NCV 2 Language Hands-On Support Slide Show - Module 7
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NCV 2 Language Hands-On Support Slide Show - Module 7



This slide show complements the learner guide NCV 2 Language Hands-On Training by Frieda Wade, published by Future Managers Pty Ltd. For more information visit our website

This slide show complements the learner guide NCV 2 Language Hands-On Training by Frieda Wade, published by Future Managers Pty Ltd. For more information visit our website



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NCV 2 Language Hands-On Support Slide Show - Module 7 NCV 2 Language Hands-On Support Slide Show - Module 7 Presentation Transcript

  • NCV2 Language
  • Module 7: Facts and opinions about ...
    • After completing this module, for Listening and Speaking, you will be able to
    • Use strategies to deliver messages and reply appropriately to sustain dialogue.
    • And, in particular, you will have learnt to
      • Recognise facts and opinions and describe their impact on meaning when expressing views.
    • Use strategies to listen for information and meaning in order to respond appropriately.
    • And, in particular, you will have learnt to
      • Recognise the main ideas by listening for information related to the context and the topic of discussion in order to respond appropriately.
      • Demonstrate an awareness of how speaking techniques impact on meaning and promote the listener’s understanding.
    •   Organise and present information and data in a focused and coherent manner during oral interaction.
    • And, in particular, you will have learnt to
      • Research and structure data and information and structure and present logically and coherently.
      • Provide feedback and evaluate oral interaction.
  • Module 7: Facts and opinions about ...
    • For Reading and Viewing, you will be able to:
    • Use reading and viewing strategies to determine meaning in written, visual, multi-media texts and non-verbal forms of communication.
    • And, in particular, you will have learnt to
      • Recognise non-verbal cues and explain their impact on meaning.
      • Identify socio-cultural values, beliefs and bias and explain their impact on understanding.
    • Read and respond to written, visual, multi-media texts and non-verbal forms of communication for a variety of purposes.
    • And, in particular, you will have learnt to
      • Record information from texts and other forms of communication according to the purpose of the text.
      • Use structures to present information and meaning in a logical and coherent manner.
    • Identify and describe how language structures and features impact on meaning and comprehension.
    • And, in particular, you will have learnt to
      • Identify and explain how structural features of texts affect meaning and interpretation.
      • Recognise that the use and choice of language, symbols, pictures and other visual images impact on meaning.
  • Module 7: Facts and opinions about ...
    • For Writing and Presenting, you will be able to
    • Use strategies to write for a specific audience, purpose and context.
    • And, in particular, you will have learnt to
      • Note the requirements of and plan for specific writing tasks.
      • Identify main ideas and support with information relating to the purpose and context
      • Select a layout and format that is appropriate for the purpose and context of the writing task.
      • Apply appropriate language and grammar structures for the task.
    • Edit own writing to adapt the draft and produce writing that is grammatically correct, logical and coherent.
    • And, in particular, you will have learnt to
      • Check and edit written text against criteria in a checklist and adapt written draft accordingly.
    • Organise and present the writing task in a manner appropriate to the context.
    • And, in particular, you will have learnt to
      • Determine the purpose of the writing task to present writing that relates to the audience and context.
  • Module 7: Facts and opinions about ...
    • For Language in Practice, you will be able to:
    • Develop language usage to communicate learning appropriately orally and in writing.
    • And, in particular, you will have learnt to
      • Identify grammar structures and apply them in a grammatically correct and logical manner, i.e.
        • Active and passive voice
        • Conditional phrases
  • Activity 1
    • Indicate which of the following sentences examples of fact or opinion are:
    • In Dubai summers are hot, with temperatures averaging 41 degrees in July.
    • I don’t think I’ll ever visit Dubai in summer as it gets too hot.
    • There are so many dangerous burglars these days and when you call the police they take very long to come.
    • On 30 July at 22:45 I saw a burglar with a long, thin knife jumping over our front fence and when I called the police they took forty minutes to come.
    • I read an excellent book that you should also read. It will change your life forever.
    • I read a Reader’s Digest book called How to live with life and it has 430 pages.
    • It is so easy to make tea. Everybody can do it. You don’t even need a kitchen!
    • To make a cup of tea you need a cup, a tea bag, boiling water, milk and sugar.
    • No-one can understand how Italy won the Soccer World Cup. With that team they should not even have made the semi-finals.
    • Italy won the Soccer World Cup in 2006.
  • Activity 2
    • A girl called Sheena and a guy called Scottnes each wrote a review for YOUNG magazine’s February-March 2005 edition on the Volkswagen Polo 1.9 TDI Sportline. The following is an adapted extract.
  • Activity 2
    • A. Sheena: “Wow, what a zippy little stud! This little Polo’s raw power shocked me and racing through the streets was a thrilling experience. I could only imagine what pedestrians thought as they saw us speeding along in the sleek silver car. After some time, I reluctantly handed the wheel to Scottnes and began to examine the interior. There were yummy little compartments and a few cup holders throughout the car. My favourite feature is the mirror in the passenger seat’s visor that has a light that comes on when the mirror is open. In three words the Polo is a two door beauty. ”
  • Activity 2
    • B. Scotness: “It has taken me forty-five minutes to travel a distance of eight kilometres by taxi to arrive at the venue for the test. You can imagine how happy I was to hear we had to review the Volkswagen Polo 1.9 TDI Sportline. The car is delicious. It is a cheeky three-door hatch and the 16-inch rims fit beautifully in the wheel arches. This car performs like a puppy pulling eagerly on the leash. It has three cup holders – two in between the seat and one coming out of the dashboard. Within seconds the engine revs to its 5500 rpm redline. This new Polo is a diesel and costs R169 000.”
  • Activity 2
    • C. Volkswagen Polo 1.9 TDI Sportline
    • Engine capacity (cm3):1896
    • Power output: 96 kW
    • Torque: 310 Nm
    • Transmission: 6-speed manual
    • Fuel tank: 45l
    • Safety: Duel front airbags, high level brake light, door mounted warning reflectors
    • Security: Immobiliser, remote central locking, alarm, lockable glove box
    • Retail price: R169 000
  • Activity 2
    • Decide which one of A, B or C is an example of objective language, subjective language and a mixture of both. Give reasons for your answers. Perhaps it will help you to underline the objective language in one colour and the subjective language in another colour.
  • Activity 3
    • We send messages with our words. Photographers send messages with their photographs. Journalists and editors usually choose from a variety of photographs to suit the message they want to send. Look at these photos and decide whether the message sent is:
    • Positive
    • Negative
    • Neutral
  • Activity 4
    • Some advertisements are presented in a subjective manner while other advertisements use facts to persuade you. Look at the following advertisement and see if you can identify subjective and objective writing. What is the difference between the two advertisements about Namibia, A magical train trip through Namibia and Quick facts? Give reasons
  • Activity 5
    • By now you should have a better understanding of subjective and objective messages. You should also be aware of the subjective messages we send using words and facial expressions, as well as through other forms of body language. Whenever we show our feelings in our body language, we are being subjective. Make a collage or a poster to show that you understand this. Get pictures from magazines, newspapers, the internet, etc. Perhaps your facilitator will give you time in class to do it if you come prepared with magazines, paper, glue and a pair of scissors! Remember: this assignment is for your POE.
  • Activity 6
    • Who of you ever listen to the news on the radio or TV? Why should we?
    • Listen twice to the news broadcast that the facilitator plays to you.
    • For each news item there is a report by the newsreader and a comment by someone else, e.g. an expert, eye witness, etc.
    • Fill in the worksheet provided.
  • Activity 8
    • Individually, prepare an informal oral and tell the group about the time when you had to go to a hospital, day hospital or clinic. Remember we are concentrating on factual information. Therefore you have to be specific. Plan your oral, using the following headings:
    • When did you go?
    • Why did you have to go?
    • How long did you spend there?
    • Where was it?
    • Who took you and who brought you back?
    • Whom did you meet there?
    • What did you learn from the experience?
  • Activity 9
    • You decide to follow Sarah’s advice. You phone to make an appointment with Dr Patrick Green. Complete the dialogue between you and Martha, Dr Green’s receptionist. You need to give her all the important facts.
    • MARTHA: Good morning. Dr Green’s rooms. May I help you?
    • YOU: Good morning. My name is . . . I would like to make an . . . to see Dr . . .
    • MARTHA: Sure. When would you like to see him?
    • YOU: Is it possible to see him on . . .
    • MARTHA: I’m sorry, but he is fully booked on. . . . What about . . . ? He can see you at 13:00 or at 17:00.
    • YOU: Thank you. I can come on . . . during my lunch hour at . . .
    • MARTHA: Can you please give me a contact number?
    • YOU: Sure. My home number is . . . and my cell number is . . .
    • MARTHA: Thank you, . . . We’ll see you on . . . . Goodbye.
    • YOU: Thank you very much. . . .
  • Activity 11
    • When Dr Green examines you, he finds that your tonsils are badly infected and that they need to be removed. He books you in at the QUICKLY BETTA HOSPITAL. While you are in hospital you become friends with Pepper, one of the staff members. Pepper tells you that the hospital is to become a smoke free zone and that the Registrar has asked him to put up a notice to inform everybody. Pepper has written the notice as a paragraph (version 1), but it is not so effective. Help him improve the notice. Underline the main facts. Try by yourself and then your facilitator will show you version 2. You will agree that the final notice, version 3, is the most effective.
  • Activity 11
    • As you know it was decided by management during their last meeting that our hospital should become a smoke free zone to improve the conditions for everybody. We know it will take some time to get used to, but we ask that you please respect the decision. The new rule will be implemented on 1 July 20...This means that no smoking will be allowed in the hospital at all. Smoking will be allowed outside the building only. Please use the bins that are provided so that we can keep our hospital garden and car park clean. Note: Smoking in the pharmacy, reception, corridors, cafeteria, theatre, toilets, wards and foyer is strictly forbidden. Thank you for your co-operation.
    • The Registrar
    • As from 1 July 20..
    • Pharmacy
    • Reception
    • Corridors
    • Cafeteria
    • Theatre
    • Toilets
    • Wards
    • Foyer
    • Please smoke outside and use the bins
    • Thank you for your co-operation
    • The Registrar
  • Activity 12
    • Many staff members at QUICKLY BETTA HOSPITAL want to give up smoking. Help Pepper to improve the layout of the notice below. Follow the same steps as before:
    • Skim the notice to get an idea of what it is about
    • Read through carefully
    • Underline the important facts
    • Use the rules of layout and lay the information out clearly.
  • Activity 12
    • NOTICE
    • Give up smoking
    • What happens to your body when you stop smoking? Heart: Your heart rate returns to normal after you stop. Lungs: The chemicals and tar in cigarettes cause damage to your lungs. When you give up smoking, your lungs improve. Sleep: If you are a heavy smoker, you may wake up in the middle of the night longing for a cigarette. Once you give up smoking you will sleep well. Your coughing will also go away. Skin: When you give up smoking, your skin will improve. Sense of smell and taste: Most people say they smell and taste better after giving up smoking. The truth is your senses do not improve, but you are able to taste and smell like a non-smoker!
  • Activity 13
    • Design a poster.
    • This is an enrichment activity your facilitator may choose to do for your portfolio. You will then be given more help with it. It will be an example of a subjective text.
  • Plan the essay
  • Organise your ideas
  • Activity 14
    • After a student’s research on smoking she wrote down these three topic sentences. The 14 supporting ideas that appear on the list are difficult to understand because they are all mixed up.
    • Read through them and decide which sentence should go into which paragraph.
    • Write the number of the paragraph next to the sentence in pencil.
    • Write out each paragraph with the sentences in the order that makes sense.
  • Activity 14
      • Topic sentences for smoking essay
      • Paragraph 1 : In the last 20 years medical research has proved that smoking is bad for your health.
      • Paragraph 2 : The South African Government is making an effort to discourage smoking.
      • Paragraph 3 : However, the tobacco industry is so profitable that many governments don’t really want to stop people smoking.
  • Activity 14
    • Tobacco advertisements were banned in 1998.
    • New laws have made it compulsory for cigarette packets to carry a health warning.
    • Smoking also increases the risk of other kinds of cancer, e.g. lips and throats.
    • Smoking increases the risk of certain kinds of heart disease by 10%.
    • The SA government has banned smoking in public places like airports and cinemas.
    • Smokers can expect to live 5 years less than non-smokers.
    • In countries where tobacco is grown, farmers and exporters put pressure on their governments to help the tobacco industry.
    • Governments make money out of heavy tobacco taxes and they don’t want to see sales drop.
    • Tobacco is the main cause of chest complaints of bronchitis and emphysema.
    • The government taxes cigarettes to make them expensive so people cut down on smoking.
    • There is a strong link between smoking and lung cancer – 90% of cancer that starts in the lungs is found in smokers.
    • A pregnant woman who smokes can harm her unborn child.
    • Some government schools give anti-smoking campaigns as part of life-skills education.
    • Café owners can be fined as much as R100 000 for selling cigarettes to someone under 18 years.
  • Activity 15
    • Reread the actual essay competition under 3. Return to 4.1 Step 2 (Research) and plan your essay using the information in this module. You can also look at the notice, Give up smoking, in the Case study a few pages back. Be creative – use given information in your own way – not just as it is presented in the book. Complete the planning process. End up with an ordered list of paragraphs you plan to write. You may like to write a topic sentence for each of your paragraphs before you begin the actual draft.
    • Keep these plans carefully to use later and for filing in your portfolio.
  • Activity 16
    • Some connector words join sentences together. We call them conjunctions or joining words. Join the following sentences, showing the relationship which is indicated in brackets. Remember that conjunctions can come at the beginning of the joined sentences, or in the middle. (See the Help desk.)
    • I think you should give up smoking. You will die at least 5 years younger if you don’t. (reason)
    • I can not bring myself to give up smoking. I hate smelling of smoke. (contrasting point of view)
    • Stop smoking now. You will be glad you did. (add an idea)
    • South Africa has very good laws on its books. They are not enforced. (contrast)
    • You give up smoking. Your smell and taste will return to normal. (condition)
    • You will not stop smoking. You will die young. (result)
    • Some people believe that smoking makes them look cool. They are actually foolish. (contrast)
    • You can give up smoking. You want to. (condition)
  • Activity 17
    • Improve the essay on the sheet the facilitator gives you. Make careful notes of all your corrections for a detailed report back to the class. File the worksheet and the changes in your POE. Use the checklist to help you edit the essay.
  • Do / Does : Yes No
    • the introduction tell the reader what the essay is about?
    • each paragraph develop one main idea?
    • each paragraph start with a topic sentence?
    • the ideas follow in a logical order?
    • the paragraphs follow in a logical order?
    • the essay focus on the topic?
    • the conclusion summarise the essay and end with a strong concluding statement?
    • all the sentences begin with a capital letter and end with a full stop?
    • you use connector words?
    • all the verbs agree with the subject?
    Are all the verbs in the correct tense? Are all the words spelt correctly?
  • Activity 18
    • Help edit each others’ essays, using the same checklist. Correct the errors and improve the essays.
  • Activity 19
    • You facilitator will show the class the DVD on Zola 7. Watch it very carefully. You will agree that Zola has strong views and he finds it easy to give his opinion. (Do you find it easy to give your opinion?) What is Zola’s message to all fathers? How does he feel about a father’s responsibilities? Do you agree with Zola? Or do you think some girls “trap” a man to fall pregnant?
    • Is this an issue that can be debated? Are there points for and against this statement? Let’s hear them and let’s build arguments for both sides.
  • Activity 20
    • Do you agree that for as long as there is free use of alcohol we will get drunken drivers on the roads? What is your opinion? Perhaps we should debate this topic:
    • Brainstorm for yourself For and Against points. Read the poem that follows (you do not have to answer the questions yet). Maybe it will help with more ideas.
  • Activity 22
    • Look again at “How to build an argument” on page 204. Think of a strong opinion you hold – we suggest on one of the themes from this module. Develop your opinion into an argument with supporting reasons using the worksheet your facilitator will give you. This will form the basis of your debate sheet.
  • Activity 23
    • Look at the following topics of debate. Decide which one you’d like to speak on. Find someone in class who will oppose your point of view as you will enter into a debate with that person. It is acceptable if many of you choose the same topic, but try to cover a few of the topics. Do you know the saying: Variety is the spice of life ?
    • Sit together, brainstorm the topic, and develop your arguments.
    • Your facilitator will give you a worksheet. Using the example we worked on as a model; build up your own argument. Use at least two reasons, supporting details and connector words.
    • File your argument in your POE.
    • Topics to choose from:
      • South Africa will make a success of the Soccer World Cup in 2010.
      • Alchohol should be banned.
      • It is OK to tell a white lie.
      • Lobola is outdated.
      • Bring back the death penalty.
      • Politicians are corrupt.
      • Legalise dagga.
      • Do away with school uniforms.
      • Petty theft is acceptable.
      • Stop initiation ceremonies.
  • Activity 24
    • Present your debate speech. Refer back to Module 4 for advice on how to present an oral speech.
    • You will be assessed by your group, using the rubric provided.
  • Activity 25
    • Write a letter to your college newsletter or local newspaper/magazine on one of the themes in this module after you have studied the example of a letter to the press on the next page. Take the letter through at least one draft and editing process, and keep these for your portfolio.
  • For any further tips refer to the help desk in your learner guide