English HL Grade 10 Term 1 Week 1 2021

Directorate: Curriculum FET
SUBJECT and GRADE English HL Grade 10

TERM 1 Week 1
TOPIC Getting started
AIMS OF LESSON To engage with different texts and apply features of texts
RESOURCES Paper based resources Digital resources
Shuters Poetry Anthology Grade 10 https://literarydevices.net
Prescribed novel and drama
http://bit.ly/write_21
INTRODUCTION • In this lesson you will respond to a listening activity.

• You will revise different literature genres.
• You are going to engage with process writing.
CONCEPTS AND SKILLS • You have to revise the formats of transactional CAN YOU?
texts.
• Remember to write responses in full sentences. Identify the key elements of different
genres?
ACTIVITIES/ You will find similar activities in your textbook. Use them to revise for the test later this term.
ASSESSMENT
CONSOLIDATION • Remember, it is very important to substantiate your opinions. Always base your response on
the text that you are studying or the core of the topic you are discussing.
• Read often and read a variety of texts. This will not only improve your vocabulary but also
your general knowledge. This way you will always have something to talk about.
• Thank you for making every effort to be successful this year.
VALUES Communication based on respect can erase misunderstandings and unpleasantness. The way we
address sticky issues, determines the outcome.
Listening for comprehension
Pre-listening
▪ Take your mind back to the last week of March 2020. Can you still remember how you felt,
especially when you were not allowed to exercise outside your own yard? Then came the time
when you were allowed to go out for a walk or run. Can you still remember how quiet and clean
everything was? Share your memories in an informal group discussion.
▪ Try and figure out the meaning of the word “carpocalypse”. How do you think it has been coined?
During listening
Listen to the text which will be read to you twice. During the first reading, you should just listen to get an overview of the contents.
Then the questions will be read to you. You may take notes during the second reading. You may use the notes to answer the
questions.
Why COVID-19 will end up harming the environment
Even though the air has been cleaner as a result of the global lockdowns, a more polluted future has been brewing while we
weren’t looking.
The popular notion that the COVID-19 pandemic has been “good for the environment”—that nature is recovering while
humanity stays at home— appeals to many people grasping for some upside to the global tragedy. Reality, though, may not
cooperate with such hopes.
The benefits many found heartening early on—from cleaner air to birdsong newly audible as cars and planes went quiet—
were always likely to be temporary. With lockdowns easing, they have already begun to dissipate. Experts fear that the world
risks a future with more traffic, more pollution, and climate change that will worsen fast.
“We still have the same cars, the same roads, the same industries, same houses,” says Corinne Le Quéré, a professor of climate
change. “So as soon as the restrictions are released, we go right back to where we were.”
As the first country to shut down when the virus hit, and one of the earliest to start reopening, China’s experience offers a
preview of what could be in store elsewhere. The dramatic air quality improvements seen as manufacturing and transportation
largely came to a halt in February and March have now vanished.
With social distancing hard to maintain on public transportation, and many travellers likely to avoid it out of fear of contracting
the virus, cities could be headed for a post-shutdown “carpocalypse”.
Adapted from an article by Beth Gardiner, 18 June 2020
Post-listening
Answer the following questions.
1. What benefit did the lockdown initially have on the environment? State TWO points.
2. Explain what the words “global tragedy” suggest about the Covid-19 pandemic.
3. Why were people able to hear birdsong again?
4. Describe the fear that has now become a reality. State THREE points.
5. What is Corinne le Quèrè’s field of interest?
6. How does China’s experience offer a preview of what could be in store elsewhere?
7. Why, do you think, people would want to avoid public transport? State TWO points.
8. Do you think the world will ever recover from the Covid-19 pandemic? Substantiate your opinion.
Reading and viewing
Introduction to genres
This year you are going to study a novel, a drama and poetry. The table below provides an overview of the key elements of
the different genres. Familiarise yourself with the information. Complete the activity that follows.
Genre overview Types Features

A novel is a long narrative work of fiction Suspense A representation of characters
with some realism. It is often in prose form Detective Dialogues
and is published as a single book. A novel Science fiction Setting
presents a whole picture. A novel is a strong Romantic Plot
tool that writers use to present philosophical, Historical Climax
historical, social, cultural and moral Realist Conflict
perspectives. Postmodern Resolution
Drama is a form of fictional representation Comedy: lighter in tone and provide a happy Conflict of characters.
through dialogue and performance. A ending. Language of characters gives
drama is a composition of verse and prose. Tragedy: darker themes, such as disaster, pain and clues to their feelings,
A few dramatists use their characters as a death. The protagonist often has a tragic flaw- a personalities, backgrounds,
vehicle to convey their thoughts and values. characteristic that leads to his/her downfall. and change in feelings.
Poetry Free verse: non-rhyming lines Vivid imagery
The main function of a poem is to convey Epic: lengthy poem, blank verse, shows a Figurative language
an idea or emotion in beautiful language. It protagonist in action of historical or mythical Rhetorical devices
paints a picture of what the poet feels importance. Sound and rhythm
about a thing, person, idea, concept or Ballad: a narrative poem which may take the form Verse
even an object. of a moral lesson or a song.
Sonnet: a form of lyrical poem, 14 lines with iambic Diction refers to the writer’s
pentameter and tone and mood that change after choice of words. The perfect
the eighth line. word is clear, concrete and
Elegy: a melancholic poem in which the poet exact. It says exactly what you
laments the death of a subject, though he gives want it to say, it is specific and
consolation towards the end. creates just the picture you see
Villanelle: a French styled poem with 19 lines, in your mind.
composed of three-line stanza, with five tercets and
a final quatrain. It uses refrain at the third lines of
each stanza.
Activity
1. The title
What do the following titles suggest about the content of

the poems or stories?
1.1 Lines written in early spring
1.2 Shall I compare thee to a summer’s day
1.3 Stopping by woods on a snowy evening
1.4 The suitcase
You should be able to discuss the suitability of the title of a

variety of texts.
2. Narrator
2.1 Who is the narrator in the following extract?
Glee swells my chest as I watch these fools. Buzzing around like flies trapped crazy behind a mesh screen. The sand trickles
through my fingers as I wait for my moment. Then, in the chaos of umbrellas toppling onto the sand, I scramble to my feet and
get busy. My hands rifle through baskets, slip under towels. What I find goes into my bag. Those who run for the safety of the
dunes do not look back. (From The Mark by Edith Bulbring)
2.2 Do you think a drama like Romeo and Juliet has a narrator? Explain your answer.
3. Setting
3.1 Describe the setting in the extract at 2.1. Write down key words from the extract to support your answer.
 NOTE: You are going to practise some of these skills with an unseen poem in the next lesson.
Writing and presenting
Understanding the writing process
Take a look at the diagram below. Remember, you are restricted to 300 – 350 words for an essay and 180 – 200 words for the
content of transactional texts. Therefore, planning is very important. You have to apply process writing to all your writing tasks.
Features of transactional texts

Let us revise some of the features of the following
texts by completing the activities:
Activity 1: Friendly and formal letters
1.1 You have to write a letter of complaint to your
neighbour who has five dogs. Their constant barking
and howling has become unbearable. Write the
introduction paragraph.
1.2 If you had written about the same problem to
the local municipality, how would you have started
the letter?
Activity 2: Letter to the press
You wish to write a letter to your local newspaper.
The purpose of the letter is to voice your opinion
about people who breed dogs for dog fighting.
Write the address and salutation, as well as the
introduction paragraph.
Activity 3: Dialogue
Your neighbour is very upset about the letter of
complaint that you have written about his/ her dogs. An altercation takes place. Write the first three speaking turns for each
speaker.
Activity 4: Speech
The municipality has invited you to present a speech at the community meeting to address the issue of dog fighting. Write the
opening paragraph of your speech.
Activity 5: Review
You have been asked to write a review on the book called “Sophie”. Who is the target reading
audience? Why would you recommend the book?
Note: You have probably not read this book, so you have to use your imagination and the
information on the cover.
Activity 6: Email
You decide to write an email to your neighbour with the

five dogs.
Complete the template below and write the salutation.
SUGGESTED ANSWERS
Listening comprehension answers
1. The air was cleaner and nature was recovering.
2. The whole world has been affected negatively by the pandemic.
3. Cars and planes went quiet.
4. There will be more traffic, more pollution and climate change will become worse very quickly.
5. Climate change
6. In China the air quality improvements have vanished now that manufacturing and transportation is operating again. The
same will happen in the rest of the world.
7. Social distancing is hard to maintain. people fear that they might contact the virus.
8. Open-ended response. YES or NO and a well-supported reason.

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Directorate: Curriculum FET

SUBJECT and GRADE English HL Grade 10

INTRODUCTION • In this lesson you will respond to a listening activity.

Why COVID-19 will end up harming the environment

Answer the following questions.

3. Why were people able to hear birdsong again?

5. What is Corinne le Quèrè’s field of interest?

Genre overview Types Features

What do the following titles suggest about the content of

1.1 Lines written in early spring

1.2 Shall I compare thee to a summer’s day

1.3 Stopping by woods on a snowy evening

1.4 The suitcase

You should be able to discuss the suitability of the title of a

2.1 Who is the narrator in the following extract?

Features of transactional texts

You decide to write an email to your neighbour with the

Complete the template below and write the salutation.

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