Grade 9 English Home Language Textbook

WIP4478M000 • SOLUTIONS FOR ALL ENGLISH HL • GRADE 9 LEARNERS BOOK • TWELFTH POSITIVE PROOF • 20 MAY 2013
Solutions for all

English
Home Language
Grade 9
Learner’s Book
S Kerr
J Unterslak
Solutions for all English Home Language Grade 9 Learner’s Book
© S Kerr, J Unterslak, 2013

© Illustrations and design Macmillan South Africa (Pty) Ltd, 2013
All rights reserved. No part of this publication may be reproduced,

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First published 2013
13 15 17 16 14
2 4 6 8 10 9 7 5 3 1
Published by
Macmillan South Africa (Pty) Ltd
Private Bag X19
Northlands
2116
Gauteng
South Africa
Illustrations by Linda Klintworth, USDI, Robin McBride

Typeset in Swiss for All 12/5pt by Positive Proof cc
Cover image from VMS Images
Cover design by Deevine Design
ISBN: 978-1-4310-1402-6
WIP: 4478M000
e-ISBN: 9781431025572
Photo acknowledgements
Greatstock: pp. 1, 41, 60 (a), 89, 103,
173, 175, 205, 206, 225, 263, 281, 284
AAI Fotostock: pp. 20, 58, 60 (b), 72, 74,
107, 126, 142, 159, 164, 189, 195, 247, 294, 295
Acknowledgements
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to make the necessary arrangements at the first opportunity.
The publishers would also like to thank those organisations
and individuals we have already approached and
from whom we are anticipating permission.
It is illegal to photocopy any page of this book

without written permission from the publishers.
Contents
TERM 1 Theme 3: X-roads 41
Listening and speaking
Theme 1: It all ‘ads’ up 1 Listening to a dialogue 42–43
Listening and speaking Role-playing 43–44
Group discussion 2 Reading and viewing
Listening comprehension 3–4 Reading a contract 44–47
Reading and viewing Poetry: An Abandoned Bundle 47–50
The reading process 4–6 Writing and presenting
Books and short stories 7–11 Writing a report 50–51
Writing and presenting Language structures and conventions
The writing process 11–12 Abbreviations 52–53
Creating an advertisement 12–13 Idioms and proverbs 53–54
Language structures and conventions Spelling patterns 54
Spelling patterns 14 Question forms 54–55
Abbreviations 14–15 Voice 55–56
Nouns, adjectives and pronouns 15–16 Reference to Core Reader
Sentence structure 16–18 Bantustan 50
Concord 18
Homework activities Weeks 5–6 56–57
Simple tenses 19
Reference to Core Reader
Riot 11 Theme 4: Reeled in 58
The Merchant of Venice 19
Homework activities Weeks 1–2 19 Listening to a dialogue 59–60
Unprepared speech 60–61
Reading and viewing
Theme 2: Blown away 20
The short story: In the Withaak’s Shade 62–65
Listening and speaking Poetry: the african pot 65–67
Listening and reading aloud 21–22
Writing and presenting
Reading and viewing Writing a narrative essay 67–68
The novel: Goodnight Mr Tom 22–29
Language structures and conventions
Comprehension strategies: Blown
Regular and irregular verbs 69
away by books 29–34
Idioms and proverbs 69–70
Poetry: Rain in summer 35–37
Acronyms 70
Writing and presenting Spelling rules: silent letters 70–71
The informal letter 37–40
Language structures and conventions The Magic of the Little Honeyguide 65
Direct and reported speech 24–25 The Guitar 67
Inferring meaning 30 Adventures of Isabel 71
Punctuation 30–31
Homework activities Weeks 7–8 71
The Wishing Fish 22
The song maker 29 Theme 5: Far out 72
The Quarry 37
The Merchant of Venice 40
Listening and speaking about a
Homework activities Weeks 3–4 40 newspaper report 73–75
Reading and viewing
Reading a newspaper or magazine
report: Ghost stories haunt Pike
Place Market 76–81
Contents
Poetry: Homage to My Hips 81–83 Reference to Core Reader

Writing and presenting The Toys of Peace 109
Writing a report 83–85 New Life in Kyerefaso 110
Language structures and conventions The Merchant of Venice 117
Sentence types 77 Love Poem for My Country 124
More about the verb: tenses and mood 85–87 Homework activities Weeks 3–4 124–125
My brother Bert 83
Theme 8: Working it out 126
Listening to and discussing a speech 127–128
TERM 2 Reading and viewing
The novel: Stormbreaker 129–131
Theme 6: Winning ways 89 Poetry: Night Sister 132–136
Listening and speaking Reading a cartoon 136–138
Listening and speaking: listen to a Writing and presenting
story and forum or group discussion 90–92 Introductions and conclusions 132
Reading and viewing Notices, agendas and minutes 138–141
The novel: Iron Love 93–98 Language structures and conventions
Poetry: To James 98–101 Word attack skills 134
Reading a will and testament 101–105 Spelling 135
Writing and presenting Reference to Core Reader
Summarising a text 92–93 The Girl who Wanted Dawn’s Dress 131
A diary entry 105–106 There’s Always a Way Out 136
Language structures and conventions The Merchant of Venice 138
Idioms and proverbs 99 Mending Wall 141
Reference to Core Reader Homework activities Weeks 5–6 141
The Rabbit and the Tortoise 98
The Winner 101
The Merchant of Venice 106 Theme 9: In an instant 142
Homework activities Weeks 1–2 106 Listening and speaking
Listening to an advertisement 143
Oral presentation 147–148
Theme 7: Social media 107 Reading and viewing
Listening and speaking Reading and discussing
Listening to a speech 108–109 advertisements 144–146
Unprepared reading 109–110 Creating and reviewing an
advertisement 148–149
Reading and viewing
Reading and summarising a text: Writing and presenting
Is Your Facebook Addiction a Writing a summary 150–152
Sign of Loneliness? 111–115 Language structures and conventions
Reading a folklore story: The Tenses 152–153
Elephant’s Nose 115–117 Nouns 154
Poetry: A Prayer for all my Working with words 154
Countrymen 118–119 Paragraphs 156–157
Writing and presenting Revision: literary texts 157
Writing a review 119–122 Spelling 158
Language structures and conventions Reference to Core Reader
Finite verbs and infinitives 122–123 The Testimony of the Fly 146
Spelling patterns 123–124 The Merchant of Venice 152
Grandpa 157
Contents
TERM 3 Writing and presenting

Writing an essay 203–204
Theme 10: Pods and Pads 159 Language structures and conventions
Listening and speaking Sentence structure 193
Listening to and discussing a Conjunctions 194
dialogue 160–161 Paragraphs 194
Reading and viewing The effect of selections and omissions
Reading an abridged will and on meaning 194
testament 161–166 Reference to Core Reader
Poetry: The computer swallowed How Fire was Discovered 197
Grandma 166–169 In some kitchen 204
Reading a cartoon 169–170 Homework activities Weeks 5–6 204
Writing a will and testament 171–172
Language structures and conventions Theme 13: @english2.0 205
Concrete and abstract nouns 163 Listening and speaking
Paronyms, polysemes, homonyms Listening to a speech 206–207
and homophones 163–164 Prepared speech 207–208
Reference to Core Reader Reading and viewing
Kwela Man 169 Reading a short story: The Gift of
Homework activities Weeks 1–2 172 the Magi 209–214
Poetry: Last Lesson of the Afternoon 214–217
Reading and viewing for
comprehension: The advent of
Theme 11: Working on it! 173
Twitter 217–220
Listening to an interview 174
Writing an invitation card and an
Group discussion 178
acceptance note 221–222
Reading and viewing
Reading comprehension: written
Bias, prejudice and stereotypes 206
and visual texts 174–178
Paragraphs 222
Reading a youth novel: Nevermore 179–182
One word for a phrase 223
Poetry: A Work Poem 182–183
Spelling patterns 223–224
Writing a covering letter and a CV 184–185
Why the Hare has a Split Lip 214
Language structures and conventions Relatives 224
Spelling 186
Noorjehan 183
Promoters of Culture 186
Theme 14: All in the mind 225
Homework activities Weeks 3–4 186–188
Speaking and listening: conflict,
storytelling, dialogues 226–229
Theme 12: Fear of frying 189
Reading and viewing
Listening and speaking Reading a novel: Alice in Wonderland 229–233
Speaking and listening: the debate 190–192 Reading drama: Nothing but the truth 233–236
Reading and viewing Poetry: Sunday Two 236–239
Reading skills: How Prometheus Reading an article: Ways to Keep
Gave Fire to People 193–197 Kids on Task 239–244
Poetry: Incendiary 197–199 Writing and presenting
Reading and viewing for Transactional text: a dialogue 244–246
comprehension 200–202
Contents
Language structures and conventions Reference to Core Reader

Spelling patterns 238 The Crooks 273
Interrogative pronouns 240 The Birth of Shaka 280
When to use who or whom 241 Homework activities Weeks 3–4 280
Demonstrative pronouns 241
Indefinite pronouns 242
Important words in sentences 242 Theme 17: i-Tuned in 281
Reference to Core Reader Listening and speaking
Sipho Snake 236 Role-playing 282
Learning 239 Taking part in a conversation 283–286
Homework activities Weeks 9–10 246 Reading and viewing
Reading a youth novel: Guitar
Wizard 286–289
TERM 4
Writing a summary 289–291
Theme 15: Chasing paper 247
Writing a diary entry 292
Listening to fables 248
Explanation: cause and effect 292
Role-play meeting procedures 249–251
Shift of meaning 292–293
Reading and viewing Using language for special purposes 293
Reading a youth novel: Witch &
Wizard: The Fire 251–254
Piano and drums 285
Poetry: Blank Beauty, The Poet’s
Room and Composer Homework activities Weeks 5–6 293
Uncomposed 254–258
Writing a letter of application 258–259 Theme 18: What’s the deal? 294
Language structures and conventions Listening and speaking
Active and passive voice 259–260 Speaking and listening strategies:
Ambiguity, cliché, redundancy, prepared reading, role-play and
tautology, slang, jargon 260–261 listening task 295
Spelling patterns 261–262 Reading and viewing
Reference to Core Reader Reading and viewing: article – How
This letter’s to say 259 Susan Boyle won over the world;
poem – A Child Half-asleep 296–300
Writing: a narrative/descriptive/
Theme 16: Hot stuff 263 reflective essay, a letter and a
diary entry 300–301
Listening to a dialogue 264–267 Language structures and conventions
Forum or panel discussion 267–268 Revising language structures and use 301–304
Reading and viewing Reference to Core Reader
Reading a novel: Crocodile Burning 269–273 Zulu – A Creation Myth 300
Poetry: Abou Ben Adhem 273–275 The Merchant of Venice 300
Reading and viewing an Strong Measures 300
advertisement 276–278 If you do not stay bitter for too long 300
Writing and presenting Homework activities Weeks 7–8 304
Writing an email 278–280
Language structures and conventions Index 305
Abbreviations 265
Nouns 270
Spelling patterns 270–271
Term 1 Weeks 1–2
hem
T
1 e It all ‘ads’ up!
In this theme, I will:

● participate in a group discussion on an
advertisement
● complete a listening comprehension on
an advertisement
● revise the reading process and reading
strategies, and use them to read a
short story and an advertisement
● revise the writing process
● write an advertisement
● learn about spelling patterns and
abbreviations
● learn about sentence structure, nouns,
adjectives and pronouns, concord and
simple tenses
● read a short story and drama in the
Core Reader.
Let’s talk about this theme

In groups, discuss the following questions:
● What impact does advertising have on you?
● Have you ever bought anything on the strength of the advertisement? Which aspect
of the advertisement affected you?
● Do you have favourite advertisements, and ones that you loathe? Explain your
reasons to the group.
● Do you prefer advertisements that are on the radio, those in print, or those on the
television?
● Are there products which should be advertised in one of these media rather than
others?
1
Theme 1
Group discussion
What you know already

You know that in order for group discussion to be fruitful, everyone must listen when others
talk, and everyone must have an opportunity to have their say.
k Do you remember how to behave during a group discussion? Set out some
Chec lf ground rules with the members of your group before you begin. Write them up
myse on a big piece of paper and display them in the classroom, so that if
someone forgets the rules and disrupts the discussion, you can refer back to
the rules.
What you still need to know

In Classroom activity 1 you will have a group discussion. You will not put up your hands
for this discussion; instead, you will need to wait for opportunities to enter the discussion.
Also wait while others are trying to say something, and allow them to do so naturally.
During the discussion, you might want to use what is called discourse markers. They are
words or phrases that tell others that you have heard them and that you will be adding to
what they have said. For example, you can say, ‘On the other hand …’ and then you can
bring in opposing information. If you agree with someone, you could say, ‘That’s a valid
point. In addition …’ Other examples of discourse markers are however, with regard to, as
for, while, therefore, as
a result, consequently.
Try this in the
discussion.
2 • It all ‘ads’ up!

Term 1 Weeks 1–2
Listening comprehension
Listening is different to hearing. Listening is conscious and focused.
k
Chec lf Can you answer Always for each of the following statements?
myse
Always Sometimes Never

I listen for information the first time the text is read to me.
After hearing the questions, I can focus my attention on
the sections of text I missed in the first reading.
I am able to answer the questions that are asked after the
reading.
Word bank ABC

tone how something is said – it can be said in an excited tone or a
subdued tone, for example
pace the speed at which people speak or read – it can be fast or
slow
emotive and language that creates an emotional response in the listener
manipulative language or reader
font the shape and appearance of the letters of words in printed
material; different fonts look different
font size the size of the font in which words are printed
body language people’s facial expressions and body movements; body
language gives us an indication of what people are thinking
or feeling

For this listening comprehension, you will need to take notes during the second reading of
the text. Do not do this during the first reading, as this is when you listen to get the general
gist of the text.
● When you take notes, use your own shorthand. Do not write in full sentences, as only
you will be using the notes.
● Do not be distracted by the note-taking – you must still listen.
● Do not try to write down everything you hear – just make a note of the main points.
You need to be able to recognise and discuss the concepts in the Word bank.
It all ‘ads’ up! • 3

Theme 1
Classroom activity 1
Your teacher will read an advertisement to you, or show you a pre-recorded one.
You will have a group discussion on the following concepts in your advertisement:
tone, pace, emotive and manipulative language, font size and body language.
If your advertisement does not have one of the above elements in it, leave that aspect
out. The point of the discussion is to share ideas about concepts in the advertisement
and to identify persuasive and manipulative techniques.
The reading process

You know that there are three stages to the reading process: pre-reading, during reading
and post-reading. Use all of them for both written and visual texts.
k Can you place the skills listed below under the correct headings? And can
Chec lf you place them in the order in which they occur in the reading process? Copy
myse the following table into your workbook and fill in the skills under their correct
headings and in the right order:
Pre-reading During reading Post-reading
Skills: answering questions, clarifying issues, comparing and contrasting, critical language
awareness, deducing meaning, drawing conclusions, evaluating/discussing different
interpretations of the text, explaining writer’s inferences and conclusions, exploiting text for
grammar and language learning, inferring meaning of unfamiliar words and images,
making inferences, making notes, predicting, questioning, reproducing genre in own
writing, re-reading/reviewing, scanning, skimming, summarising, synthesising, visualising

When you read a visual text, such as a cartoon or an advertisement, you also need to
consider elements such as the use of colour, font size and shape, body language (facial
expressions and body movements), unusual use of punctuation and emotive language.
Skim through the advertisements to see if you understand all the words in the text; scan
the advertisements, taking conscious notice of the visual elements mentioned above, and
then read the advertisements intensively so that you can understand how all the elements
fit together.

Term 1 Weeks 1–2
Work in pairs and discuss the following advertisements.
1 Decide at which target audience the advertisement is aimed, for example,
homemakers, mothers, the general public, teenagers, and so on.
2 With that in mind, discuss the effectiveness of the advertisement.
3 Use the following terms in your discussions: use of colour, font size and shape,
unusual use of punctuation and emotive language.

Theme 1

Term 1 Weeks 1–2
Books and short stories

You already know much of the terminology that relates to the parts of a book:
● The cover is the exterior of the book. It can be colourful. The blurb (the short summary
of the contents of the book) appears on the back cover.
● The title page is the page at the front of a book that shows its title, the name of the
writer, and so on.
● The index is an alphabetical list at the back of some books. It shows on which page
certain things are mentioned.
● Chapters are the sections into which a book is divided.
● The glossary is a list of the difficult words used in a piece of writing, with explanations
of their meanings.
● Titles refer to the names of books, poems, plays, films or other works of art.
● A heading is the title at the top of a page or piece of writing.
● Illustrations are pictures, drawings or photographs used for decorating a book or
explaining something.
● Font types and sizes are sets of letters and numbers in sizes and styles, used for
printing or computer documents.
A short story is longer than an essay, but much shorter than a novel. A short story has few
characters. It normally covers a short space in time and a limited number of events.
k
Chec lf Answer Yes or No for each of the following statements:
myse
Yes No
Short stories usually get off to a quick start.
Short stories often have unexpected endings.
In short stories, much detail is left out and the reader needs to make
inferences to fill in detail about the characters.
Only the central characters of a short story are developed.
Short stories move quickly to the climax, which is the highest point of the
story.

Theme 1
Word bank ABC

character a person in a short story
dialogue this refers to the words that one character will say to another.
A significant part of the story can be told through the dialogue
setting refers to the place or time where the story takes place
theme the main message of the story
kindergarten a nursery school; in the USA, the year that school children attend
before they go to primary school
renounce to state formally that you no longer believe in or support something
corduroy a thick cotton cloth with a ridged surface
swaggering walking in a proud and confident way
raucous rude, noisy and violent
insolently rudely, especially when you should be showing respect
fresh American slang for ‘cheeky’
recess break
deprived not having things that are essential
rubbers boots
simultaneously happening or done at the same time
elaborately in a very exaggerated way
institution an important tradition or something well known by everybody
reformation improving something or making someone into a better person
grimly in a very serious way
warily carefully or nervously
incredulously not able to believe something or not wanting to believe it
cynically expecting that things will go wrong or not be successful
awed having a feeling of great respect or admiration, sometimes
combined with fear
matronly having the good qualities or the appearance typical of an older
married woman or mother
haggard looking very tired, worried or ill
manoeuvre to move in a planned way, with care or skill
primly very careful about your behaviour or appearance, and easily
shocked by what other people do or say
lapses short or temporary periods when you fail or forget to do things in the
right way

Follow these steps to analyse a short story:
● Read the story carefully. Make sure that you are familiar with the setting and the time
period in which it takes place.

Term 1 Weeks 1–2
● Consider the title of the story.

Decide why the story has that
title and not another one.
● Who are the characters in the
story? Who is the central
character? Can you describe the
characters to someone else?
● What was the author’s intention?
● Is there a message or theme to
the story? Does it just tell us
about certain events?
You will now read an extract of a
story called Charles by Shirley
Jackson. The story is about a young boy called Laurie, who started kindergarten.
From the very first day, his parents were concerned to hear of the bad behaviour of a
classmate of Laurie’s – a boy named Charles. Charles was frequently rude and
aggressive, and always in trouble.
Your teacher has the first part of the story and will read that to you. You can then read
the last part of the story.
Don’t forget to use the stages of the reading process as you read the rest of this short
story: skim through the text to see if there are more words that you don’t understand,
and look them up in a dictionary; scan to get the general idea of what will follow, and
then read intensively so that you can answer the questions that follow.
During the third and fourth weeks there seemed to be a

reformation in Charles; Laurie reported grimly at lunch on
Thursday of the third week, ‘Charles was so good today the
teacher gave him an apple.’
‘What?’ I said, and my husband added warily, ‘You mean
Charles?’
‘Charles,’ Laurie said. ‘He gave the crayons around and he
picked up the books afterward and the teacher said he was her helper.’
‘What happened?’ I asked incredulously.
‘He was her helper, that’s all,’ Laurie said, and shrugged.
‘Can this be true, about Charles?’ I asked my husband that night. ‘Can
something like this happen?’

Theme 1
➡
‘Wait and see,’ my husband said cynically. ‘When you’ve got a Charles to deal
with, this may mean he’s only plotting.’
He seemed to be wrong. For over a week Charles was the teacher’s helper;
each day he handed things out and he picked things up; no one had to stay
after school.
‘The PTA meeting’s next week again,’ I told my husband one evening. ‘I’m going
to find Charles’ mother there.’
‘Ask her what happened to Charles,’ my husband said. ‘I’d like to know.’
‘I’d like to know myself,’ I said.
On Friday of that week things were back to normal. ‘You know what Charles did
today?’ Laurie demanded at the lunch table, in a voice slightly awed. ‘He told a
little girl to say a word and she said it and the teacher washed her mouth out
with soap and Charles laughed.’
‘What word?’ his father asked unwisely, and Laurie said, ‘I’ll have to whisper it to
you, it’s so bad.’ He got down off his chair and went around to his father. His father
bent his head down and Laurie whispered joyfully. His father’s eyes widened.
‘Did Charles tell the little girl to say that?’ he asked respectfully.
‘She said it twice,’ Laurie said. ‘Charles told her to say it twice.’
‘What happened to Charles?’ my husband asked.
‘Nothing,’ Laurie said. ‘He was passing out the crayons.’ Monday morning
Charles abandoned the little girl and said the evil word himself three or four
times, getting his mouth washed out with soap each time. He also threw chalk.
My husband came to the door with me that evening as I set out for the PTA
meeting. ‘Invite her over for a cup of tea after the meeting,’ he said. ‘I want to get
a look at her.’
‘If only she’s there,’ I said prayerfully.
‘She’ll be there,’ my husband said. ‘I don’t see how they could hold a PTA
meeting without Charles’ mother.’
At the meeting I sat restlessly, scanning each comfortable matronly face, trying
to determine which one hid the secret of Charles. None of them looked to me
haggard enough. No one stood up in the meeting and apologised for the way
her son had been acting. No one mentioned Charles.
After the meeting I identified and sought out Laurie’s kindergarten teacher. She
had a plate with a cup of tea and a piece of chocolate cake; I had a plate with a
cup of tea and a piece of marshmallow cake. We manoeuvred up to one
another cautiously and smiled.

Term 1 Weeks 1–2
➡
‘I’ve been so anxious to meet you,’ I said.
‘I’m Laurie’s mother.’
‘We’re all so interested in Laurie,’ she said.
‘Well, he certainly likes kindergarten,’ I
said. ‘He talks about it all the time.’
‘We had a little trouble adjusting, the first
week or so,’ she said primly, ‘but now he’s
a fine little helper. With lapses, of course.’
‘Laurie usually adjusts very quickly,’ I said.
‘I suppose this time it’s Charles’ influence.’
‘Charles?’
‘Yes,’ I said, laughing, ‘you must have your
hands full in that kindergarten, with
Charles.’
‘Charles?’ she said. ‘We don’t have any
Charles in the kindergarten.’
(Source: Charles. Shirley Jackson. The Quickening Pulse – Selected Stories
for Standard 6. DJ Brindley)
1 Comment on the title of the story.

2 Explain in a few sentences what happened in the story.
3 What is the setting of the story?
4 What purpose does the dialogue serve in the story? Core Reader
5 What is the theme of the story?

6 What do you think the intention of the author is?
7 Did you enjoy the story? Give reasons for your answer.
Read the short story
8 What do Laurie’s parents learn about him?
Riot on page 58.
The writing process

You know that there are strategies that you need to use in the writing process for every
piece of writing that you do.

Theme 1
k Give an explanation of each of the stages of the writing process:

Chec lf

myse
1 planning
2 drafting
3 revising and
editing
4 rewriting
5 proofreading
6 presentation

As you know, there are many different forms of planning. You should try to use as many
different ways of planning as you can, so that you can be sure which one works best for
you.
You can mind map, you can write headings that say Introduction, Body paragraphs and
Conclusion, or you can just jot down points and flesh them out later. It does not matter
which method you use, but use one!
To draft something means to write something that you may still change before it is finished.
Therefore, when you write a draft, it is not meant to be a final copy. It is meant to be
corrected or edited.
Editing and revision may mean making big changes, while proofreading is checking for
little mistakes such as spelling errors or incorrectly used punctuation.
Creating an advertisement

You are surrounded by advertising every day. You see advertisements in magazines and
newspapers, on the television and on billboards next to our roads.

Term 1 Weeks 1–2
k Pick the correct words in brackets to describe advertising:

Chec lf

myse
1 Advertisements must be (eye-catching/dull).
2 They should (exaggerate/be accurate about) the claims that they make.
3 The visual aspects are (more important than/less important than/equally
important to) the written aspects of the advertisement.

Many advertisements are created on the AIDA principle: A for attention, I for interest, D for
desire and A for action.
● The advertisement must catch the attention of the reader. The font and size of the text
(the words on the advertisement) are important, as is the use of colour and visual
material (the pictures).
● The advertisement should arouse the interest of the reader, making him/her want to
investigate further. There should be information about the service or product that will
answer that interest.
● The reader must feel a desire to buy the product or the service advertised. Some
advertisements suggest that many areas of our lives will improve if we own whatever is
advertised.
● Finally, the reader should want to act on what he/she has read in the advertisement.
Therefore the advertisement should give the reader information about how he/she can
buy the advertised product.
attention interest desire action

Create an eye-catching advertisement for a cellphone that you want to sell. The
advertisment will be placed on the notice board at school.
● Use the stages of the writing process to ensure that your writing is of good quality.
● You may use pictures or drawings to create the visual aspect of the advertisement.
● Think about who will be interested in buying your phone. Use language that will suit
your potential readers.
● Remember to include contact details.
Your advertisement will be assessed against the shorter transactional writing rubric;
your teacher will give you a copy of this.

Theme 1
Spelling patterns

One combination of letters that causes much trouble is ie or ei. The rule states: i before e
except after c. So believe and piece are correct. But receive and deceive are correct, too.
There are some exceptions to this rule, such as efficient, weird, ancient and foreign.

If you are a poor speller, you can improve by looking up words of which you are unsure in
the dictionary. Create a personal dictionary. Buy a little index book and write under the
appropriate letter those words which you have found difficult to spell. Make sure that you
write them in the book correctly. You can add meanings to the words if you wish. Add any
new or unfamiliar words that you come across into the book. That way you will be creating
a new and varied vocabulary.
Here is a list of words. Some are spelt correctly, and some not. Say which are
correctly spelt, and correct those that are not.
gaurantee, accommodate, begining, forty, acheive, definate, cheif,

goverment, disappear
Abbreviations

We use abbreviations to shorten words.
Punctuation is important when abbreviating words:

● If the original word and the abbreviation end on the same letter, there is no full stop.
Mister and its abbreviation Mr is an example of this.
● If the original word and the abbreviation end in different letters, we use a full stop.
December and its abbreviation Dec. is an example of this.
● If an abbreviation consists of the initial letters of all the words of the full form, we usually
write it without full stops. The South African Broadcasting Corporation and its
abbreviation SABC is an example of this.

Term 1 Weeks 1–2
Give the abbreviations for the following words and phrases:
Junior, Please turn over,

department, Annual General Meeting,
postscript, teaspoon, tablespoon,
lane, boulevard
Nouns, adjectives and pronouns

Nouns, pronouns and adjectives are parts of speech. Nouns
name things or groups of things. There are many different
categories of nouns, namely:
● common nouns, which name things that you can see and
touch
● abstract nouns, which name feelings and things you cannot
experience with your senses
● proper nouns, which name people and places – they start
with a capital letters
● collective nouns, which name a group of things.
Pronouns replace nouns in sentences. Adjectives describe

nouns and pronouns.
What does frustration
k Refer to the story in Classroom activity 3. Copy smell like? What does it taste
Chec lf the following table into your workbook. In Column of? Can you buy frustration
myse B, fill in at least three examples from the story of
at the supermarket or hear
it on your iPod?
each of the parts of speech in Column A.
Column A Column B
proper nouns
common nouns
abstract nouns
adjectives
pronouns

Theme 1
Adjectives and pronouns

Adjectives can be divided into classes. Numerical adjectives indicate the number of things:
the third place, a half-moon, twenty butterflies.
nineteen
half ten thirtieth one-third
two-thirds eleventh
seventy one eight

one thousan three-quarte
d fifth rs
Pronouns can also be divided into classes. Relative pronouns are who, whom, whose, that,
and which. These relative pronouns can also function as conjunctions. They can do the
same work as subordinating conjunctions: This is the man whose painting I bought. This is
the painting that I bought from him.
In Column B, fill in the appropriate words from the following extract:
The day Laurie started kindergarten he renounced corduroy overalls with bibs and
began wearing blue jeans with a belt; I watched him go off the first morning with the
older girl next-door, seeing clearly that an era of my life was ended, my sweet-voiced
nursery-school tot replaced by a long-trousered, swaggering character who forgot to
stop at the corner and wave goodbye to me.
Column A Column B
proper nouns
common nouns
abstract nouns
adjectives
pronouns
Sentence structure

All sentences must have a finite verb. That means that the sentence has a verb that has a
subject, tense and number.

Term 1 Weeks 1–2
k
Chec lf Explain what the terms subject, tense and number each mean in connection
myse with the finite verb.

● Sentences that have a finite verb are called simple sentences. (They can also be called
clauses.)
● Coordinating conjunctions join two sentences (main clauses) of equal weight, for
example: the man ate the cake but the woman didn’t. When two main clauses are
joined by coordinating conjunctions, they become compound sentences. Examples of
coordinating conjunctions are and, but, or, nor, yet, so and for.
● Subordinating conjunctions join a main clause and a subordinate clause. A subordinate

clause is a clause inside another clause. It plays some kind of role, such as object or
modifier, inside the main clause, for example: The man ate the cake because he was
starving. When a main clause and one or more subordinate clauses are joined by
subordinating conjunctions, they become complex sentences. Subordinating
conjunctions are all conjunctions other than the coordinating conjunctions above:
because, however, although, until, and so on. Relative pronouns also do the work of
subordinating conjunctions.
Name the type of sentence in the following examples:
1 He was fresh.
2 The teacher spanked him and made him stand in a corner.
3 Laurie slid off his chair, took a cookie, and left, while his father was still speaking.
4 Today Charles hit the teacher.

Theme 1
➡
5 Thursday Charles had to stand in a corner during story time because he kept
pounding his feet on the floor.
6 Because he does not behave in school, they will throw him out of the school.
Concord

Concord is the agreement of the subject with the verb. Singular subjects need singular
verbs and plural subjects need plural verbs.
k State whether the following sentences are true or false. If a sentence is false,
Chec lf rewrite it to make it true:
myse 1 Verb plurals are formed by adding an s to the end of the word.

2 Singular means having the same meaning as something.
3 A subject is the noun or pronoun that performs the action in the
sentence.
4 The verb is the word that expresses action in the sentence.
5 Some verbs express a state of being, and not action.

Collective nouns are understood to be singular in sentences, so they will take singular
verbs.
Choose the correct form of the verb in brackets:
1 I (am/are) in Grade 9.
2 The class (is/are) working very hard.
3 My partner and I (is/are) working on our activity together.
4 The hockey team (was/were) the best in the school.
5 The teacher (teach/teaches) with vigour and passion.

Term 1 Weeks 1–2
Simple tenses

Tenses show the time of an action or state of being. The verb’s ending usually changes to
show what time it is referring to. Time can be split into three periods: present (what you are
doing), past (what you did) and future (what you are going to do, or hope/plan to do).
The simple tenses are used to show permanent characteristics of people and events, to
show facts, to show what happens regularly or habitually, or to show that something
happens in a single, completed action.

● Use the simple present tense for an action that happens often or regularly in the
present. I walk the dog every day.
● Use the simple present tense to talk about facts: The Sun revolves around the Earth.
● Use the simple past tense for actions that happened in the past once. I walked the dog
yesterday.
● Use the simple future tense for actions that will happen in the future. I will walk the dog
tomorrow.
Name the tense of each of the following sentences:
1 I am in Grade 9. Core Reader
2 I will play tennis next year.

3 I can play hockey.
4 I was in Cape Town.
Read the play The
5 I did not have a book.
Merchant of Venice on
6 I will pass, you will see! page 144.
Homework activities Weeks 1–2

To test yourself, take some text from one of your other subjects – History, Geography,
Science or any other subject that you like. Analyse the sentences in that text and
classify them as simple, complex or compound. Also identify the tenses used in the
text. Explain the use of concord in the sentences that you have chosen. English
applies to everything!

hem
2 e
T
Blown away

● listen to and discuss a reading of a
text
● read a prepared text aloud to the class
● use the reading process and strategies
to read a literary text (novel and
poetry) and discuss the key features
to read a visual text
● focus on process writing in writing a
letter
● work with spelling and spelling
patterns, abbreviations, shortening,
acronyms, stems, prefixes and suffixes
● learn about nouns, adjectives,
pronouns, punctuation, tenses (simple
present, simple past, simple future
tense), direct and reported speech,
sentence structure and concord
● develop critical language use by
examining idioms and proverbs,
euphemism, and vocabulary in context
● read a folktale, poem, short story and
drama in the Core Reader.

● Has something happened recently to make you say, ‘That’s magnificent!’? What
makes you respond like that? What makes you feel blown away?
● If you become really absorbed in something you enjoy doing, what happens to
you? How do you behave?
20
Term 1 Weeks 3–4
Listening and reading aloud

When you read aloud, you need to show that you understand the text. This means making
sure you understand all the words, paying attention to the punctuation, and reading with
the right volume, intonation, tone, pace, pronunciation and fluency. When you listen to a
reading of a text, listen for all of the aspects listed above.
k
Chec lf Prepare the following lines to read aloud to your partner. Pay careful attention
myse to meaning and delivery. Discuss your partner’s reading.
‘If you don’t do what I say,’ he whispered harshly, ‘you will regret it!’
Word bank ABC

intonation the way the voice rises and falls when someone is speaking
projection the strength of the voice when speaking; using the voice loudly and
clearly
tone the feeling in a person’s voice so that you know what he/she is thinking
and feeling

To read aloud well means more than simply
being fluent. Of course you should read without
stumbling and hesitating, but you also need to
plan other aspects of reading.
When planning your reading, When you present your

make sure that you reading, your voice must vary in
volume (loud or soft), but still be audible
understand the text (voice projection). You also need variety of
really well, so that you pace (fast and slow), pitch (high and low), tone
can show your (feeling) and expression. Plan where you
will pause. Remember to look at your
understanding through audience during the reading.
the way you read. Check Make eye contact.
the pronunciation of all the words.
Listening to someone else’s reading will help you

to see what makes a good reading – or a bad
one!
Blown away • 21
Theme 2
Finally, think about your body language while you read. You should stand comfortably,
hold your book or piece of paper at the right height (also not too close to your face) and
make eye contact with your audience. Do not use gestures, but do use facial expressions
to help support the meaning of what you are reading.
Classroom activity 1 Formal assessment task

1 Listen to the text that will be read aloud to you.
a) How is the text introduced? Was there an effective opening and closing?
Explain.
b) Discuss each of the following questions. Give examples and support your
answers.
i) How did the reader use his/her voice in the introduction? Was the pace
varied?
ii) Did the reader use pause effectively?
iii) What kind of intonation could you hear?
iv) Did the reader appear to pay attention to punctuation?
v) How did the interviewer ask the question?
vi) Is there a difference between the way the reader read the introduction and
the way Greg MacGillivray spoke? Describe the way Greg used his voice.
2 Choose a text that you think would be entertaining for your classmates to listen
to. Try to choose a passage where someone is blown away by an experience.
Read your extract aloud to make sure that it falls within the two to three minute
time limit. Then prepare it carefully, thinking about all the elements that make a
really good reading. Be ready to read to the class. You will be formally assessed
on this task. The rubric for prepared reading will be used for
Core Reader
this; your teacher will give you a copy of the rubric.
Total: 10
The novel
Read the folktale
What you know already The Wishing Fish on
page 3.
The process of reading, which you have been practising for a number
of years, involves pre-reading strategies, what to do during reading and how to tackle a
text after reading. When you discuss a literary text, such as a novel, you have to think
about plot, character, conflict, background, setting, narrator and theme.
k
Chec lf Can you define each one of the features mentioned above? In pairs, test each
myse other.
22 • Blown away
Term 1 Weeks 3–4
Word bank ABC

action refers to the incidents or events that happen in the novel
antagonist the person opposed to the hero; the villain
background deals with the character’s social circumstances, or important past
events that are necessary for the story
conflict the word we use to talk about the differences between characters in a
story or problems arising out of their situation
narrator the person who tells the story. This can be one of the characters or
someone outside of the story
plot the main sequence of events in a story
protagonist the hero or main character

An important strategy when you are reading is to
predict events. Try this example.
What do you predict will happen?
The writer of a story chooses what to tell the I really

shouldn’t walk alone at
reader. This means everything included in the night. We don’t live in
story is there for a reason. Use the details you are the safest area.
given to predict what might be about to happen. In
this way, you are an active reader who is
engaging with the text.
Often, you need extra background information.

You might need to do some research to add to
your understanding of a story. For example, if a
story takes place at the Oriental Plaza in
Johannesburg, you may need to know more about
that setting for you to understand fully what the
author intends.
It is often useful to make a summary of the main features of a text, for example the
characters and what they are like, the type of characterisation the author used, the setting,
the conflict, the plot and the narrator.
If you write a character sketch, remember to focus on what a person is like (his/her
personality), not on physical features. Each time you describe the personality, give at least
two examples from the text to support your answer.
Blown away • 23
Theme 2
Finally, brainstorm the theme. If a poem has the

title Autumn, it is fairly safe to imagine that the
Right, the theme
poem’s theme has to do with autumn. However, must be autumn. What is the
never try to state a theme in only one word. author saying about
autumn?
Direct and reported speech

What
What you know already message about
autumn is the author
Perhaps autumn developing?
Direct speech refers to the actual words someone as a depressing
says. Introduce direct speech with a comma (or season?
sometimes a colon), and place inverted commas
around the words someone actually says, for Or autumn
as the fulfilment of
example: Willie said, ‘You gave me this jersey as summer?
a present.’ Or autumn
as a preparation for
winter?
When we repeat someone’s direct words to
someone else, we report the words, and so we
talk of reported or indirect speech, for example: Willie told Tom that he had given him that
jersey as a present.

There are certain changes you must pay attention to:
1 Verbs: Reported speech usually begins with an introductory verb such as He said
that … They answered that … The child shouted that … If the introductory verb is in
the past tense, all the verbs that follow are usually put into some form of the past
tense.
Examples:
‘I am blown away by this game,’ Ronald exclaimed. (Simple present tense)
Ronald exclaimed that he was blown away by that game. (Simple past tense)
If the verbs that follow the introductory verb are already in the simple past tense, they
must be put into the past perfect tense.
Examples:
‘We loved the mangoes,’ the parents said. (Simple past tense)
The parents said that they had loved the mangoes. (Past perfect tense)
Note: The past perfect tense always contains had, for example had eaten, had
walked, had played.
24 • Blown away
Term 1 Weeks 3–4
2 Pronouns: Be careful when using the pronouns I, we and you. These generally
change to he, she, it and they. Make sure you don’t get confused about which nouns
the pronouns refer to.
3 Adverbs and adjectives: Be careful with adverbs and adjectives that show nearness
in time and place. These must be changed in indirect speech to show distance.
Here are some common changes referring to time and place.
Time Place
today that day this that
yesterday the day before, these those
the previous day here there
tomorrow the next day,
the day after,
the following day
ago before
now then
last night the previous night,
the night before
next week the following week,
the week after
4 Direct questions become indirect questions. Use verbs such as asked, inquired,
questioned, wondered.
5 Exclamations become statements. Use a verb, a word or phrase to show the
emotion. For example: ‘Don’t leave me alone!’ might be expressed as: He begged her
desperately not to leave him alone.
6 Direct commands become indirect commands. Use a verb such as order or
command with the infinitive, or a verb such as ought to.
7 Remove slang and interjections. Do not use contractions (I’m, you’re, we’ll, and so
on).
8 If you are not given an introductory verb, choose the best one you can. Do not
always use said, asked, ordered, exclaimed. You can use as few or as many
introductory verbs as necessary.
As you saw in point 5, words are often inserted to try to capture the attitude or
atmosphere of the original passage. Thus what is reported includes the surface
meaning as well as attitudes and feelings.
Note: Remember to take out the inverted commas. You are no longer quoting direct
words.
Blown away • 25
Theme 2
Word bank ABC

overcome feeling very strong emotion
gnarled twisted, usually because of old age
conscious aware
absorbed to have your attention totally focused on one thing, so that you forget
about everything else
You are going to read two extracts from Goodnight Mr Tom by Michelle Magorian.
Extract A
Willie was completely overcome. He sat down and stared at
the gifts, quite speechless. Tom, meanwhile, took a large parcel
out of the cupboard and placed it in front of him.
‘That’s me present from me to you.’
‘But you give me this,’ he said, indicating his pullover, ‘and
these shorts.’
‘This is something different like.’
Willie unwrapped the parcel and
gave a start. There, before his eyes,
lay one large and one small sketch
pad. Pages and pages of untouched
paper. There were two paintbrushes
and three pots of paint. One brush
was medium-sized, the other was
thin and delicate. The paints were
red, yellow and blue.
‘If you mix them,’ said Tom, ‘you
can also git orange, green and brown.’
Wrapped up in tissue paper were a pencil, an eraser and a sharpener.
Something was carved at the end of the pencil. It looked familiar. He traced it
slowly with his finger.
‘William Beech.’
He looked lovingly at the paints and brushes and swallowed a pain that had
risen at the back of his throat.
26 • Blown away
Term 1 Weeks 3–4
➡
‘I take it you like them,’ murmured Tom. ‘I chose them meself, like.’
He glanced out the window at the oak tree, where Rachel and his son were
buried. She used to hug and kiss him when he gave her presents. She loved
painting, wild flowers, pretty lace, sweet jams, and freshly brewed beer. Since
her death he had never wanted to touch anything that might
remind him of her. Trust a strange boy to soften him up.
The odd thing was that, after he had entered the paint shop, he
had felt as if a heavy wave of sadness had suddenly been
lifted from out of him. Memories of her didn’t seem as painful as
he had imagined.
(Source: Good night Mr Tom. Michelle Magorian. Puffin Books. Published
by the Penguin Group, 1983, England)
1 Predict what Willie will do next. Give reasons for your answer.
2 What extra background information would you like to have that would help you to
understand the story and characters better?
3 Write a list of Mr Tom’s gifts to Willie.
4 With the rest of the class, brainstorm the theme of the extract.
5 By examining the context of the words carefully, guess the meaning of:
a) start
b) delicate.
Language
Rewrite the following dialogue in reported speech.
‘That’s me present from me to you.’
‘But you give me this,’ he said, indicating his pullover, ‘and these shorts.’
‘This is something different like.’
Extract B
‘How about stayin’ outside this afternoon?’ suggested Tom
suddenly. ‘It’s a fine day.’
His words were immediately contradicted by the appearance of
a dark shadow across the sky.
‘Drat them blimmin’ clouds,’ he muttered.
Sam raced on ahead of them and waited at Dobbs’s field. Willie couldn’t wait to
begin drawing. He’d start with the gnarled old oak tree in the graveyard. That
Blown away • 27
Theme 2
➡
would be fine. But before they had reached the back gate, a few drops of rain
had already plopped warningly on their heads.
‘I’ll have to draw inside,’ said Willie to himself.
Tom grunted and then suddenly hit on an idea.
‘How about the church?’ he exclaimed. ‘Of course, you could draw in there.’
‘Yeh,’ agreed Willie. ‘Yeh, I could.’
He wrapped his mackintosh carefully round the small sketch pad and fled down
the pathway to the church, arriving in the nick of time, for as he closed the
heavy arched door behind him, a slow drizzle of rain swept across the village
and surrounding fields.
He stood quite still for a moment. It felt odd to be alone in a church. He would
have felt nervous if it hadn’t been raining. The sound it made rustling outside in
the trees made him feel comfortable and protected. He stared up at the windows
and then caught sight of the pulpit.
Slinging his mac over the back of a pew, he sat down and rested his feet on the
one in front. He placed the sketch pad on his knees, flicked open the first page
and began to draw.
He didn’t hear the rain suddenly stop. He was conscious only of the pulpit and
his sketch pad. The rest of the church had ceased to exist for him. Neither did he
hear Zach repeatedly calling him from outside, or the sound of his footsteps
running up the tiny pathway to the back door.
The door opened slowly and Zach peeped in. He had never seen the interior of
a church before. He slipped quietly in and glanced up at the windows and walls
until his attention was drawn to a mop of fair hair sticking out from behind one of
the back pews.
He was just about to speak when he became aware that Willie was absorbed in
some task. He took a few paces forward and leaned over Willie’s small thin
shoulders. His shadow fell across the pad. Willie jumped and
turned round, hurriedly placing his arm over the picture, but it
was too late. Zach had already seen it.
‘I say,’ he gasped, full of admiration, ‘that’s magnificent.’
Willie shyly flipped the cover of the pad over the drawing.
(Source: Goodnight Mr Tom. Michelle Magorian. Puffin Books. Published by
the Penguin Group, 1983, England)
1 Using details from this extract, suggest where the story takes place. Give reasons
for your answer.
28 • Blown away
Term 1 Weeks 3–4
➡
2 Using both extracts, discuss the characters of Willie and Mr Tom. Describe the
relationship that is growing between Mr Tom and Willie.
3 Willie is staying with Mr Tom during World War II, but his mother could ask for
him to return to her at any moment. Predict how Willie might feel if his mother
sends for him.
Core Reader
4 Brainstorm the theme of the second extract. Is the theme the
same as in Extract A? Discuss.
Comprehension strategies
Read the poem The
song maker on page
What you know already 118.
You know how to use reading skills such as skimming, scanning and making inferences.
k
Chec lf Match the reading skill in Column A with its explanation in Column B.
myse
Column A Column B
1. skimming a) stating what might come next
2. scanning b) reading quickly, looking at aspects such as headings, notes,
diagrams and so on
3. predicting c) making sure you understand clearly
4. clarifying d) reading carefully for particular information
Word bank ABC

affix an additional element placed at the beginning or end of a root, stem or word,
or in the body of a word, to change its meaning
idle lazy
prefix an affix added to the beginning of a word to change its meaning or function
root the basic meaningful part of a word, without any affixes; it is not always a word
in its own right
suffix an affix added to the end of a word to change its meaning or function
Blown away • 29
Theme 2
Inferring meaning
Use word attack skills to guess (infer)
the meaning of unfamiliar words and
images. For example, in Extract A you
used context clues to help you guess
the meanings of words. You can also
use roots, prefixes and suffixes to do
this.
All words have a root.
Prefixes have meanings, and to know We can add letters to the
beginning (prefixes) or to the
the meaning of a prefix helps the reader end (suffixes) to change the
to make a better guess at meaning or the part of
understanding an unfamiliar word. speech.
Suffixes change the part of speech of a
word:
-age at the end of a word creates
nouns – hostage
-y forms adjectives – moody
-ate forms verbs – annihilate
-dom forms abstract nouns – freedom
-ment turns verbs into nouns – government
Example: clarify
The root is clar and the suffix is -ify. Together they form a verb meaning to make. Clar is
from Latin clarus, meaning clear; so we guess: clarify = to make clear
Punctuation
Writers use punctuation to make sure that meaning is clear. Punctuation helps us to
interpret a written text.
Italics
In print, italics are used for the titles of novels, plays and very long poems. When you write,
you underline these titles. Some people use inverted commas.
Capital letters
Use a capital letter for:
● the first word in a sentence
● proper nouns
● the most important words in a title, for example The Wind in the Willows
● the personal pronoun I.
30 • Blown away
Term 1 Weeks 3–4
The comma
Essentially, the comma helps make the meanings of sentences clearer. The comma is not
as easy to use as you might think.
We use a comma:
● to separate a number of items in a list, for example: Shirts, pants and socks were piled
on the teenager’s floor. I kicked my way through scrunched-up pieces of file paper, old
pizza boxes and pieces of mouldy bread.
● to separate repeated words or phrases, for example: Whatever you want to say, say it
now.
● before certain conjunctions, such as but and because, to separate clauses, for
example: I asked him to come to the party, because I really want him there.
● to introduce direct speech, for example: She said, ‘I’d rather not do it.’
● to mark off words or phrases in the middle of a quotation, for example: ‘Very annoying,’
said Alice, ‘to be spoken to like that.’
● to mark off words, phrases or clauses at the beginning of a sentence, for example: After
the baby’s birth, I was very tired.
● before and/or after the name of a person when you speak to that person directly, for
example: Alice, please give me a copy of this wonderful essay.
● before tagging on clauses such as don’t you? or isn’t it? For example: You do like my
work, don’t you?
● after yes or no if they begin a sentence that answers a question, for example: ‘Are you
cross?’ ‘Yes, I am cross.’
● between the items of a date or an address, for example: at Thursday, 5 June 2013.
We use a pair of commas to:

● separate words, phrases or clauses that refer to the same subject, for example: Mrs
Williams, my fabulous English teacher, is elderly. We say that these words or phrases
are in apposition. You put the words in apposition between a pair of commas. (You can
also use dashes or brackets for this.)
● add a phrase or clause that gives extra information, for example: The sandals, which
were on sale, fitted me perfectly. (You can also use dashes or brackets for this.)
● show an aside or parenthesis, for example: This is, you realise, the best mark I have
ever got for English?
● mark off words or phrases from the rest of the sentence, such as: of course, however,
for example, therefore, that is. For example: The noise, however, irritates me.
TIPS
Never use a comma to end a statement. That is the job of the full stop.
û My father’s birthday is on Monday, we shall take him out for lunch the day before.
P My father’s birthday is on Monday. We shall take him out for lunch the day before.
Remember: Always punctuate for meaning, clarity and sense.
Blown away • 31
Theme 2
Using process reading skills, carefully read the following article, written by a Grade 12
learner.
Pre-reading:
● Skim the headline, the opening and closing paragraphs, and the titles in italics.
● Predict what the article is about.
During reading: Infer the meaning of unfamiliar words by using word attack skills.
Post-reading: Answer the questions that follow the extract.
Blown away by books

by Charmian Bonnet
If I had been raised in a world without television, I would not

have been so alarmed by Eskom’s loadshedding dilemmas.
Difficult as those dark days were, they taught me to turn to
literature by candlelight. I found that imagination creates an
image more vivid than the HDTV, and that reading Gone with the Wind moved
me even more than when I watched Lassie Come Home for the first time, aged
four.
To my delight, I discovered that reading with the lights on was even more
exciting, and that a book fitted into most of my handbags, like a portable pocket
world. I was very impressed by books.
Cynic that I am, though, I soon started doubting the importance of literature
versus television. For example, thanks to Gone with the Wind, I now have an
extensive knowledge of the American Civil War, General Lee and the southern
states. The fact that I will, perhaps, never visit America makes this information all
the more useless. What I have learnt – ironically, through novels – was that
novel-reading was always considered idle and sentimental, which is almost
what we consider television viewers today, though not quite so articulately.
So, if novels have been largely replaced by television, surely the effects of them
on the masses would have been similar, though to a different degree? I am
certain there was a time that all educated individuals thought themselves
capable of writing a book, as most of us now believe ourselves capable of being
movie stars.
The truth is that society has always been in need of a means of escape from
reality, something to dream about, something to be blown away by. Television is
especially powerful, because it is readily available, and in various languages,
whereas books can be enjoyed only by the educated. It is inevitable that any
32 • Blown away
Term 1 Weeks 3–4
➡
popular novel will, in the near future, be made into a film, compressing a week’s
entertainment into two hours of mindless viewing.
The question now is whether the novel will become extinct. I have always wanted
to be an author, but, with the decrease in readership, bookshops and
bookclubs, this might be a lost cause. I shall see the remains of these scattered
through society.
I am starting to feel – though I know it to be untrue – that I am the only person of
my generation who constantly checks the websites of Phillipa Gregory, Jasper
Fforde and Tracy Chevalier, in anticipation of their next novel, or who sheds a
tear for Cassio while reading Othello for English homework.
However, I shall follow my seemingly hopeless dream and pray
to the Patron Saint of Lost Causes that the novel never dies
and that many readers will be blown away by the power of
books.
(Source: Essay by Charmian Bonnet, Grade 12, 20 June 2010)
1 Work out the meaning of the following words by using various word attack
strategies:
a) dilemmas (use context clues)
b) portable (discuss the root and the suffix; think of other derived words)
2 a) What facts did the writer learn as a result of reading Gone with the Wind?
b) Why then does the writer doubt the importance of literature?
c) In the past, what were people’s opinions of novel readers?
d) Of whom, ironically, do people have the same opinion today?
3 Look at the use of punctuation. Discuss the use of punctuation in the essay –
especially italics, capital letters and commas.
4 a) Explain why the desire to be a writer might be a ‘lost cause’.
b) A euphemism is a word or phrase that replaces an unpleasant expression
with something softer and more pleasant. Explain what ‘remains’ is a
euphemism for.
5 Sum up the message in this article.
6 a) Using clues from the article and the cartoon that follows, write a short
definition of a book club and the problems book clubs face today.
b) Describe the body language of the people in the cartoon and what their body
language tells us about their feelings.
Blown away • 33
Theme 2
Language
1 Write out HDTV in full.
2 Is this an acronym? Explain your answer.
Idioms and proverbs

Sometimes, a writer will use an idiom or a proverb.
● An idiom is an expression (a group of words or a phrase) peculiar to a specific
language. The idiom has a figurative meaning that is different from the literal meaning
of the words making up the idiom. For example, in the extract on page 28, the writer
states that someone arrived in the nick of time, meaning just in time.
● A proverb is a well-known sentence or statement that people often quote. It gives
advice or tells you something about life, for example, Every cloud has a silver lining.
You need to know the meanings of idioms and proverbs in order to understand what you
read. Many texts use idioms and proverbs to play on words.
Match the following idioms to their meanings.
1. to come round a) not wholly believing something
2. to take something with a pinch of salt b) not completely
3. to come out c) to change one’s mind or opinion
4. up to a point d) very easy
5. a piece of cake e) to be published
34 • Blown away
Term 1 Weeks 3–4
Poetry

● Poetry is written in stanzas. Stanzas consist of lines.
● Rhyme is created by the last words of each line of poetry.
● Some poems have no rhyme scheme, and some have a very fixed pattern.
● The theme of the poem is the message of the poem.
● The mood of the poem is the feeling that the poem creates when it is read.
● Poetry often depends on figurative language: language that is metaphorical and that
has a meaning beyond the literal meaning of the words.
● Examples of figures of speech are similes, metaphors and personification. They are
also sometimes called imagery.
k
Chec lf Explain the figurative meaning of this line: Find the quiet place inside yourself
myse – and inhabit it. How does the figurative meaning of this line affect the mood
and the message?
Word bank ABC

sermon a talk on a religious or moral subject, delivered by a priest or other religious
leader
spout the mouth of a tube
gutter the edge of a road next to a pavement, where rainwater collects and flows
away; a plastic or metal channel fixed to the edge of a roof of a building, into
which rain water drains

The figurative use of language usually involves the senses and can also include
symbolism. A symbol represents some idea. It can be a picture, a word or a phrase that
has a complex of associated meanings.
Look carefully at the following poem and think about the figurative use of language. Are
lightning, thunder, stars and stillness symbols of anything in this poem? Discuss the title of
the poem.
Blown away • 35
Theme 2
A Baby Sermon
by George MacDonald
The lightning and thunder

They go and come;
But the stars and the stillness
Are always at home.
Read the following poem carefully, and then answer the questions that follow.
Rain in summer (extract)

by Henry Wadsworth Longfellow
How beautiful is the rain!

After the dust and heat,
In the broad and fiery street,
In the narrow lane,
How beautiful is the rain! 5
How it clatters along the roofs,

Like the tramp of hoofs!
How it gushes and struggles out
From the throat of the overflowing spout.
Across the window-pane 10

It pours and pours;
And swift and wide,
Like a river down the gutter roars
The rain, the welcome rain!
1 Why is the rain beautiful to the speaker?

2 What clues are there that the rain is heavy?
3 Which senses are appealed to in lines 3 and 6? Explain.
4 Antithesis is a figure of speech that uses contrast. Find the antithesis in lines 3
and 4 and explain what point the speaker is making.
36 • Blown away
Term 1 Weeks 3–4
➡
5 How are the spout and the rain given life in lines 8–9? Do you see this figurative
usage as metaphor or personification? Explain. Why do you think the writer
describes the spout and the rain in this way?
6 Discuss the effectiveness of the similes in lines 7 and 13.
7 Describe the mood of the speaker. How does the use of the repeated
exclamations help to suggest the speaker’s feelings?
Core Reader
8 Do you think the rain symbolises anything for the speaker? Give
a reason for your answer.
The informal letter Read the short story

The Quarry on page
64.
27 High Street
Yeoville
2196
25 April 2013
Dear Yusuf
You asked for some advice on paragraph structure. Here goes!
Remember that a paragraph needs a topic sentence, which is the sentence that sums up
the main idea of the paragraph. Each paragraph has one main idea and, therefore, has only
one topic sentence. The sentences must be arranged logically. Use conjunctions to create
cohesion -- that’s sticking together, you know!
I have included a little illustration to help you remember. Don’t laugh at my drawing now!
A topic
sentence can be Or it can
the first sentence be the last
of a paragraph. sentence!
Or it can
come in the
middle.
Blown away • 37
Theme 2
➡
You know all about the process of writing that takes you from planning and drafting
to editing, proofreading and rewriting, to the final presentation, don’t you? Use this for
whatever writing you are asked to do.
Finally, focus on your sentences: sentences can be long, medium or short; simple, compound
or complex; and can have different structures (such as loose and periodic). If you need help
with any of this -- you did it all in Grade 8 right? -- then ask your teacher.
Good luck with your first letter-writing task.
Regards
Mary
k 1 Copy the following paragraph into your workbook. Underline the topic
Chec lf sentence. State what kind of sentence it is and discuss how it is
myse structured.
I was falling, and then suddenly jerked up by the harness and the
strings. The parachute billowed above me, and my heart stopped.
The air was still about me, as if I were not plummeting towards the earth.
I breathed in, and smiled. Skydiving had definitely been a good choice
for my new hobby.
2 Check the format, style and register, layout and tone of an informal letter
by referring to the example above.
Word bank ABC

cohesion working together
consonant a letter of the alphabet that is not a vowel
register a form of a language used for a particular purpose, audience or social
setting
style a way of doing something; a style of writing means a way of writing that
is recognisable as having particular features

When you write a letter, you need to plan carefully.
Tip 1: You need an introduction, a body and a conclusion. Each paragraph must have a
topic sentence.
38 • Blown away
Term 1 Weeks 3–4
Tip 2: Once you have your main idea (and your topic sentence), decide on the supporting
ideas. Then decide how long the paragraph will be.
A short paragraph is about 50–60 words long. A medium paragraph is about 80 words
long. A long paragraph is about 100 words long. Always try to have three paragraphs in a
letter – an introduction, a body and a conclusion.
Tip 3: When you develop your ideas, focus on nouns first. They make your writing
accurate and interesting because they name things, for example: Our neighbours have a
mansion, while we live in a cottage. Notice that this sentence is much better than: Our
neighbours have a big house, while we live in a small house. Do not add lots of
adjectives. Rather choose the correct, specific nouns.
Tip 4: Use the correct pronouns when you refer back to nouns you have already
mentioned, for example: Our neighbours’ mansion cannot be seen from the road because
it is hidden by tall pine trees.
Tip 5: Link your sentences by using conjunctions and pronouns. And make sure your
paragraphs link together so that your letter has cohesion. Use a variety of sentence types,
lengths and structures. Do not use only simple and compound sentences; also use
complex sentences. And use a variety of loose sentences (sentences with the main clause
at the beginning) and periodic sentences (sentences with the main clause at the end)
Tip 6: Decide on the tense of each verb. Think about the simple present, the present
continuous, the simple past, the present perfect, past perfect or simple future. Be very
careful about how you use tenses. Your sentences will not link properly if you use the
wrong tenses.
Look at what is wrong with this paragraph:
Bongi’s father said that they should jump in twos. Bongi says that she doesn’t trust the
instructor. She wants to experience freefall, but she needed to feel safe.
The first verb is in the simple past tense (said). The next sentence is in the simple present
tense (says, doesn’t trust). The last sentence starts in the simple present (wants) and then
uses the simple past (needed). This paragraph must be written in the same tense
throughout.
Tip 7: Make sure that your subjects and your verbs agree with each other, and that the
right pronoun follows a noun. The grammatical term for this is concord. We write Bongi
says, not Bongi say. Bongi is a girl, so the correct pronoun is she. The correct pronoun for
father is he.
Tip 8: Pay attention to spelling. Note, for example, that the final consonant of a letter is
often doubled when you add a suffix beginning with a vowel. This is a spelling pattern in
English. For example: rub – rubbing, big – bigger, drop – dropped.
Blown away • 39
Theme 2
Tip 9: Finally, punctuate carefully for meaning. Read your draft to make sure that your
punctuation helps the reader understand what you have written. Make sure you have used
full stops at the end of sentences, not commas.
Classroom activity 6 Formal assessment task

As you plan your letter, use the rubric for transactional writing to help you (your
teacher will give you a copy of this). Remember to follow the process of writing. As you
edit your own work and help your peers proofread theirs, look back at the advice given
and check that you have followed each tip.
1 Refer to the example letter under What you already know. In pairs, write a letter
from Yusuf to Mary, thanking her for the advice and help. Express your
appreciation.
2 Recently, a friend or family member advised you to try a new experience. By
yourself, write a letter to that person, expressing your appreciation for the advice
and explaining how you were blown away by the experience.
Total: 10 Core Reader
Homework activities Weeks 3–4

1 Write an informal letter in which you thank someone for Read the play The
advising you to see a film or television programme that really Merchant of Venice on
page 144.
impressed him/her, and which has now impressed you.
2 a) In the cartoon alongside,
what is the cartoonist’s
attitude to the man? Why?
b) Is the cartoonist’s attitude to
television watchers the same
as that of the author of the
article Blown away by
books? Explain your answer.
40 • Blown away
Term 1 Weeks 5–6
hem
T
3 e X-roads
● complete a listening comprehension
on a dialogue
● role-play a verbal transaction and
dispute
to read a contract and a poem, and
discuss the key features
● use process writing to write a report
● learn about conjunctions, question
forms, voice, abbreviations, spelling
patterns, sentence structure types,
direct and reported speech, idioms
and proverbs
● read a poem in the Core Reader.

● Are you faced with choices in your life at this point? What are they?
● Have you ever made poor choices that turned out badly? What happened?
● Did you manage to deal with the consequences?
● Did you learn from the poor choices that you made?
● Can you think of really good choices that you’ve made? And their consequences?
● What do you know about making choices?
41
Theme 3
Listening to a dialogue

You know that when a text is read to you, you need to focus on the reader and block out
any distractions.
k
Chec lf Check that you know what the following terminology means. Link up the term
myse in Column A with the meaning in Column B.
Column A Column B
1. tone a) the combinations of facial expressions and body movements
that express how the speaker feels
2. language use b) the level at which you pitch your language, which depends on
audience and intention
3. register c) the way in which something is said
4. body language d) the type of diction (words and phrases) and sentence structure
chosen

You will be read a transcription of a call centre telephone call, in which the call centre
agent and the client do not have a mutually agreeable conversation.
Pay attention to the tone used and the register and language chosen by both parties. Take
note of the telephone conventions: how they greet each other and say goodbye.
During the first reading, simply listen. Jot
down notes during the second reading.
Pay attention to the telephone conventions,
tone, register and language used.
You will do a role-play of a similar
conversation, so listen carefully to this one.
You will discuss the listening text with the
person with whom you will do the role-play.
You will be able to compare the notes you
made with each other.
42 • X-roads

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WIP4478M000 • SOLUTIONS FOR ALL ENGLISH HL • GRADE 9 LEARNERS BOOK • TWELFTH POSITIVE PROOF • 20 MAY 2013

Solutions for all

Solutions for all English Home Language Grade 9 Learner’s Book

© S Kerr, J Unterslak, 2013

All rights reserved. No part of this publication may be reproduced,

First published 2013

Illustrations by Linda Klintworth, USDI, Robin McBride

It is illegal to photocopy any page of this book

Poetry: Homage to My Hips 81–83 Reference to Core Reader

TERM 3 Writing and presenting

Language structures and conventions Reference to Core Reader

Term 1 Weeks 1–2

In this theme, I will:

Let’s talk about this theme

What you know already

What you still need to know

2 • It all ‘ads’ up!

Term 1 Weeks 1–2

Always Sometimes Never

Word bank ABC

What you still need to know

It all ‘ads’ up! • 3

The reading process

What you know already

What you still need to know

4 • It all ‘ads’ up!

Term 1 Weeks 1–2

It all ‘ads’ up! • 5

6 • It all ‘ads’ up!

Term 1 Weeks 1–2

Books and short stories

What you know already

It all ‘ads’ up! • 7

Word bank ABC

What you still need to know

8 • It all ‘ads’ up!

Term 1 Weeks 1–2

● Consider the title of the story.

During the third and fourth weeks there seemed to be a

It all ‘ads’ up! • 9

10 • It all ‘ads’ up!

Term 1 Weeks 1–2

1 Comment on the title of the story.

5 What is the theme of the story?

The writing process

What you know already

It all ‘ads’ up! • 11

k Give an explanation of each of the stages of the writing process:

What you still need to know

What you know already

12 • It all ‘ads’ up!

Term 1 Weeks 1–2

k Pick the correct words in brackets to describe advertising:

What you still need to know

attention interest desire action

It all ‘ads’ up! • 13

What you know already

What you still need to know

gaurantee, accommodate, begining, forty, acheive, definate, cheif,