2014 grades 8 and 9 english fal winter school support material

GRADE 8 AND 9 ENGLISH TEACHER WORKBOOK Page 1

2014

GRADES 8 AND 9

ENGLISH FAL WINTER SCHOOL SUPPORT MATERIAL

CHIEF DIRECTORATE: Curriculum Management

KZN DEPARTMENT OF EDUCATIO

GENERAL EDUCATION AND TRAINING (GET)

CURRICULUM


TABLE OF CONTENTS

1. Text Types: Newspaper Article 3

2. Cartoons 11

3. Poetry 20

4. Advertisements 24


NEWSPAPER ARTICLE

Introduction of different types of texts/ genres

Text types (genre families)

o Ask teachers to name different texts types that they use as per CAPS requirements.

o Identify the purpose for each text and its features (e.g. newspaper article, poem, short

story etc)

Family Social

purpose Genre/ text type Specific purpose Stages Some language patterns

common to this genre.

Sto

ries

En

gag

ing

.

Narrative

To tell a story-

fiction or non-

fiction.

Orientation Complication

.

Resolution.

Past or present tense. Descriptive &

figurative language.

Action verbs. Recount

To recount

something that has

happened.

Orientation Record of

events.

Past tense Action verbs

News Story

Reporting

significant events. Lead Angles

Past tense Descriptive language.

Fac

tual

tex

ts

Info

rmin

g

Report Classifying and

describing

phenomena

Classification Description

Timeless present tense Action verbs

Explanation Explaining

sequences and

cause and effect

Stating the

phenomenon Explanation.

Timeless present tense Time conjunctions-first,

next, Procedure

Procedural recount

How to do

experiments/tasks.

Describes how an

experiment/ task

was done.

Purpose Equipment

Steps

Purpose

Method

Results.

Action verbs

(imperatives) eg. Put,

measure… Simple present tense

Action verbs and

imperatives.

Past tense Histories, autobiographical/

biographical Historical

Recounting life and

historical events. Orientation/

background Record

events

Past tense Reflection to time

Ev

alu

atin

g

tex

ts

Ev

alu

atin

g.

Argument

Thesis Argument

Reiteration

Text connectives to

introduce and link

arguments Response to text.

Reacting to or

reviewing an event

or text.

Context Description

Evaluation.

Simple present or

simple past tense.


Key features of a newspaper article.

Headline- usually only four or five words. It tries to attract the interest of the reader by telling them

what the story is about, in a short and interesting way.

By-line- who wrote the article?

Introduction- it will set the scene and summarize the main point of the article: who, what, where,

when.

Body– provides more details about the event, in particular answer the questions how

and why.

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

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


Activity 1: Use the following newspaper article to identify key features

This article was sourced from the internet.

Headline- usually only four or five words. It tries to attract the interest of the reader by

telling them what the story is about, in a short and interesting way. What is the headline for your article?

_______________________________________________________________________

_______________________________________________________________________

How many words are in the headline? ________________

By-line

Who wrote the article?_______________________________________________


Introduction- it will set the scene and summarize the main point of the article: who, what, where.

Can you identify these important points in your article?

-Who is the article about? ________________________________________________________

-What happened? _______________________________________________________________

__________________________________________________________________________ -When did it happen? ___________________________________________________________

-Where did it happen? ___________________________________________________________

Body – provides more details about the event, in particular answer the questions how and

why.

What else do you know now? ____________________________________________

__________________________________________________________________________

__________________________________________________________________________

Quotes – sometimes articles will include what a person (like an eye-witness or an expert) has said.

Does your article have quotes? If so,

- What was said? ________________________________________________________________

____________________________________________________________________________ - Who said it? ___________________________________________________________________

- How are they related to the event?

____________________________________________________________________________

___________________________________________________________________

Photograph and caption- sometimes articles have a photograph, and a sentence explaining the

photograph

Does your article have a photograph? What does it show- describe exactly what you see? ___

___________________________________________________________________________

What does the caption say? __________________________________________________________


Reading and viewing

Activity 2: Read a newspaper article.

Pre reading

Read the headline of the newspaper article and look at the picture.

Scan the first paragraph and the answer the questions.

a) What is this article about?

b) Where did these events happen?

c) When did they happen?

d) Is this article written in paragraphs or columns?

During reading:

Look out for the main ideas in the text as you read. Don’t worry if you do not

understand every word you read at first.

Re- read the article and try to work out the meaning of new words from the context and

other cues (such as punctuation and pictures).


200 jobs … thousands apply!! By Melissa Mungroo September 09 2009 at 02:12PM

Tough times: Thousands of people queued from Curries Fountain sports ground to apply for 200 learnership jobs with the Metro Police in Durban. Photo: Puri Devjee, DailyNews

1. Thousands of people queued from Curries Fountain sports ground all the way up John Zikhali (Sydenham) Road in Durban this morning to apply for 200 learnership jobs with the Metro Police. 2. The job seekers - the majority of them in their early 20s - carried umbrellas, blankets, CVs and jackets as they travelled from Verulam, KwaMakhutha, Tongaat, Inanda, Umlazi and other parts of the eThekwini Municipality. 3. Many were standing in the queue before midnight. Metro Police struggled to control the crowd with people walking in the street and obstructing traffic. 4. We were expecting a large crowd of applicants and had planned for this event to avoid any chaos," said Joyce Khuzwayo, spokeswoman for Metro Police. 5. The application procedure started today and will continue until Friday, with people between the ages of 18 and 30 allowed to apply. 6. "We expect to process all applications by the end of this month and thereafter start the selection procedure based on IQ tests and physical fitness tests," she said. 7. "The interviews will then commence and the successful candidates will undergo full training to become Metro Police officers." 8. Khuzwayo said the trainees would be tested on their knowledge of the Road Traffic Act and criminal law and procedures. The learnerships are being offered to train people in time for the 2010 World Cup. A

fight broke out this morning as some tried to jump the queue. 9. The first people at the head of the queue, brother and sister Simphiwe Msimango, 21, and Bongekile Ngubane, 23, arrived at Curries Fountain at 4 p.m. yesterday. Msimango said he wanted to join the Metro Police because he wanted to fight crime. Ngubane said: "There is an increase in crime and no one is doing anything about it." She said they were soaking wet because it had rained during the night and they had not eaten since yesterday. Nonhle Sabela, 29,from Amanzimtoti was in the queue at midnight. She heard about the vacancies from a friend. "I am unemployed and was attracted by the job because of medical aid and provident fund benefits," she said. She said she was told to fill in a form today and Metro Police would call her for a physical test if she was successful. 10. Vumani Sibiya, 23, from Adams Mission, who tried to entertain those around him with jokes, said he wanted to be a cop so that he could make sure people obeyed the rules of the road. "I have a job and am looking for something better," he said. Sibiya joined the queue at 2 a.m. and came prepared with his blanket. This article was originally published on page 1 of Daily News on September 09, 2009.


After reading:

Responding to text: questions

1. Why did the journalist write this article?

2. Who is the target audience?

3. The purpose of the article is to …

a) Explain about the increase in crime.

b) To tell people about long queues.

c) To inform people of the learnership jobs that were offered.

d) To express an opinion about the Metro Police.

4. What do you conclude from the statement below?

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

5. Indicate whether the following statement is TRUE or FALSE. Quote a line from

the newspaper article to support your answer.

Sibiya does not have a job.

6. How does the writer of the newspaper article draw the attention of the readers?

7. What is the main idea of paragraph 10?

8. The best meaning of the word “ provident” as it is used in the text is to make

arrangements for the future by …

a) Wasting money.

b) Spending money.

c) Saving money.

d) Borrowing money.

9. Indicate whether the following statement is a FACT or OPINION.

The fight was caused by the people jumping the cue.

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

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

write.


Use the features of the newspaper article to write your own newspaper article.

Choose a topic that is currently on the news to write about. Listen on the news

and read as much as you can as you can about the event.

Remember the purpose of the newspaper article is to report the facts, so you must

get the facts correct.

The other purpose of a newspaper article is to get and keep the interest of your

readers. Think about who your target audience and how you will do that.

Draft: start the next, which is drafting.

Think of an interesting title for your article.

Draft the first paragraph. Remember who, what, where, when, how.

Draft the rest of the paragraphs. These paragraphs will contain the supporting

ideas.

- Use a variety of sentences.

- Include at least one rhetorical question.

- Use emotive language.

- Make sure you give a clear sequence of events.

- Include all the facts.

Draft a concluding paragraph. You can give your own opinion in this paragraph.

Revise: now you need to look at how you can improve your article.

Have you structured and formed sentences correctly?

Have you used appropriate language?

Have you included all the features of the newspaper article?

Edit: check and correct your spelling and punctuation

Present: Rewrite your article with corrections.

Activity 4: Diary Entry

A diary entry is a portrayal of daily events.

Present his / her evaluation of the day or event.

Write from the writer‟s point of view; the first person narration is the most

appropriate approach.

The language choice is simple and to the point.

The tone will be determined by the nature of the entry.


Recently you went to computicket to buy a ticket to see one of your favorite bands

unfortunately by the time you got to the cashier all tickets were sold out due to a long

queue.

Write a diary entry where you express your feeling about the experience.

CARTOONS

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

exaggerated way.

BENEFITS OF USING A CARTOON

Can be used to write a narrative essay.

Can be used to teach language structure and conventions.

Captures the attention of and engage pupils during lesson.

It increases vocabulary.

It engages learner who learn visually.

FEATURES OF A CARTOON

Thought bubbles

Frames

Caricature

Colours

Stereotypes

Symbols like body language, objects used, font, punctuation marks etc.

Caricatures

A caricature is a visual representation of a person or group. Look at these graphics. Can

you identify the type of person they represent? What features have been highlighted by

the cartoonist? (Think about physical characteristics, clothing and equipment, body

language, setting.)


Colours in cartoons

Look at the use of colours in the cartoon about the early settlement of Australia by the

British. It features two British naval officers in the foreground discussing two Indigenous

men in the background.

Stereotypes

Look carefully at each of the images and think about the stereotypical presentation of

people in them, then write your ideas next to the images.


Symbols in cartoons

Look at the cartoon about the early settlement of Australia by the British. It features two

British naval officers in the foreground discussing two Indigenous men in the

background.

ACTIVITIES FOR EXPLOITING THE CARTOON

1. Describe the situation in the cartoon.

2. What is the message in the cartoon? How does the position of the figures and their

body language help to communicate this message?

3. What symbols and objects have been used by the cartoonist to communicate the

message about the attitude of the British naval officers to the Indigenous men?


ACTIVITIES

SEQUENCING OF EVENTS

Divide learners into groups.

Give each group picture frames to work with.

Tell the learners to rearrange the storyline in the correct sequence.



Answer the following questions based on the above cartoon. 1. Who are the characters in this cartoon?

2. Choose the correct alternative for the following question:

The relationship between the two characters is that of: A. Siblings

B. Parent and achild

C. Cousins

D. Neighbours

3. What is William thinking in frame 1 and howdo you know?

4. How do we know that John is going to have a serious talk with William?

5. What shows us that William is not interested in what John is saying?

6. What is the humour in this cartoon?

7. Rewrite “we’ll” in full as found in frame 1.

8. Change William‟s reply in the last frame into a question.

9. Change the tense of the statement in frame 3 into simple past tense.

10. Combine the statements in frames 2, 3, 4, 5 & 6 to form one sentence.


The cartoon series within four-stage strategy and

writing process approach is effective in the teaching of writing narrative text.

First, cartoon series is helpful to generate the students' ideas and organize their texts.

Second, writing process approach encouraged the students with the steps of creating the texts and four-stage strategy was effective in

the teaching of writing. Additionally, self-access learning brought the students to write narrative text independently. Personal treatment

encouraged the students to consult their drafts and it minimized the gap between the teacher and the students.Finally, the students' drafts

were published through reading aloud, role playing, and displaying them on the wall magazine.

It can be inferred, therefore, that cartoon series is effective for the teaching of writing narrative texts. Cartoon series has inspired the

students to generate ideas and also has brought them to organize

narrative texts well. Writing process approach keeps the students to do the steps of composing whereas four-stage strategy

facilitates the students to do the steps of learning writing collaboratively and independently. It is finally suggested that the

teachers of English utilize cartoon series in teaching writing narrative texts. For the students, it is expected that they practice writing

paragraphs in various topics and texts by utilizing cartoon series available in printed media, such as newspapers, magazines, etc.

Use any of the following cartoon strips to write a narrative essay.

1.


2.

3.



POETRY

Lucky Old Sun

Up in the morning.

Out on the job,

Work like the devil for my pay,

While that lucky old Sun

Has nothing to do

But roll around heaven all day!

Work for my woman.

Toll for my kids,

Sweat till I‟m wrinkled and grey.

Has nothing to do

But roll around heaven all day!

Dear Lord above, can`t you see I`m pining?

Tears roll in my eyes.

Bring down that cloud with the silver lining,

Take me to Paradise!

Show me that *river,

Take me across,

Wash all my troubles away.

Like that old Sun,

Give me nothing to do

But roll around Heaven all day!

Traditional U.S.A

PRE-READING ACTIVITIES (INTRODUCE TEXT)

Ask questions about the title e.g. what is the title of the poem?

Ask questions about the sun (value of the sun, identify adjectives describing the

sun in the poem.

DURING - READING (features of the text)

Read the poem (who)

Discuss vocabulary

Discuss key features

External structure of a poem e.g. long or short lines, word order, use of

stanzas or verses, punctuation, etc.


Internal structure e.g does the poet use literal language or imagery

(figurative language),like metaphors or similes, rhyme or free verse(no

rhyme), rhythm (the beat of the words used), alliteration, assonance,

personification, etc)

Mood /emotions/feelings(how the speaker in the poem feels)

Theme and message(what the poem is about/what the poet is trying to

convey in the poem/what can be learnt from the poem)

POST- READING (answer questions, compare, contrast, evaluate)

1. Answer the following questions based on the above poem

1. What is the theme of the poem? (give options and let the learners choose)

2. The poet wants to be taken to a particular place where people go to after death.

2.1 What place is that?

3. What is paradise/what kind of place is paradise/what happens in paradise?

4. Do you think the poet can feel/live better in a paradise? Why?

5. The poet says the sun is `LUCKY`.

5.1. Do you agree? Support your answer, basing your argument on the poem.

6. What is the mood of the poem? (Give options and let the learners choose)

7. What is the feeling or emotions in this poem? (give options and let the learners

choose)

8. Identify the figure of speech used in line 3.

9. What is the meaning of this phrase, “work like the devil for my pay.”

10. What figure of speech is this phrase “take me to paradise”?

11. What is „paradise‟?

12. Identify rhyming words in the poem.

13. Use this proverb in a sentence to show you understand its meaning: “every cloud has

a silver lining, line 15”

14. The poet has repeated this phrase,” But roll around heaven all day”. Why do you

think the poet has done this?

15. What can you learn from this poem\ what do you think the poet is trying to convey in

this poem?

LETTER-WRITING (Informal Letter)

You have been feeling down lately because you think that you always have to work hard

for everything that you have, that nothing comes easily for you.

Your sister talked to you (gave you a pep talk) and managed to help you get out of this

feeling of helplessness.

Write a letter and thank her for advice given.

Correct formal


Purpose

Language use

Register

Logical order of sentences

Use conjunctions to ensure cohesion

Use a variety of sentence types, lengths and structures

Focus on process writing

Planning

Drafting

Revision

Editing

Proof-reading and presenting

Poem 1

My pet mouse

By David Whitehead

I have a friendly mouse,

He is my special pet,

I keep him safely on a lead,

I haven`t lost him yet.

I never need to feed him, not even bits of cheese.

He`s never chased by any cat

And he does just as I please.

He likes when I stroke him

For he`s smooth and grey and fat.

He helps me sometimes with my games,

When he runs around my mat

I `ve never known a mouse

That could really be much cuter.

He`s my extra special electronic


mouse

That works my home computer

Poem 2

Nothing Gold Can Stay

Robert Frost

Nature`s first green is gold,

Her hardest hue to hold,

Her early leaf`s a flower;

But only so an hour.

Then leaf subsides to leaf.

So Eden sank to grief,

So dawn goes down to day.

Nothing gold can stay.

Poem 3

The Runner

By Faustin Charles

Run, run, runner man,

As fast as you can,

Faster than the speed of light,

Smoother than a bird of flight,

Run, run runner man,

No one can catch the runner man,

Swifter than an arrow, outrunning his own shadow,

Run, run, runner man, faster than tomorrow,


Quicker than rocket!

Into deep space spinning like a cornet!


Lighting the heavens of the night,


Out of sight,

Run, run, runner man, run!


Advertisements

Talking about advertisement

Advertisements are a form of persuasive writing

“Their purpose is to persuade through a process of explaining a proposition, to persuade

readers to accept a point of view or to adopt certain behaviour”

Advertisements have many different language features depending on:

the target audience

the purpose of the advert

the subject of the advert

How do adverts persuade?

They do this by aiming at a particular type of a customer.

They use carefully chosen, positive language

They appeal to some aspect of the reader‟s personality.

They use carefully chosen language to appeal to their target audience such as:

Special offer

Cool

Exclusive

Cheaper

Free!

Buy one and get one free!

Latest fashion

Genuine

The best

Guaranteed results

Look no further

Bargain

Number one

They promise the following:

To cure all ailments.

To solve all your problems.

To change your life for the better.

How do they attract your attention and stick in your memory?

They can use humour to get you in a good mood.

They ask questions to hook you in.

They appeal to your senses.

They use alliteration, rhyme or a play on words to create a memorable slogan.

They persuade you to imagine yourself using their product.

They make you feel special.


Advertisements also do the following:

They contain a mix of facts and persuasive comment.

They focus on the positive and ignore the negative.

They use exaggerated language, full of adjectives and adverbs to paint an

appealing picture (eg the biggest sale ever)

They start sentences with the imperative.

They ask rhetorical questions (eg do you have tired, dull hair?)

They use memorable images and slogans (eg smooth, sleek, shiny hair is yours

with super care)

Their sole purpose is to convince the reader/listener/ viewer to buy their product.

They repeat words or phrases to ensure the message will be remembered.

They offer bonuses, promises of bargains, of getting something for nothing.

Use stereotypes (eg use of young attractive people to promote a gym)

They use quotes or authority from famous people.

Call for action, the expression of urgency to act on the advice (eg buy now before

the stocks run out/hurry while stocks last

Choose some questions that interest you and your colleagues/learners.

1. Why are there so many advertisements on TV, radio, in magazines, etc.?

2. Do you ever enjoy advertisements on TV? (If yes, what do you enjoy about

them?)

3. What kinds of advertisements attract your attention?

4. What is the most memorable advertisement you have ever seen? (Describe it)

5. What is one funny advertisement you have ever seen? (Describe it)

6. What products use very serious TV advertisements?

7. What products use funny TV advertisements?

8. Which celebrities have you ever seen in advertisements?

9. Do any advertisements try to shock viewers?

10. How are radio ads; magazine ads and TV ads different from each other?


Discussion Questions

Ask these questions to your colleagues/learners and be ready to continue the conversation

by asking follow up questions.

1. What makes an advertisement effective?

2. Have you ever bought a product because of advertising? (If so, why?)

3. What do you think of ads that are aimed at children?

4. Can famous celebrities in ads make people want to buy a product?

5. Do you think beer and cigarette companies should be allowed to advertise? Why

or why not?

6. Why do some companies use celebrities in their ads?

Features of advertisements (CAPS Doc. Page 45)

Catch and keep the attention of the reader – ensuring that the operative

words stand out.

Create a desire to own the product or use the service.

Make the reader actually go out and buy/use the product/service

Consider the following designing:

The target market (for whom the advertisement is appealing?)

Positioning (where and when the advertisement will appear - in

what media, at what time and where in the programme or

magazine?)

Appeal (to what sense is the advertisement appealing?)

The layout and font size

The attitude (sincere or not) and the ratio between fact and opinion

The effectiveness of the choice of colour or lack thereof

The language used (whether it is clichéd, repetitive, figurative,

rhetorical, etc.)


Study the advertisements below and then answer the questions that follow

Advert 1

There are two parts to this activity

1. Who is the advertiser?

2. Why does the advertiser call marula the „golden‟ fruit of Africa?

3. How does the company describe itself?

4. Name two groups of people who stand to benefit from the activities of the Marula

Natural Products Company?

5. Are the products expensive?

6. Name the word that makes a promise to women in rural communities.

7. How does the company back up its claim that it is „eco-friendly‟?

Questions

1. Who is the advertiser? 2. Why does the advertiser call marula the “golden” fruit of Africa? 3. How does the company describe itself? 4. Name TWO groups of people who stand to benefit from the activities of

Marula Natural Products Company 5. Are the products expensive? 6. Name the word that makes a promise to women in rural communities. 7. How does the company back up its claim that it is „eco-friendly‟?


Advert 2

B.

1. Name two products made from marula fruit.

2. Is it true that marula fruit pulp contains three times more vitamin C than oranges?

3. Which product soothes the skin?

4. Explain why some words are in CAPITAL LETTERS.

5. Do you think this is „honest‟ advertising?


Activity 3

Identify all the features of the advertisement above. Use the language of the

advertisement to identify those features.

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Activity 4

Identify all the features of the advertisement above. Use the language of the

advertisement to identify those features.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Critical analyses on activity 3 and 4 above:


________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

____________________________________________________________

ACTIVITY THAT CAN SPRING FROM AN ADVERTISEMENT

Learners write a letter to the editor complaining about the side effects emanating from the

use of product or alternatively, they write a letter about how the product helped them.

Comprehension approach can be used to deal with language and grammatical aspects in

the advertisement.


5 DAY WINTER SCHOOL PROGRAMME: ENGLISH

WORKSHOP FOR TEACHERS

Dates : 30 June 2014 - July 2014

Time : 09h00 – 15h00

Venue :

DAY 1

1.

09h00 – 09h30 Registration

Opening and welcome

Introductions and apologies.

Confirmation of the agenda

2. 09h30 –10h00 Report on 2013 ANA results

3. 10h00 – 10h30 Identification of problem areas in ANA

4. 10h30 – 11h00 BREAK

5. 11h00 – 11h30 Discussion of 2014 ANA Assessment Guidelines for

improvement of English

6. 11h30 – 13h00 Comprehension: Story and other types of texts.

7. 13h00 – 14h00 LUNCH

8. 14h00 – 15h00 Comprehension

Plan and teach structured reading lessons as

per CAPS requirements

Different figures of speech.

Plan structured language lessons focusing on

the teaching of comprehension.

Teach reading strategies and word attack

skills.

Different types of texts

DAY 2

1. 09h00 – 10h30 Comprehension Texts and questions

Predict based on title or graphics

Understand elements of a text story, fable,

myth etc. like character, plot and setting


2 10h30 – 11h00 BREAK

3 11h00 – 13h00 Language structure and conventions: Remedial

measures to improve classroom practice. Work to be

covered in the third term.

Parts of speech

Tenses

Active and passive voice

Direct and reported speech

Modals

Punctuation

Spelling rules

Introduce 3-5 words daily and give learners

an opportunity to use the vocabulary orally

and in writing

4 13h00 – 14h00 LUNCH

5 14h00 – 15h00 Essay Writing: Remedial measures to improve

classroom practice. Development of materials for

Grades 6 & 7 and Grades 8 & 9 and work to be done

in the third quarter.

The process approach to writing

Planning

Editing

Presenting

Paragraphing

Topic sentences

DAY 3

1. 09h00 – 10h30 Essay Writing continued

2. 10h30 – 11h00 BREAK

3. 11h00 – 13h00 Transactional Writing Different types of transactional texts such as

story, dialogue, diary, report, book review,

etc.


Format of letters

4. 13h00 – 14h00 LUNCH

5. 14h00 – 15h00 Transactional Writing continued

DAY 4

1. 09h00 – 10h30 Poetry

Explain, interpretation and overall response to

text

Recall events in the correct sequence

Summarise the text

Reflect on cultural customs, values, beliefs/

struggle between good and evil

2. 10h30 – 11h00 BREAK

3. 11h00 – 13h00 Advertisement and summary writing

Understands persuasive, instructional texts

Uses different reading strategies to understand

what is being read

4. 13h00 – 14h00 LUNCH

5. 14h00 – 15h00 Advertisement and summary writing

continued

DAY 5

1. 09h00 – 10h30 Information text

Features

2. 10h30 – 11h00 BREAK

3. 11h00 – 13h00 Language structure and conventions in context

Antonyms: understand words within context

Synonyms

Reported speech

Types of sentences

Complex sentences

4. 13h00 – 14h00 LUNCH

Documents

2014 grades 8 and 9 english fal winter school support material