THE STUDY AND MASTER STUDY GUIDE 10 FOR ENGLISH FIRST ADDITIONAL LANGUAGE by Jeanne Maclay-Mayers
(Cambridge University Press) R94,95
This study guide, a comprehensive text covering the entire language curriculum for Learning Outcome 4 in grade 10, is recommended for the ambitious, self-motivated learner who wishes to consolidate and excel in English language concepts.
It contains an informative and detailed contents page, which is useful in directing the learner to specific sections of language knowledge and skills.
After a brief revision of the eight basic parts of speech, the guide builds on the foundations established in the general education and training (GET) phase. Skills and knowledge acquisition are communicated in a logical progression, thus helping establish solid foundations for the further development of language concepts.
The text is supported with relevant tasks and activities using contemporary and age-appropriate resources such as newspaper and magazine excerpts and comic texts, as well as script dialogue. The guide is learner-friendly and explanations are sufficiently thorough that no additional resources are needed to supplement this learning tool.
Although each language concept is dealt with thoughtfully and thoroughly, some of the explanations are lengthy and cumbersome and grade 10 learners may become bogged down in the detail. The use of a bold font or the highlighting of key definitions would assist learners to scan key concepts quickly.
A further criticism is that some sections (tenses and auxiliary verbs) are excessively detailed and are “weighted” too heavily in terms of the requirementes stipulated in the National Revised Curriculum Statement (NRSC).
Some of the explanations are laboured and arduous and this may prove to be a deterrent to learning. In addition a number of concepts are given too much focus and this is unnecessary at this stage of the further education and training (FET) syllabus.
The use of the study guide as a resource will provide learners with opportunities to practise “everyday” practical literacy and communication skills. The tasks are designed to reinforce critical language awareness. Extracts from familiar local publications are used to explore concepts of bias, stereotyping, emotive, persuasive and manipulative language.
Opportunities for learners to contemplate their own attitudes and values are woven into the tasks. The text also gives examples of correct format, style and register for a variety of transactional writing skills. This study guide addresses more than the clinical acquisition of language and grammar skills; it seeks to meet the requirements of the new curriculum.
A valuable feature is the “activity tasks” provided at the end of each section. These tasks give the learner a useful diagnostic tool with which to assess and monitor his or her progress and level of understanding. The activity tasks also may be used as an “open-book test” for revision purposes.
As with any study guide this resource should not be viewed as a replacement for the teacher/educator but rather as a reinforcement tool.
The guide is designed to be used as a complete resource, with each new concept adding a further element to the English language model. Diligent use of the book will ensure that solid foundations for the language component of the FET phase are established in grade 10, the introductory year of the FET phase of learning.
Diana Heymans teaches English home language to grades nine, 11 and 12 at The Kings Schools in Robin Hills, Gauteng