ENGLISH FIRST ADDITIONAL LANGUAGE

ENGLISH FIRST ADDITIONAL LANGUAGE SACAI Winter School 2016

Paper 1 - Comprehension, Summary and Language 80 Marks 2hrs Section A Comprehension - 30 marks Section B Summary 10 marks Section C Language 40 marks

Comprehension the passage - Then the questions the passage again Now the questions (Usually the questions follow onto each other) DO NOT copy directly from the text unless asked to quote. Use your OWN words as far as possible. the question. / DO NOT start a sentence with a conjunction Mark allocation / Numbering system / Quote / Tone ONE adjective / Write clearly and legibly

Answering techniques the question. DO NOT start a sentence with a conjunction Mark allocation Numbering system Quote Tone ONE adjective Write clearly and legibly

Summarising is a life skill It teaches you to be brief and get straight to the point. It forces you to analyse and simplify. Goes with analytical skills. Will aid all your studies.

Analyse the question. the passage. RE Underline the passage. sentences. First sentence of paragraph the main points. Simple sentences. Eliminate repetitions, explanations, descriptions and quotations. Use your OWN words as far as possible. STATE the number of words used.

Language

TYPES OF SENTENCES

The Sentence Subject - noun predicate Subject - noun verb Object noun (receives the action of the verb) Direct object noun ( what or whom does the verb affect) Always a transitive verb Indirect object noun( to whom or for what) Always an intransitive verb

Active and Passive Underline the verb Divide sentence into subject verb object Start with the object Pronouns change from subject to object

ACTIVE /PASSIVE VOICE SVO / OVS 1WITH WHAT DO YOU START? has 2 OR am had I 3 4FUNKY STUFF? 4Shall/could Will/may III shall be will be is was 4XXXing... being... have had III are were 4has has been have have been had had been I I III

Direct speech Exact words of speaker Quotation marks New paragraph Mary asked, Do I know you? Do I know you? asked Mary.

Direct and Indirect Speech Remove quotation marks, exclamation marks, question marks and capital letters. Change pronouns Introductory verb + that Question words Past tense One step back Adverbs of time and place change Yesterday the day before Commands Exclamations

DIRECT/INDIRECT OR REPORTED SPEECH 1INTRODUCTORY WORDS IN Time of sentence stays the same as in the original time 2INTRODUCTORY WORDS IN 2.1Original time of sentence takes one...replies......answer......said......replied... step back in the past 2.2In order to take one step back, you have to know where the original sentence is 3REMEMBER THE TIME WORDS ALSO CHANGE had been was is had been were are had done did do had read read reads

Apostrophe

Apostrophe

Apostrophe Following DO NOT take apostrophes: Possessive pronouns Ours, yours, theirs Abbreviations VIPs Plural dates 1960s

Concord Agreement of subject and verb Subject may govern more than one verb Subject may consist of more than one word Agreement between nouns and pronouns Pronoun must agree with noun it replaces in number and gender Some pronouns are paired with singular pronouns

Afraid OF Keen ON Interested IN Satisfied WITH Tired OF Opposed TO Different FROM Good AT / FOR Scared OF Believe IN Rely ON Insist ON Succeed IN

Levels of Language Formal Vocabulary Sentence structure Formal grammar Tone is serious / polite Informal Colloquialism Slang Jargon Politically correct language Emotive language Subjectivity and objectivity Fact and opinion Denotation and connotation Bias / prejudice Propaganda Sensationalism

Words, words and more words Root words, prefixes and suffixes Enjoyment En joy ment Synonyms Antonyms Homophones

Words often confused Advice (noun) advise (verb) Effect (noun) affect (verb) Between among Borrow lend Can may Eligible illegible Fewer less Learn teach Loose lose May might Of off Quiet quite Were we re There their they're Your you re Should have been should of been

Dictionary and thesaurus skills Alphabetically Meaning Pronunciation Parts of speech Origin Abbreviation Plural Idiomatic use of the word

Other Idioms Abbreviations Acronyms

Cartoons Characters Stereotypes Caricatures Body Language / Facial expressions Background and setting Where and when? Fact and opinion Language and punctuation Diction Structure Punctuation Visual placement Linking the visual with the verbal Your answers Substantiate with close reference to the text

Stereotypes

Caricatures

Body Language X a kiss $ - greed, money? uncertainty -clever idea - music, whistling Frown lines indicate concern Droplets of water off face show stress and anguish Mouth show smile, anger, happiness.

Visual placement The positioning of the visual clues in the image. Most relevant and important will usually be placed in the centre of the image. The other visual parts or CLUES will be found on the side of the image, having lesser importance. Similarly, what is positioned in the front of the image is of greater significance than what is found in the back. You can also notice importance through sizing i.e. the visual clues that are larger are more important AND will seem to have greater power.

Linking the visual with the verbal In visual literacy, it is impossible to forget or ignore the verbal clues. Most often the visual cleverly connects and links to the verbal clues in the image. Verbal clues include speech/thought bubbles, placards, newspaper headlines, etc.

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Advertisements CONTENT Language information Desire or need Design Fonts Visuals Slogan and logo Reader action website. Incentives ADVERTISING FEATURES Simple, humorous, play upon words. Basic Human needs or desires: greed, health, status. Big / smaller letters, different fonts, colours. Different fonts Headings, pictures, illustrations. Memorable, clearly visible, creative. Contact information- phone number, e-mails, Discounts, free gifts, special offers, sale notice.

Paper 2 Literature 70 marks 2hrs ANSWER ONLY THE QUESTIONS SET ON THE SETWORK YOU HAVE STUDIED Answer 2 SETS of questions

A poem has lines and stanzas (verses) In FREE VERSE, the poet defines his own form. POETIC LICENSE They may use words as they please to fit their poem. Enjambment

Narrative = tells story Ballad = oldest form of narrative poetry, usually about love, death, war and rhythm has a strong beat, lots of action. Epic = very long narrative poem telling the story of an historical figure or event. Lyrical poetry = poem with musical or songlike qualities. It conveys the personal thoughts and feelings of the speaker. Sonnets = Always has 14 lines Shakespearean and Italian Sonnet Rhyme scheme

Poet Author Poet vs. speaker Speaker Narrator

How to approach poetry TITLE meaning in relation to the poem as a whole. POET s name who is the poet, when did he/she live, what famous themes does the poet usually write about? THEME STRUCTURE of the poem how is it arranged into lines, stanzas and rhyme scheme? DICTION Choice of words. Try to understand the meaning of difficult words by looking at the context in which they are used. WORD ORDER Sometimes unusual word order is used to emphasize an idea or theme. FIGURE OF SPEECH and SOUND DEVICES. TONE Ask yourself WHAT FEELING does the poet or speaker express in the poem. Read questions carefully and look at mark allocation.

Structure and form The structure of the poem refers to the way that ideas are grouped in different stanzas. It shows us how the words and ideas of the poet is organised into lines and how the lines are put together. Ask: How are the ideas of the poet organised? How does the poet develop his theme? The form refers to the overall organisation of the lines in the poem. Ask: Are the lines grouped into stanzas? Do they have a specific length, or do they assume a specific shape that reflects the subject matter of the poem?

Rhyme Ask: Is there a rhyme scheme? And, if so, why has the poet used this rhyme scheme? Does it add to the overall effect of the poem?

Rhythm All songs with great rhythm are nothing else but poems with music. Rhythm adds to the mood, quality and meaning of a poem. Rhythm refers to the movement of a poem or the beat in a line of poetry. Ask: Is the rhythm of the poem slow, steady or fast? Is the rhythm constant or does it vary with the meaning? A slow rhythm suggests sadness, relaxation or disappointment while a fast rhythm suggests excitement, danger or anger.

The rhythm in a poem can be changed or created by the following: Punctuation and enjambment Punctuation marks can give a conversational feel and rhythm to a poem. The flow of one line into the other (enjambment) carries the feeling and tone from one line to the next thus creating a smooth flow in the poem. Sound devices The use of alliteration, assonance and onomatopoeia, may cause a short (staccato) rhythm. Only the stuttering rifles rapid rattle Can patter out their hasty orisons (From: Anthem for Doomed Youth, W Owen) Difference in line lengths By changing the lengths of the lines in a poem, a poet can change the rhythm of the poem and also emphasise and idea or word. It is a mountain lion, A long, long slim cat, yellow like a lioness, Dead. (From: Lion, DH Lawrence)

Diction The words which a poet uses is called his diction. Ask: Are his words vivid and striking or merely informative? Are there inverted word orders and if so, what is the reason for this? Diction can be colloquial or formal; serious or light hearted. Imagery is a word picture that allows us to understand what the writer has to say. It shows a meaning that is below the surface. Figures of speech help the reader to form a vivid picture in their minds. Ask: What effect is produced by the use of metaphors, similes, personification and symbolism? Appeals to our five senses Describe the picture that is created in your mind and comment on the feeling that the image has created in you.

Figures of speech

Figure of speech

Figure of speech Assonance

Figures of speech Irony Sarcasm

Figures of speech Euphemism

Figure of speech Anti-Climax

Figures of speech Pun

Poetry Not Waving but Drowning, Stevie Smith Nobody heard him, the dead man. But still he lay moaning: I was much further out than you thought And not waving but drowning. alliteration Poor chap, he always loved larking And now he s dead It must have been too cold for him his heart gave way, They said. Oh, no no no, it was too cold always (Still the dead one lay moaning) I was much too far out all my life And not waving but drowning. O sound = assonance

Poetry Title The refrain is important as it immediately sets up the poem's strong opposition between what appears to have happened (waving) and what actually did. At first the poem's actually inviting us to think literally about the situation that a man drowned in the ocean and his acquaintances are chatting over his corpse before showing us in the last stanza that we might have to take the drowning as metaphorical. Poet s name Florence Margaret Stevie Smith was born on September 20, 1902 in Yorkshire, England. While Smith s volatile attachment to the Church of England is evident in her poetry, death, her gentle friend," is perhaps her most popular subject. She wrote the poem in 1953, during a period of deep depression. Only a few months after writing "Not Waving but Drowning," she slashed her wrists in her office. Put in that context, this poem sure sounds like a cry for help.

Poetry The dead man = someone always joking, playing the fool with everyone The oblivious friends seem like insensitive jerks, making their silly comments over the man's corpse. Both perspectives Invited to laugh a bit at each one, even as we sympathize with the dead man's complaint and the sadness of his death. Smith teaches us that everything life and death has a touch of the ridiculous. The poem also echoes another quality of Smith's life: persistence. Just as the dead man keeps explaining his suffering, even when no

Poetry Theme Lonely in a crowd Dying in the middle of a bunch of people who would help you if they just knew. It also shows how hard it is to see when someone needs help. Everyone in the poem seems to have their own needs and interests that keep them from really communicating with each other, which contributes to tragedy. The kind of isolation it describes is eerily familiar. This poem is about the disconnection between what you feel and what you express, as well as what you express and what other people hear. But, more than that, it's also about the even worse fate of waiting to speak your mind until it's too late.

Poetry Structure Rhyme scheme 4 line stanzas / Quatrain = ABCB (Feminine rhyme) Meter First line = 4 stresses 2 nd = 3 stresses Repeated Form Ballad / Tells a story Tone Macabre humour Deliberately inappropriate words to reduce the very serious subject of mortality. She makes fun of both the dead man s self centred sadness and the onlookers insensitivity.

Poetry Figures of speech Alliteration Giving the sound of each line more unity Assonance Links lines together Cry of pain Internal rhyme Line 7 (way) & 8 (they) Contrast Life vs. death

Poetry Analysis Line 1: Nobody heard him, the dead man Somebody is dead and that nobody hears him, which means he speaks five out of the poem's twelve lines in vain. He doesn't even get a name. Line 2: But still he lay moaning: The dead man is "still" and he "lay"; both descriptions sound like a corpse. Yet, he's also moaning. Line 3: I was much further out than you thought Even before he died, the others didn't understand the danger he was in. Being "much further out" suggests that the setting is some potentially dangerous body of water. The "you" addressed by the dead man suggests there were others swimming, or at least near the shore. Of course, figuratively speaking, this could mean those other people go on living their lives, while the poor guy is struggling.

Poetry Line 4: And not waving but drowning The others thought he was waving at them - he liked to fool around. Line 5: Poor chap, he always loved larking They thought he liked to have fun. As readers, we already know this isn't a terribly accurate profile of the dead man. Line 6: And now he s dead The blunt, obvious nature of this statement leaves us without any doubt: talking or not, the dead man is really dead. Line 7: It must have been too cold for him his heart gave way, "They" try to find a medical reason for the death. They're thinking just about the moment of his death, not what led up to it. They're missing the point because the dead man is trying to tell them it was isolation that really killed him.

Poetry Line 9: Oh, no no no, it was too cold always The dead man tries to correct them by saying the water was always too cold. It's likely that he's telling them that his death was a long time coming. It's not just one moment of being too cold, it's a lifetime of it. Line 11: I was much too far out all my life As with line 9, this line suggests a metaphorical take on swimming and drowning. He was always too far from the other swimmers or the shore, always out of the reach of help. It definitely sounds like he's talking less about a final accident and more about the long-standing isolation of his life. Line 12: And not waving but drowning. Once the refrain comes back, we realize the dead man was trying to explain something about his life from the beginning, but we like the people in stanza 2 thought it was only an actual drowning. Now we've heard enough to know the metaphorical truth: no one ever really heard him or could assist him, so eventually he died. Now let s turn to the question paper

Short Stories / Novels Setting Conflict Plot Climax Introdudction Short Stories Point of view Theme Characterization Characters Protaganist

Taste, Roald Dahl Background and setting The setting for Taste is a dinner party at the home of stockbroker Mike Schofield. Characters For you to fully understand the story, you need to know that there are many different types of wine. Some people, like Richard Pratt, are able to describe the different tastes in wine in great detail. Wine experts Open a bottle a while before drinking it, so it can breathe as Mike Schofield does. In the story, Richard Pratt describes wine like others would describe people. The story is narrated in the first person from the narrator s point of view. The narrator is actually one of the dinner guests.

Taste, Roald Dahl Plot - The key to reading Roald Dahl s work is to think outside of the box. He creates and maintains suspense throughout the story. It is forshadowed that Richard Pratt s intentions aren t pure. The writer drops hints of the evil lurking below the surface in Pratt. The story ends with an ironic twist when the writer mentions, but does not describe the maid. We have no hint that she will deliver Pratt s deathblow. By producing his spectacles, she reveals Pratt s cheating ways. Themes Affectation, vanity and greed of people are the major themes. The story explores Robert Pratt s snobbery and ruthless greed. He shows off his knowledge and good taste. Mike Scholfield also tries to show off his good taste.

Taste, Roald Dahl Characterisation Richard Pratt is a snobbish gourmet. He treats Mike Schofield s daughter, Louise, to good food and wine. He wants her, and will stop at nothing (not even cheating) to get her. He is also a thoroughly unpleasant man. The way in which he is described reinforces his ruthlessness and greed. Mike Schofield is described as a friendly, well-meaning man. In comparison to Pratt, he is simple and unsophisticated. He is eager to impress Pratt and cannot see through him. He is prepared to risk even his own daughter in an effort to impress Pratt. This shows his weakness of character. Although the maid is a flat character that only appears at the end of the story, she plays a vital role in the outcome of it. She is only mentioned and not described in any detail. She holds the key to exposing Pratt for the ruthless, greedy cheat that he really is. The Narrator is a guest at the dinner party; an innocent bystander.

Taste, Roald Dahl The Title The title is a comment on wine tasting. It suggests what Richard Pratt and people like him think of as their good taste. They like to show it off. Symbol s The story hinges on Richard Pratt identifying the bottle of claret s origin and year. It is the source of the bet and ultimately the source of Richard s downfall. Richard s spectacles are also part of his downfall. Did he not forget it in the study, the maid would not have been able to save the day. Language Through the use of direct speech the writer reveals character traits of the main characters in the story. The use of direct speech reminds us of a play where we are involved in the dinner party and the bet. He uses vivid descriptions of Richard Pratt and let Pratt describe wine like others would describe people.

Taste, Roald Dahl Now let s look at the question paper again.

The novel Setting Conflict Plot Climax Point of view Novels Introdudction Theme Characterization Characters Protaganist

The novel The following questions should be asked when studying a novel: Who is the writer of the novel? What is his background? What is the TITLE of the novel? Does the TITLE mean something important in relation to the novel? What is the SETTING of the novel where and when does it take place? What is the THEME of the novel? (What is it about?) What is the PLOT of the novel? (Main events) What kinds of CONFLICT happen in the novel? Who are the CHARACTERS in the novel? (Characteristics, roles they play, relationships between characters) Your PERSONAL RESPONSE to the novel (How do you feel?)

The drama Prologue Play may begin with an introductory speech (sometimes called a CHORUS in Shakespeare plays) Plot Action in story - created through conflict between various characters Subplot Sometimes there is more than one story line that only complicate the action Setting The place and time where the story takes place (may be more than one setting) Theme This is what the play is all about and can be the main message of the play. (Can be more than one theme) Act/Scene Play divided into acts which may be further divided into scenes. Some plays have ONE act - one-act play. Epilogue Sometimes a speech ends a play - Epilogue - often in Shakespeare plays. Body Language - Facial expressions and gestures The tone of voice Interactions with other characters The lines the actors say Actor Way in which characters are grouped on stage

The drama Tragedy Deals with serious and imprtant subjects Situations of tension and conflict Action rises to a climax Tragedy comes at the end of the play with the death of the hero or heroine. Shakespeare tragedies are good examples Comedy Get different styles of comedy Also sometimes deal with serious topics, but solutions are more positive Often include songs and dances Love and marriage are common themes Always ends with happiness for the main characters Dramatic Irony This happens in a play when the audience knows more about what is happening than the characters. Audience has a better understanding of the main events. Dialogue: the conversation between characters and written in typical dialogue form. Stage directions: are written in italics and enclosed in brackets and do the following: tell us HOW the stage should be set; show changes in lighting; give sound cues; give instructions to the actors Aside: - another kind of stage direction. When a character says something ONLY so that the audience can hear e.g. Macbeth: [Aside] If chance will have me king...

The drama The following questions should be asked when studying a drama: Who is the playwright (writer) of the play? What is his background? What is the TITLE of the play? Does the TITLE mean something important in relation to the play? What is the SETTING of the play where and when does it take place? What is the THEME of the play? (What is it about?) What is the STRUCTURE of the play? (Arrangement of Acts and Scenes) What is the PLOT of the play? (Main events) What kinds of CONFLICT happen in the play? Who are the CHARACTERS in the play? (Characteristics, roles they play, relationships between characters) Your PERSONAL RESPONSE to the play. (How do you feel?)

Paper 3 Creative Writing 100 marks 2hrs Section A Essay 50 marks Section B Longer Transactional writing Section C Shorter Transactional writing

Paper 3 Creative Writing The writing process Planning Paragraphs Intro Development Conclusion Editing Instructions Content Format Language TRIALS

Paper 3 Creative Writing Hints Write what you know about Full sentences Vary paragraph and sentence lengths Concord Tense Direct speech Senses SIDES

Paper 3 Creative Writing AVOID Repetition Starting a sentence Sentence structure Overuse of adjectives and adverbs Slang Clichés Redundancy / tautology Verbosity Unnecessary big words Ambiguity Numerals