poetry
 Explain, interpretation and overall response to
text
 Recall events in the correct sequence
 Summarise the text
 Reflect on cultural customs, values, beliefs/
struggle between good and evil
2. 10h30 – 11h00 BREAK
3. 11h00 – 13h00 Advertisement and summary writing
 Understands persuasive, instructional texts
 Uses different reading strategies to understand
what is being read
4. 13h00 – 14h00 LUNCH
5. 14h00 – 15h00 Advertisement and summary writing
continued
DAY 5
1. 09h00 – 10h30 Information text
 Features
2. 10h30 – 11h00 BREAK
3. 11h00 – 13h00 Language structure and conventions in context
 Antonyms: understand words within context
 Synonyms
 Reported speech
 Types of sentences
 Complex sentences
4. 13h00 – 14h00 LUNCH

Grade 8 9 English FAL Winter School Support Material

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What are the different text types discussed in the document?

What are the different text types discussed in the document?

What are some of the key features of a newspaper article discussed?

What are some of the key features of a newspaper article discussed?

GENERAL

ENGLISH FAL WINTER SCHOOL

CHIEF DIRECTORATE: Curriculum Management

GRADE 8 AND 9 ENGLISH TEACHER WORKBOOK Page 1

1. Text Types: Newspaper Article 3

GRADE 8 AND 9 ENGLISH TEACHER WORKBOOK Page 2

something that has Record of Action verbs

News Story Reporting Lead Past tense

Histories, autobiographical/ Recounting life and Orientation/ Past tense

biographical historical events. background Reflection to time

Argument Thesis Text connectives to

reviewing an event Description simple past tense.

GRADE 8 AND 9 ENGLISH TEACHER WORKBOOK Page 3

By-line- who wrote the article?

Quotes– sometimes articles will include what a person (like an eye-witness or an

GRADE 8 AND 9 ENGLISH TEACHER WORKBOOK Page 4

This article was sourced from the internet.

 How many words are in the headline? ________________

GRADE 8 AND 9 ENGLISH TEACHER WORKBOOK Page 5

-Who is the article about? ________________________________________________________

-Where did it happen? ___________________________________________________________

- What was said? ________________________________________________________________

- How are they related to the event?

GRADE 8 AND 9 ENGLISH TEACHER WORKBOOK Page 6

 Scan the first paragraph and the answer the questions.

a) What is this article about?

GRADE 8 AND 9 ENGLISH TEACHER WORKBOOK Page 7

start the selection procedure based on IQ

GRADE 8 AND 9 ENGLISH TEACHER WORKBOOK Page 8

2. Who is the target audience?

a) Explain about the increase in crime.

“I have a job and am looking for something better,” he said.

Sibiya does not have a job.

7. What is the main idea of paragraph 10?

The fight was caused by the people jumping the cue.

Activity 3: write a newspaper article using the following frame/ guideline.

GRADE 8 AND 9 ENGLISH TEACHER WORKBOOK Page 9

Draft: start the next, which is drafting.

- Use a variety of sentences.

 Have you used appropriate language?

Edit: check and correct your spelling and punctuation

Present: Rewrite your article with corrections.

Activity 4: Diary Entry

 Present his / her evaluation of the day or event.

GRADE 8 AND 9 ENGLISH TEACHER WORKBOOK Page 10

A cartoon is a simple drawing showing the features of its subjects in a humorously

BENEFITS OF USING A CARTOON

 Can be used to write a narrative essay.

GRADE 8 AND 9 ENGLISH TEACHER WORKBOOK Page 11

GRADE 8 AND 9 ENGLISH TEACHER WORKBOOK Page 12

ACTIVITIES FOR EXPLOITING THE CARTOON

1. Describe the situation in the cartoon.

GRADE 8 AND 9 ENGLISH TEACHER WORKBOOK Page 13

GRADE 8 AND 9 ENGLISH TEACHER WORKBOOK Page 14

2. Choose the correct alternative for the following question: