Communication N4 N5 N6

Communication – An introduction Lecturer Guide Stella Mitchell Downloaded from hlayiso.com

N4 Communication – An introduction Lecturer Guide © Future Managers 2017 All rights reserved. No part of this book may be reproduced in any form, electronic, mechanical, photocopying, or otherwise, without prior permission of the copyright owner. ISBN: 978-1-77581-820-5 To copy any part of this publication, you may contact DALRO for information and copyright clearance. Any unauthorised copying could lead to civil liability and/or criminal sanctions. Telephone: 086 12 DALRO (from within South Africa); +27 (0)11 712-8000 Telefax: +27 (0)11 403-9094 Postal Address: P O Box 31627, Braamfontein, 2017, South Africa www.dalro.co.za Every effort has been made to trace the copyright holders. In the event of unintentional omissions or errors, any information that would enable the publisher to make the proper arrangements will be appreciated. FutureManagers Published by Future Managers (Pty) Ltd PO Box 13194, Mowbray, 7705 Tel (021) 462 3572 Fax (021) 462 3681 E-mail: info@futuremanagers.com Website: www.futuremanagers.com Downloaded from hlayiso.com ii

Contents Contents Chapter 1 – Effective study.............................................................................................................................................................................. 1 Chapter 2 – Listening skills . .......................................................................................................................................................................... 7 Chapter 3 – Reading and comprehension skills ...................................................................................................................... 13 Chapter 4 – Remedial English................................................................................................................................................................... 25 Chapter 5 – Concise communication. ............................................................................................................................................... 35 Downloaded from hlayiso.com iii

N4 Communication – An introduction Lecturer Guide Downloaded from hlayiso.com iv

Chapter 1 Effective study Downloaded from hlayiso.com

N4 Communication – An introduction Lecturer Guide Activity 1 – Motivation (p.3) State whether the following examples of motivation for study are intrinsic or extrinsic: 1. You are studying extremely hard for the November examinations because your dad has promised you R100 for each distinction you obtain. Extrinsic 2. You come to college every day and work extremely hard in all your subjects because you feel proud of yourself when you obtain good grades. Intrinsic 3. You are working hard because you want to become a managing director one day; earn a huge salary; stay in a beautiful house and drive a BMW. Extrinsic 4. In the afternoons you help your little brother with his homework, because you enjoy helping him and you believe it’s your privilege and duty. Intrinsic Activity 2 – Goal setting (p.5) State whether the following are examples of short, medium or long-term goals: 1. As an athlete, Gloria is practising for hours every day in order to be selected for the 2012 Olympic Games. Long-term goal 2. I must study hard for my mid-term exam in order to obtain a good year mark. Medium-term goal 3. I must finish this assignment before 10 o’clock. Short-term goal Activity 3 – Time management (p.15) Take the local newspaper and turn to the page where vacant positions are advertised. Find out what qualifications are needed for certain positions and how these correlate with the salary offered. Vacant position Qualification needed Salary offered Students’ answers will vary, depending on the advertisements for vacant positions they used. The objective of this activity is to make students realise that the salary you earn is in direct correlation to the level of education you have. The higher your qualification, the more money you earn. Downloaded from hlayiso.com 2

Chapter 1 • Effective study Activity 5 (p.11) Study the following illustration very carefully: (Dept. of Education, Examination paper, Nov. 1995) Sello, an N6 Personnel Management student, is preparing for his final examination. 1. Identify 4 factors that could have a negative impact on the effectiveness of his study methods and his ability to memorise information. • Too much noise – radio is playing; TV is on • He is not sitting at a desk • The lighting is not sufficient – only a candle burning • He is not making notes – just reading • Badly planned study programme Downloaded from hlayiso.com 3

N4 Communication – An introduction Lecturer Guide 2. Suggest 4 steps that Sello could take to minimise interference so as to make the most of his study programme and ability to memorise information. • Try to reduce noise levels and eliminate background music • Sit at a desk • Ensure that the lighting is sufficient • Use a study method – make notes • Study for 45 min. and take a 15 min. break Activity 6 – Short-term memory test (p.13) You are now going to do a small short-term memory test. Your facilitator will flash cards to you for 3 seconds. Your job is to write down as many letters as you can remember after each flash. K X C U M T Z L D E J O A V C L B F Q Z Q E C Y I S R P M A T B U B E H U X O N R V Flash The letters I remember are…… 1. 2. 3. 4. 5. 6. How did you do? Compare your results with the table on the last page of this chapter (SB p.25). How many letters from each flash did you remember? Is there a pattern to the letters that you remembered? For example: did you remember the first letters better than the middle letters? Did you remember the last letters? Graph your results for each set of numbers as a percentage. For example, if you remembered 2 of the 4 letters presented in the second flash, then you have remembered 50% of the letters. Downloaded from hlayiso.com 4

Chapter 1 • Effective study Activity 7 – Mind-mapping (p.22) Study the passage carefully and then draw a brain chart/mind-map, which will enable you to summarise and memorise the information. “During a brainstorming session, it is advisable to have a facilitator to keep some form of order and it is important to record the ideas as they come up. The goal is to think of as many ideas as possible. The initial emphasis should be on the number of ideas generated, not on their quality. Reach out to the outer limits for wild and crazy thoughts. Energy levels are usually extremely high and participants are free to be funny and weird. When periods of silence settle on the group, wait them out. Those painful silences are incubation periods and if everyone waits, some idea will come up. The most useful ideas often come after such quiet periods. (Dept. of Education, National Exam: June 2000) Follow these guidelines: Step 1: What is the topic of the paragraph? What is the paragraph about? Write this word in the middle of the page or draw a picture representing this topic. Step 2: Identify the main ideas from the paragraph. Draw thick branches outwards and write the main ideas on the branches. Step 3: Identify supporting information for each main idea. Draw thinner branches of the main branch and write down keywords or draw pictures representing the information. Keep order Facilitator Incubation Record ideas periods Silence BRAINSTORMING SESSION Emphasis on Goal number of ideas Most useful ideas will come up Wild and crazy thoughts Downloaded from hlayiso.com 5

N4 Communication – An introduction Lecturer Guide Downloaded from hlayiso.com 6

Chapter 2 Listening skills Downloaded from hlayiso.com

N4 Communication – An introduction Lecturer Guide Activity 1 – p.31 Read the following article thoroughly and list firstly the consequences of effective listening and then the consequences of ineffective listening in table form. LISTENING IS A LOST ART Misunderstandings abound in daily life because of poor listening habits: between friends, husbands and wives, parents and children, employers and employees. Studies show that ideas can be distorted by as much as 80% as they are stretched, condensed, twisted, and hurried along the organisational path. The failure to listen bears extraordinary costs not only in rands, but also in time, relationships and productivity. Letters may have to be retyped, appointments re-scheduled, shipments re-routed. With many millions of workers in the country, a single R10 mistake by each of them (as a result of poor listening) can add up to a cost of more than a billion rand a year. Most of us make more than one listening mistake a day. More than a half a century of research in the field shows that we spend 80% of our waking hours communicating. At least 45% of that time is spent listening. For secretaries the average time spent listening is 57%. In every communication situation, there is a transmitter (speaker) and receiver (listener). The problem is that there are a great many transmitters and very few receivers. A test on business people by Dr Lyman Steil of the University of Minnesota indicated that 95% of people believed that the primary responsibility for success of any communication rested with the speaker. The people testing very high on Dr Steil’s listening skills test felt that at least 51% of the responsibility for successful communication rested with the listener. After acknowledging that more than half the task of achieving complete communication was their respon- sibility as listeners, they became less passive and more active in that role. People from all walks of life crave someone who will listen to them, yet so few of us really listen. It is a major cause of relationship break-ups and keeps psychologists’ offices busy every day. Many of these patients have no serious problem other than a vital (unfulfilled) need for someone to listen to them. And they are willing to pay R250 to R500 an hour to be heard. People who have been listened to, tend to better their ideas, abilities, and values. They are generally more emotionally mature, open to their experiences, less defensive, more democratic and less authoritative. When people are listened to sensitively, they tend to listen to themselves and take more care in clearly expressing their feelings and thoughts. Listening reduces the threat of having one’s idea criticised, so the speaker is more likely to feel his or her contributions are worthwhile. (Career Secretary, April 1990, adapted and updated) Consequences of Effective Listening Consequences of ineffective listening 1 People with better ideas, abilities and values 1 Misunderstandings 2 People who are emotionally more mature 2 Extra costs 3 People who are more open to experiences 3 Reduced productivity 4 People who are less defensive and more democratic 4 Relationship break-ups Downloaded from hlayiso.com 8

Chapter 2 • Listening skills Possible examination questions – p.32 Question 1: Sipho, an 18-year old voluntary worker, has agreed to deliver a 50-minute lecture on Housing and Township Development to a large group of Grade 9 pupils in an average-sized classroom in one of the local township schools at 14:00 on Friday, 1 December. 1.1 Identify FIVE factors that could have a negative effect on the listening comprehension of the pupils. (5) • The group is too large • It is a Friday afternoon • It is hot (in December) • It is just an average-size classroom • The pupils are 14-15 years of age – can’t concentrate for 50 min. 1.2 Suggest FIVE steps that Sipho could take to minimise these factors. Comment specifically on the variables of material, speaker and context or situation. (5) • Break them up into smaller groups • Schedule the lecture for earlier, preferably in the morning • Get a bigger venue • Prepare the listeners by giving them some background • Make the lecture interesting by using audio-visual equipment 1.3 What should the Grade 9 teacher advise his/her pupils to do to derive the maximum benefit from Sipho’s speech, despite the negative factors mentioned? Take care not to simply suggest a positive change for each of the negative factors identified by you. (5) • They should listen actively and show interest in the subject • They should do the necessary preparation • Take notes while listening • They should provide feedback in the form of sensible questions • They must try to integrate the new ideas with their existing knowledge Question 2: 1. Categorise the following statements as either having a NEGATIVE or POSITIVE effect on listening comprehension. Write down only the word ‘NEGATIVE’ or ‘POSITIVE’ next to the question number: 1.1 Strong biases Negative 1.2 Proper goal-setting Positive 1.3 Isolating main thoughts and supporting details Positive 1.4 Temptation to fake listening Negative 1.5 Making of notes Positive 1.6 Lack of motivation Negative 1.7 Failure to identify and interpret non-verbal language Negative Downloaded from hlayiso.com 9

N4 Communication – An introduction Lecturer Guide 1.8 Remaining objective Positive 1.9 Interference Negative 1.10 Right emotional setting Positive (20) 2. Study the unpunctuated extract: 2.1 Use the south-east arrows (rising) to indicate pauses. 2.2 Use the north-east arrows (falling) to indicate the end of completed chunks of information. ‘as you know companies use databases to store records of names and addresses of customers current stock positions and specifications of goods ordered.’ (5) as you know companies use databases to store records of names and addresses of customer current stock positions and specifications of goods ordered Question 3: 1. Study the given list very carefully and then select: 1.1 SEVEN factors that will have a negative effect on listening comprehension under the heading NEGATIVE. 1.2 THREE factors that will improve listening skills under the heading POSITIVE. Write down only the relevant letters of your choice, for example A, B, C, et cetera, under the appropriate heading. A – strong preconceptions and biases B – limited memory span C – effective note-taking D – cramped conditions E – generation gap F – active listening G – failure to identify and interpret non-verbal language H – skilful visual presentation I – interference J – lack of motivation (10) NEGATIVE POSITIVE A C B F D H E G I J Downloaded from hlayiso.com 10

Chapter 2 • Listening skills 2. A class friend has to deliver a speech. What hints would you give him/her to help capture the attention of the audience? List your hints from ‘a’ to ‘e’. (5) a) Speak loudly and clearly b) Use audio-visual equipment c) Choose a topic that will be interesting to classmates d) Don’t speak too fast e) Use non-verbal language (facial expressions, gestures) Question 4: 1. Categorise the following statements as either OBSTACLES TO or PRINCIPLES OF effective listening. Write down only the word OBSTACLE or PRINCIPLE next to the correct number. 1.1 Limited attention and memory span of audience Obstacle 1.2 Temptation to fake listening Obstacle 1.3 Solid advance preparation Principle 1.4 Ability to remain objective Principle 1.5 Ability to isolate main thoughts and supporting ideas Principle 1.6 Failure to identify and interpret non-verbal language Obstacle 1.7 Fatigue Obstacle 1.8 Asking questions while listening Principle 1.9 Making notes Principle 1.10 Correct emotional and physical setting Principle (10) Question 5: 1. Study the following extract very carefully and write down ONE main idea and FOUR closely related thoughts as sub-ideas. Remember to indent the subordinate ideas. ‘AIDS has become one of the most serious health threats and one of the most feared human diseases of the twentieth century. Since there is still no known cure for AIDS, forecasts of its consequences with regard to human suffering, population growth and monetary implications have assumed immense importance.’ (5) Main Idea: AIDS Closely related thoughts: 1) Serious health threat 2) Most feared human disease 3) No cure for AIDS 4) Consequences on humans immense (5) Downloaded from hlayiso.com 11

N4 Communication – An introduction Lecturer Guide 2. Study the following extract very carefully and tabulate the information as follows: 2.1 Subject/Topic 2.2 Introductory phrase 2.3 List markers 2.4 List reasons there are three main reasons why drugs are given to human beings and animals first of all they are used to treat various infections and diseases secondly they are given to prevent certain illnesses from developing or breaking out and spreading on a large scale and thirdly they are used to diagnose certain illnesses. (4) Subject/Topic Introductory phrase List markers List reasons Drugs given to There are three main First of all To treat various infections humans and animals reasons and diseases Secondly To prevent certain illnesses Thirdly Used to diagnose certain illnesses 3. Joy, a qualified nurse, has agreed to deliver a one-hour lecture on AIDS to a large group of Grade 8 pupils and their teachers at a local township school. 3.1 Identify TWO factors which could have a negative effect on the listening comprehension of the pupils. (2) a) A one-hour lecture is too lengthy for Grade 8 pupils b) The group is too large 3.2 Suggest TWO steps that Joy could take to minimise this effect. (2) a) Divide the Grade 8 pupils into smaller groups b) Shorten the lecture 3.3 What advice could the Grade 8 teacher give his/her pupils to ensure that they derive maximum benefit from Joy’s speech? (4) a) Tell them to listen actively and show interest b) Prepare them for the lecture by giving them some background information Downloaded from hlayiso.com 12

Chapter 3 Reading and comprehension skills Downloaded from hlayiso.com

N4 Communication – An introduction Lecturer Guide Activity 5 – Skills activity (p.43) Study the following extract very carefully and tabulate the information as follows: • Subject/topic • Marker word(s) • Cause/effect introduced by markers The invention of the printing press resulted in larger numbers of books being printed every year this then resulted in a set way of spelling each word until then many different spellings had been used for one word in consequence printers are now all following the same method of spelling. Topic Marker Cause/effect Invention of the printing press Resulted Large number of books being printed Resulted A set way of spelling each word In consequence Printers now following the same method of spelling Exercise 1: A balancing act (p.46) 1. A balancing act Read the following passage and answer the questions on it. A BALANCING ACT It’s important to make time to work and time to play Our youth counsellor, CORINNE KNOWLES, gives you some pointers on how to get the most out of your day. DO YOU ever get the feeling that your life is not your own; that other people’s plans are taking your life to unintended destinations? Most of the time we have ourselves to blame: we agree to things and allow our time to be taken up by events and commitments that we felt enthusiastic about when we made them, but feel less thrilled with now. So how do we achieve the balance between doing what we have to do, and having the time and energy to do what we want to do? Reality check: Most of us are brilliant at conveniently “forgetting” about some of the less exciting tasks we’re required to complete. But, letting unfinished business lurk around at the back of our minds increases our stress levels and drains our energy. So face up to the whole truth: unpack your memory before it clogs up completely. The do-it-now principle: Procrastination always has a way of catching up with us. Once you realize this, the only solution to letting things get out of hand is to start doing things now instead of waiting until just before or just after the deadline. Take homework for instance: you are given an assignment for a week’s time. You blissfully ignore it until the day before, only to find that other things have lined up in the meantime and you have run out of time. You will save more time for yourself, to do what you choose, if you get into the habit of doing your homework on the day that you get it. Downloaded from hlayiso.com 14

Chapter 3 • Reading and comprehension skills Make this a habit and you will find yourself feeling much better about yourself – and having a bigger say in how you manage your time. Routine: We start to take charge of our lives when our time is organized into some sort of routine. Living spontaneously is one thing, but the balancing act can succeed only if we protect our free time by making sure there are set times for doing what we need to do. So work out something that works for you, making sure that you have a set time each day for homework. A place for everything: Routine does not apply only to time. If your life and its books and papers and pencils and kit and diary are scattered all over your room, your home, your friend’s home and your school, you are on the road to nowhere fast. Your space also needs a level of organization if you want to take control of your time. Have a set place for your bits and pieces so that you don’t have to wade through several venues before you can get down to work. Have a regular place for doing homework. Some people feel that lying on a bed is ideal, but you give your reluctant body the wrong messages when you stretch it out in a comfortable pose. You need all the help you can get, so try to find a desk or table to work on, or organize a space where you can pay full attention with your body and your mind. Reward yourself: If you have managed to accomplish the above tasks, you are well on the way to a more balanced time schedule. Remember to take some time off for yourself. Do the things you really enjoy when time allows; this will re-energise you and give you the motivation to keep up the good work. (from ReadRight. Sunday Times Magazine) 1.1 List FIVE pointers on how to get the most out of your day. (5) • Reality check • The do-it-now principle • Routine • A place for everything • Reward yourself 1.2 Indicate whether the following statements are TRUE or FALSE, and quote from the passage to prove your answer in each case. a. Unfinished business will decrease our stress levels and supply us with energy. False – “... letting unfinished business lurk around at the back of our minds increases our stress levels ...” b. Procrastination will always catch up with you. True – “Procrastination always has a way of catching up with us.” c. Living spontaneously is the best. False – “Living spontaneously is one thing but the balancing act can succeed only if we protect our free time ...” Downloaded from hlayiso.com 15

N4 Communication – An introduction Lecturer Guide d. Lying on a bed is ideal for doing homework. False – “...you give your reluctant body the wrong message when you stretch it out in a comfortable pose.” e. You must take some time off for yourself. (10) True – “Remember to take some time off for yourself.” 1.3 Find synonyms in the passage for the following words: a. accidental accidental – unintended b. passionate passionate – enthusiastic c. freely freely – spontaneously d. unwilling unwilling – reluctant e. complete (5) complete – accomplish 1.4 Why do we often feel that our lives are not our own? That other people’s plans are taking our lives over? (3) It is because we agree to things and allow our time to be taken up by events and commitments that we felt enthusiastic about when we made them, but now we don’t feel thrilled with them anymore. 1.5 What will happen to you if you let unfinished business lurk around at the back of your mind? (2) You will increase your stress levels. Your energy will be drained. 1.6 How can we start to take charge of our lives? (1) By organising your life into some kind of a routine. 1.7 It is important to be well-organised. Discuss this statement. (4) Yes. You must organise your space. Have a set place for doing your homework. Keep your space neat and tidy. Have a place for all your bits and pieces so that you don’t have to look for them all over. Find yourself a desk or table to work on where you can pay full attention with body and mind. Total: 30 Downloaded from hlayiso.com 16

Chapter 3 • Reading and comprehension skills Exercise 2: Big dreams, Baby steps (p.47) BIG DREAMS, BABY STEPS In order to win, you first have to begin Unless you have clearly defined goals, it’s difficult to realize your true potential. ReadRight’s youth counselor, CORINNE KNOWLES, offers some pointers on how to make your dreams a reality. YOU really can have anything you want if you follow a few guidelines for goal-setting. They seem ridiculously simple, but each step is a basic building block to set you on the course for taking control of your life and moving in the direction that you have chosen. Having clear goals for yourself will help you around becoming just another part of other people’s agendas and statistics. KNOW YOURSELF: If this is the most difficult step, how hard can it get! The big thing is to make sure that you aren’t modelling yourself on what you think other people (friends, parents, significant others) expect. It’s easier than you think to go along with something without first making sure that it’s really what you want. So take a long, hard look at yourself: what makes you tick? When are you happiest? What frightens you? What energises you? Answering these questions will give you the important motivating force that takes you where you want to be, because it helps to explain why you want to get there. Work out what your strong and weak points are so that you can reach your goals without sabotaging yourself. DREAM BIG: Why let your insecurities get in the way of having awesome plans? Even if you don’t accomplish your most outrageous dreams, having them means you are moving in the right direction. DRAW UP AN ACTION PLAN: When you have a clearer understanding of who you are and how high you want to fly, spend some time working out how to get there. You have more chance of success if your long-term and immediate goals are clearly defined, easily measured and relevant to you. For instance, saying “I aim to be less shy” is vague and difficult to rate. But if you turn it back into a more specific “I aim to speak like a new person every day, even just to say ‘Hello’ ”, you can monitor your improvement and work out strategies to overcome the difficult bits. PRIORITISE: Life is not simple. Demands, deadlines and distractions come our way constantly and interfere with the plans we have made for ourselves. Get into the habit of making lists: What do I have to do this week? What do I want to do this week? Look at the items on each list and arrange them in order of importance. If you start off each week with an understanding of what’s ahead you’ll find that your level of achievement is that much greater. And, remember falling is an important part of learning to walk: don’t be put off by failure. See obstacles as challenges to try a new plan and take one small step at a time when your goal seems out of reach. Downloaded from hlayiso.com (from ReadRight. Sunday Times Magazine) 17

N4 Communication – An introduction Lecturer Guide 2.1 Is it possible for you to have everything you want? How should you go about achieving it? (2) Yes, by following a few guidelines for goal-setting. 2.2 List FOUR guidelines for goal-setting and shortly discuss each of them by giving only the main ideas. (8) • KNOW YOURSELF: make sure that you are doing what you want to do and not what other people expect you to do. • DREAM BIG: The bigger your dreams, the more you will accomplish. • DRAW UP AN ACTION PLAN: Set clearly defined goals, and you will reach them easily. • PRIORITISE: if things happen to interfere with the plans you have made, don’t be put off. See obstacles as challenges to try a new plan. 2.3 Indicate whether the following statements are TRUE or FALSE and quote from the passage to prove your answer in each case. a. People do not usually go along with something if it is not what they want. False – “It is easier than you think to go along with something without first making sure that it’s really what you want.” b. To have awesome plans means you will never achieve them. False – “...having them means that you are moving in the right direction.” c. Long-term goals must be clearly defined and measurable. True – “You have more chance of success if your long-term and immediate goals are clearly defined, easily measured and relevant to you.” d. In life, a lot of distractions will come your way. True – “Life is not simple. Demands, deadlines and distractions come our way constantly ...” e. Arrange items in order of importance on a list. (10) True – “Look at the items on each list and arrange them in order of importance.” Total: 20 Exercise 3: Making our schools safe (p.48) Read the following passage and answer the questions set on it MAKING OUR SCHOOLS SAFE Violence in our communities in South Africa today is common. Violence leads to more violence, so we find that violence in the school situation is also growing. Gang warfare, sexual harassment, weapons on campus, drugs – we read about these every day in our newspapers. Here is the story of how the teachers of one school had the confidence to stop violence before it got out of control. Last winter Cindy and her friend, both young students from Dr. Vilakazi High School, were walking home from school. Suddenly a boy that they both knew approached them. Downloaded from hlayiso.com 18

Chapter 3 • Reading and comprehension skills This boy told Cindy to take off her earring. Cindy started to obey. But she took a long time to take the earring out of her ear. The boy grew impatient. Then he pulled out a gun and shot her in front of her horrified friend. Cindy died on the way to the hospital. The following day angry students from the school went looking for the killer. They wanted to avenge their friend’s death. First they went to the boy’s home. When he wasn’t there they burned the house down and went to the homes of his friends. They planned to set fire to his friends’ houses as well. Some of the teachers at the school knew they had to act to stop the situation leading to more violence. One teacher commented: “The students don’t have faith in the justice system anymore. We thought this was going to be the start of a war in our community.” But these teachers had learned about resolving conflicts peacefully. They had attended a course run by the Safe Schools Project. “Before we would have felt scared and helpless. But our training gave us the confidence to act,” one teacher said. Talking instead of fighting “We called an urgent meeting with the student body,” a teacher explains. The students were boiling over with rage. Many of them didn’t want to come to the meeting. They wanted to be out fighting. But we encouraged them to talk and say how they felt. They told us about their anger over what had happened to their friend. Many admitted that they also felt frightened for themselves. Then after everyone had cooled down a bit, we discussed how the school could deal with the problem. Some students wanted to take the law into their own hands. Others felt the community itself should deal with the boy. A Kangaroo Court was the best solution. He should pay for what he did. One student stood up and said: “We must respect the wishes of Cindy’s parents. They don’t want more lives to be lost. They have already reported the killing to the police.” Finally, everyone agreed to let the law take its course. 3.1 Indicate whether the following statements are based on FACT or OPINION. Write down only the word FACT or OPINION next to the question number. a. Violence in our communities is common. Fact b. Violence leads to more violence. Opinion c. The teachers attended a course run by the “Safe Schools Project”. Fact d. Many students felt frightened. Opinion e. Cindy attended Dr. Vilakazi High School. (5) Fact 3.2 Why did the boy shoot Cindy? (2) She took too long to take the earring out of her ear. Downloaded from hlayiso.com 19

N4 Communication – An introduction Lecturer Guide 3.3 At what time did the shooting take place? (2) In the afternoon while they were walking home from school. 3.4 What did the students from the school do the following day? (2) They were angry and went looking for the killer. They went to his home, and when he wasn’t there, they burned the house down. 3.5 What reason did the one teacher give for the violent behaviour of the students? (2) She said that the students didn’t have faith in the justice system anymore. 3.6 Were the teachers at this school able to resolve the conflict peacefully? What enabled them to do this? (2) Yes. They had attended a course run by the Safe Schools Project. 3.7 What did the teachers encourage the students to do? (2) They encouraged the students to talk and say how they felt. 3.8 Explain the phrase: “Some students wanted to take the law into their own hands.” (2) They wanted to execute the killer themselves. 3.9 What was the wish of Cindy’s parents? (2) They didn’t want any more lives to be lost. 3.10 Do you think that violence leads to more violence? Give a reason for your answer. (2) Yes. Violent behaviour results in people wanting to take revenge. 3.11 Do you think that the use of drugs contributes to the occurance of violence in our schools? Give a reason for your answer. (2) Yes or No. (Student must motivate his answer. It must make sense.) Total: 25 Exercise 4: The greenhouse effect and global warming (p.50) Read the following passage and answer the questions set on it. THE GREENHOUSE EFFECT AND GLOBAL WARMING WITHOUT so-called *“greenhouse gases” in the atmosphere, the earth would be a very cold place. Carbon dioxide, nitrous oxide and methane are examples of greenhouse gases. They make the atmosphere denser, allowing it to trap heat from the sun and so provide the earth with a suitable temperature for living things to thrive in. This is called the “greenhouse effect”. However, excessive emissions of these gases cause the atmosphere to retain too much heat. This is the “enhanced greenhouse effect”. Serious global warming occurs. We see signs of this already: severe tropical storms; droughts; melting ice caps and rising sea levels. The amount of carbon dioxide in the atmosphere, especially, has gone up from 280 to 380 ppm (parts per million) in the last 250 years and that figure is now rising sharply. Who is to blame for this increase in the production of carbon dioxide? Scientists say that we humans are. Downloaded from hlayiso.com 20

Chapter 3 • Reading and comprehension skills The burning of fossil fuels like coal, oil and natural gas produces carbon dioxide. Many power stations generate electricity by burning fossil fuels. Some factories use machinery that runs on fossil fuels. Cars run on oil – petrol and diesel. Coal-burning is especially bad as it produces 1.25 times more carbon dioxide per unit of energy than oil and 1.8 times more than natural gases. South Africa is therefore guilty of contributing significantly to global warming because most of our electricity comes from coal-burning power stations. Deforestation (the cutting down or clearing of trees) is another cause of the increase in carbon dioxide in the atmosphere. Humans clear and burn forests for land to build farms. This burning releases the gas. About 34 million acres of trees are being cut down each year. This leads to another important reason why deforestation is such a serious problem: trees take in carbon dioxide through their leaves and give out oxygen. This cycle helps to replenish and keep a good balance of gases in the air. But the clearing of forests has meant that there are not enough trees to take care of the all the carbon dioxide produced. The human population is increasing significantly every year. More fossil fuels must be burned to produce more food and goods and a higher standard of living for these people. More forests must be cut down to make place for humans to farm and live. All this means more and more gases being emitted into the atmosphere where they are trapped and create the enhanced greenhouse effect. The earth’s temperature rises, weather patterns alter, climate changes. We have to take urgent steps to stop this process before global warming makes the earth unfit for people to live on anymore. *Note: A greenhouse is a small garden building made of glass, which traps the heat of the sun so that inside it you can grow tropical plants in a cold climate. 4.1 Study the pie chart and answer the following questions: a. What is responsible for the largest amount of carbon dioxide emission? (1) Power stations b. For what percentage of carbon dioxide emission is deforestation and forest burning responsible? (1) 9.10% Downloaded from hlayiso.com 21

N4 Communication – An introduction Lecturer Guide c. State whether TRUE or FALSE: (i) Less carbon dioxide is produced by factories and industry than by homes and businesses. (1) False (Industrial processes 20,60%; Residential & Commercial Use 12.90%) (ii) The process of producing fossil fuels also releases carbon dioxide into the air. (1) True ( Fossil Fuel Processing 8.50%) Answer these questions on the text: 4.2 Name two “greenhouse gases” other than carbon dioxide. (1) Nitrous oxide; methane 4.3 Read the first paragraph the * note at the bottom, and explain why “greenhouse” gases is a good name for these gases. (2) The greenhouse gases make the atmosphere denser and trap the heat of the sun. In this way they create a greenhouse effect and provide earth with warmer temperatures. 4.4 It is good to have the greenhouse effect in the atmosphere. Explain why we say so. (2) Without the greenhouse gases, the earth would have been a very cold place and a lot of living things would not have been able to survive here. 4.5 What is the “enhanced greenhouse effect”, and why is it bad? (2) Excessive emissions of these gases cause the atmosphere to retain too much heat and that is called the “enhanced greenhouse effect”. It is bad because it leads to global warming. 4.6 What does “global warming” mean? (1) It means that temperatures on earth, in general, are getting too high. 4.7 Fill in the blank: Coal, oil and natural gas are all ………….. fuels. (1) fossil 4.8 Name the two main things that cause a lot of carbon dioxide to go into the atmosphere. (2) Power stations and factories 4.9 How do cars contribute to the increase in global warning? (2) Cars run on petrol or diesel (oil). 4.9 What do you think South Africa could do to reduce its carbon dioxide emissions? (Read Par. 3 carefully.) (2) We can make use of renewable energy, e.g. wind. 4.10 Say whether the following statements are FACT or OPINION: a. The amount of carbon dioxide in the atmosphere has gone up from 280 to 380 ppm (parts per million) in the last 250 years. (1) Fact (statistical evidence is provided) Downloaded from hlayiso.com 22

Chapter 3 • Reading and comprehension skills b. Scientists say we are to blame for global warming. (1) Opinion c. Trees take in carbon dioxide through their leaves and give off oxygen. (1) Fact 4.11 We read in the news about things happening on earth as a result of climate and weather changes caused by global warming. Give TWO examples. (2) Severe tropical storms ; droughts 4.12 If we don’t do something to stop the enhanced greenhouse effect and global warming, what could happen to the earth? (1) (25) All the ice can melt, causing sea levels to rise and then the whole of our planet might be completely covered with water. Exercise 5: Motivate through great expectations (p.51) Read the following passage and answer the questions set on it. MOTIVATE THROUGH GREAT EXPECTATIONS Liezel Erasmus-Kritzinger WHEN Tumi sits down to study for her Maths test, she is convinced that she will not be able to get more than 50 percent. The result is, that in all probability, she will not achieve more than 50 percent; maybe even less. In actual fact, Tumi is capable of achieving 70 percent – but her low expectations of herself have prevented her from achieving her full potential. Many children do not achieve their full potential simply because no one expects them to do better. Parents, however, can use their expectations as a powerful method of motivating their children. But before great expectations can lead to children who achieve, the following should be kept in mind: • Determine exactly what can be expected of your child. It would be a mistake to just guess what your child’s abilities are. Make use of sources of information like your child’s school reports, the class teacher and the principal – they should all give you a good idea of your child’s abilities. • Ensure that your expectations are clear and realistic. When communicating your expectations, your words and attitude should indicate clearly what you expect from your child. Expectations should not be too high or too low. If they are too high, they will lead to frustration and feelings of incompetence. If they are too low, your child is likely to make the minimum effort. • Accept your child for who he/she is. Do not continually make comparisons with other children or try to turn him/her into something he/she is not, as this will eventually lead to feelings of insecurity and discouragement. Remember that whatever your expectations for your child, the decision remains with the child as to whether he/she wants to live up to them or not. Downloaded from hlayiso.com 23

N4 Communication – An introduction Lecturer Guide 5.1 Write down only one word in paragraph 1 which indicates that it is not for certain that Tumi will only get 50% for her maths test. (1) “probability” 5.2 What is keeping Tumi back? (1) Her low expectations of herself have prevented her from achieving her full potential. 5.3 What method can parents use to motivate their children? (1) They can use their expectations as a powerful tool of motivating their children. 5.4 List the three things that should be kept in mind before great expectations can lead to children who will achieve. (Give only the main idea from each paragraph) (3) a) Determine exactly what your child’s abilities are. b) Ensure that your expectations are clear and realistic. c) Accept your child for who he/she is. 5.5 Explain the following statement: “Expectations should not be too high or too low.” (2) Don’t expect too much or too little of your child. 5.6 What is likely to happen if parents keep on comparing their child with other children? (2) This will lead to feelings of insecurity and discouragement Total: 10 Downloaded from hlayiso.com 24

Chapter 4 Remedial English Downloaded from hlayiso.com

N4 Communication – An introduction Lecturer Guide Activity 1 – Pronouns (p.58) Choose the correct pronoun in brackets. a. His brother is much stronger than (he, him). he b. (Who, Whom) do you want to see? Who c. He is a friend of (me, mine). mine d. I am taller than (she, her). she e. They are not as well off as (we, us). we f. “Who’s there?” “It is (me, I). I g. All went but (me, I). I h. Let John and (she, her) do the work. her i. Every one of the players must do (his, their) best. his j. The two girls forgave (one another, each other). each other Fill in who, whom, which, that, or whose. a. The boy ________ asked for more was Rudi. who b. The person to________ we spoke is dead. whom c. The dog of ________ we spoke is dead. which d. The boy________ the principal punished is crying. whom e. The man ________ house we passed, lives in the country. whose Combine the following sentences using who, whom, whose or which: a. There was once a king. He had a large palace. There was once a king who had a large palace. Downloaded from hlayiso.com 26

Chapter 4 • Remedial English b. This is the purse. It belongs to me. This is the purse, which belongs to me. c. That is the boy. His father is ill. That is the boy whose father is ill. d. The man works there. We asked him. The man whom we asked, works there. e. This is the chair. I sat on it. This is the chair, which I sat on. Activity 2 – Concord (p.60) Choose the correct verb from those in brackets: a. A team (has, have) been chosen, but all the players (is, are) not available. has, are b. There (is, are) still many tasks to complete. are c. Little (has, have) been done and there (is, are) much to do. has, is d. (Is, are) your trousers torn, Pete? are e. Three quarters of my work (is, are) completed and all (is, are) well. is, is f. Everybody (thinks, think) that he is guilty. thinks g. The city council (were, was) quarrelling among themselves about this matter. were h. Three quarters of the garden (has, have) been planted. has i. Both of them (has, have) agreed. have j. Neither John nor his sisters (has, have) arrived. have k. David as well as Charles (was, were) at the party. was l. There (is, are) a pocket of oranges in the car. is Downloaded from hlayiso.com 27

N4 Communication – An introduction Lecturer Guide m. Most of the book (has, have) been written; only a few chapters (has, have) to be added. has, have n. A large heap of stones (was, were) found in the back yard. was o. The bacon and eggs (tastes, taste) good. tastes p. A number of prisoners (was, were) caught trying to escape. were q. Susan and Alice (was, were) there. were r. Nobody (know, knows) whether the teacher or his pupils (is, are) responsible for this. knows, are s. Athletics (is, are) a sport in which every member of that class (take, takes) part. is, takes Total: 25 Possible examination questions (p.67) Question 1 In each case, choose the correct word from the two options in brackets. Write down only the correct word next to the number. 1. Typing gives me (less/least) difficulty than shorthand. less 2. He may have (some/any) idea of productivity. some 3. The applicant (who/whom) Ms Lekala interviewed yesterday will join the company next Monday. whom 4. Neither the manager nor the secretary (is/are) wrong. is 5. Mr Mogale is a (more/most) efficient worker than Mr Lekala. more 6. Any person (who/whom) works in the business field should take note of his/her client’s body language. who Downloaded from hlayiso.com 28

Chapter 4 • Remedial English 7. The use of the fax machine, as well as all its functions, (is/are) a big asset in the business world. is 8. Each customer should receive (personal/personnel) attention from employees. personal 9. The customer should be approached in (the/a) right way. the 10. Of all the salesmen in the shop, Joe is definitely the (better, best). best 11. Sello and Jackson admitted that it was (they/them) who had done it. them 12. Let me give you (some/any) good advice, Patience. some 13. Anna is the (elder/eldest) of my two sisters. eldest 14. Instead of losing (ones/one’s) temper, one should learn to control it. one’s 15. Gloria’s sick child is much (worse/badder) today. worse 16. The cellular industry is (a/the) multi-layered and highly competitive one. a 17. I do not have (some/any) knowledge of cellular networks. any 18. Most international manufacturers (is/are) targeting the South African industry. are 19. Is Nokia or Ericsons (better/best)? better 20. Could you (advice/advise) me which cellular phone to buy? (20) advise The firm requires (21. the/a) services of (22. the/ a) computer literate, well organised and friendly person. (23. The/An) applicant must have (24. a/ an) excellent command of (25. the/a) English language. Any person (26. who/whom) is in the business field should be aware of his client’s body language. The person (27. who/whom) he interviews is an individual (28. who/whom) has needs and expectations. The computers, as well as all the printers, (29. was/were) sold, because the committee (30. has/have decided to upgrade the existing equipment. (10) Downloaded from hlayiso.com 29

N4 Communication – An introduction Lecturer Guide Question 2 Punctuate the paragraph correctly. DO NOT rewrite the paragraph. Every letter report or memo you place before your employer reflects your status as a career secretary therefore it is so reassuring than with an HP Laser Jet Printer no-one can have better facilities for producing work of the highest professional standard why be a loser simply be the best. (5) Every letter, report or memo you place before your employer, reflects your status as a career secretary. Therefore, it is so reassuring that with an HP Laser Jet Printer, no-one can have better facilities for producing work of the highest professional standard. Why be a loser? Simply be the best! Question 3 In each case supply the correct form of the word in brackets. Write down only the correct word next to the question number. Mr Ntwako: ‘Ms Nkosi, please (3.1 to confirm) my flight to the Comores. (3.2 You to receive) any confirmation from our overseas visitors yet?’ 3.1 confirm 3.2 Have you received Ms Nkosi: ‘I (3.3 to call) the airline twice, but they (3.4 not to come) back to me yet. However, I (3.5 not to make) a call to them again.’ 3.3 called 3.4 have not come 3.5 haven’t made Mr Ntwako: ‘Please (3.6 to bring) me the files of the overseas visitors.’ (6) 3.6 bring Last week Mr Xulu (3.7 to suggest) that new furniture (3.8 to buy) for the reception area. He (3.9 to study) the catalogue which (3.10 to provide) by the firm. He said that the receptionist (3.11 to visit) the display room to take a personal look at the new range of office furniture. He (3.12 to indicate) that she (3.13 to choose) according to her taste. (7) 3.7 suggested 3.8 had to be bought 3.9 studied 3.10 was provided 3.11 had to visit 3.12 indicated 3.13 had to choose ‘Our dialogues, conversations, discussions, interviews, talks and conferences (3.14 to base) upon speech. Good speech communication (3.15 to be) essential when you (3.16 to have) to present yourself as a person (3.17 to try) to sell your skills during your first job interview. It (3.18 to be) imperative to express yourself clearly, concisely and logically. (5) 3.14 are based 3.15 is 3.16 have 3.17 trying 3.18 is Downloaded from hlayiso.com 30

Chapter 4 • Remedial English An unknown number of mine workers (3.19 to trap) underground after a rockfall in the Helderfontein Mine. A rescue team (3.20 to try) to reach the trapped workers. If everything (3.21 to go) well, they (3.22 to reach) them by daybreak tomorrow morning. By that time the exact number of workers involved (3.23 to establish). (5) 3.19 were trapped 3.20 is trying 3.21 goes 3.22 will reach 3.23 will be established The examination paper (3.24 to be) very difficult, but I feel pleased because I (3.25 just to receive) my results. By 15:00 yesterday the results (3.26 not published yet). By 10:00 tomorrow I (3.27 to tell) all my friends the good news. Tomorrow night at 20:00 we (3.28 to celebrate). (5) 3.24 was 3.25 have just received 3.26 had not yet been published 3.27 will have told 3.28 will be celebrating Question 4 Rewrite the following passages correctly: 4.1 David he insists on being treated professionally. When salespeople ignore her, David always complains. Yesterday he almost exploded when he were kept waiting.The assistant was discussing the personal matter together with a friend and told David to wait. Angry, David complained: “I laugh when a company spends all its money on advertising instead of training its staff properly!” (10) David ___ insists on being treated professionally. When salespeople ignore him, he always complains. Yesterday he almost exploded when he was kept waiting. An assistant was discussing a personal matter ____ with a friend and told David to wait. Angrily, David complained: “I laugh when a company spend all it’s money on advertising instead of training their staff properly!” 4.2 Television is by far the more successful single advertising medium. Television appeals to both the eye and ear. The products advertised are not static and create a need in a mind of the consumer. In edition, buyers they identify with the successful persons in the advertisements. (7) Television is by far the most successful single advertising medium. It appeals to both the eye and the ear. The products advertised are not static and create a need in the mind of the consumer. In addition, buyers ___ identify with the successful persons in the advertisements. Downloaded from hlayiso.com 31

N4 Communication – An introduction Lecturer Guide 4.3 A business it can count on continued support, when it operates professional. Unreasonably high prizes will frighten of prospective buyers. Being affective involves aftercare. Enquire weather your customers are satisfied. (6) A business __ can count on continued support, when it operates professionally. Unreasonable high prices will frighten ___ prospective buyers. Being effective involves aftercare. Enquire whether your customers are satisfied. 4.4 The company’s quality manager, Mr Good, he summoned the staff to the meeting where the quality manager spoke to the staff about the task that the staff had performed to upgrade the computer equipment. (5) The company’s quality manager, Mr. Good, ____ summoned the staff to a meeting where he spoke to them about the task that they had performed to upgrade the computer equipment. 4.5 The mother of Ntombi told Ntombi that he must work very hard at the College in order to obtain the good marks. Ntombi had to work for a better future, because his mother said that the womans who work in the field for many hours every day he suffers. Unfortunately when Ntombi arrived at the College, Ntombi was given the wrong advise by his friends. She saw that Mope and Vincent he was the handsomest guys she had ever seen and she ran aff with Mope and Vincent. The mother of Ntombi now cries: “Where is the boys that took the daughter of me away?” (10) Ntombi’s mother told her that she must work very hard at the College in order to obtain ___ good marks. She had to work for a better future, because her mother said that the women who work in the field for many hours every day__ suffer. Unfortunately when Ntombi arrived at the College, she was given the wrong advice by her friends. She saw that Mope and Vincent ___ were the most handsome guys she had ever seen and she ran off with them. Ntombi’s mother now cries: “Where are the boys who took my daughter away?” Question 5 Combine the following sentences into a single sentence using the word in brackets: 5.1 The manager has a private secretary. She has been working for him for the past ten years. She is very competent. (Who) (4) The manager has a very competent private secretary who has been working for him for the past ten years. 5.2 Miss Tobogale was appointed to our firm in 1992. She has been promoted twice. Miss Tobogale is very efficient. She is also very friendly. It is an outstanding achievement. (Since, who/and/which) (5) Miss Tobogale, who is very efficient and friendly, has been promoted twice since she was appointed to our firm in 1992 which is an outstanding achievement. Downloaded from hlayiso.com 32

Chapter 4 • Remedial English 5.3 The manager was attending a seminar. He received a fax. The fax stated that the office had been broken into by burglars. The burglars had stolen all the computers. They had also taken the fax machine and the telephone. (While, which, who) (3) While the manager was attending a seminar, he received a fax, which stated that the office had been broken into by burglars who had stolen all the computers, the fax machine and the telephone. 5.4 The Nkosi family were on holiday at the seaside. The received an urgent message The message stated that their house had been entered by burglars. The burglars had stolen their silverware. The had also stolen their music centre. They had paid R1 000 for the music centre. (While, which, who, both, that) (5) While the Nkosi family were on holiday at the seaside, they received an urgent message which stated that their house had been entered by burglars who had stolen both their silverware and their music centre that they had paid Rl 000 for. Downloaded from hlayiso.com 33

N4 Communication – An introduction Lecturer Guide Downloaded from hlayiso.com 34

Chapter 5 Concise communication Downloaded from hlayiso.com

N4 Communication – An introduction Lecturer Guide Activity 1 – Telephone message (p.73) Mr Brown phones to confirm that he will be available as guest speaker at the Annual Prize Chapter 5: Concise Communication Giving Ceremony on 5 December 20 at 19:00. As the secretary of the CEO of Bluebell College Skills you have Activity to take down – Telephone this message because the Rector is in a meeting. Use the above Message telephone message form. Downloaded from hlayiso.com 36

Chapter 5 • Concise communication Activity 2 – Telegram (p.73) You are a typist working for J.B. Engineering. Your employer is on holiday but he has asked you to arrange a braai for the staff for the day that he gets back to work. While he is away, Mr Brown, your employer, falls and breaks his ankle. He sends a telegram to ask you to cancel the function. Write the telegram, which you will receive. Use the form provided. Downloaded from hlayiso.com 37

N4 Communication – An introduction Lecturer Guide Activity 3 – The Internal Memorandum (p.75) As managing director of ABC Shoes, you have decided to send all staff on a training course for WINDOWS7. The course will be presented from 7-10 December 20..... from 16h00 till 18h00 every afternoon. Draft a short memorandum to all staff members, informing them about the training course. Briefly point out the advantages they could derive from attending the course. (e.g. increased productivity, personal development, possible increase in salary, etc.). Downloaded from hlayiso.com 38

Chapter 5 • Concise communication Activity 4 – Fax covering letter (p.76) As the receptionist of a large company, you have been asked to refurnish the reception area. After extensive inquiries, you decide that you would like to find out more about the range of office furniture advertised by the company: ELEGANT DéCOR & FURNITURE (PTY) LTD. Tel.: (012) 348-0088 Fax.: (012) 47-3281 Cell: 082 8000 183 Contact: Monica Now complete the fax covering letter to order a catalogue from the above-mentioned firm. Ensure that you supply all the necessary details including your own. Downloaded from hlayiso.com 39

N4 Communication – An introduction Lecturer Guide Activity 5 – Formal Invitation (p.78) SAFA (South African Football Association) hosts a formal Achievement Awards banquet annually. The banquet usually takes the form of a very formal occasion and is held in the boardroom of Soccer City Stadium in Johannesburg. Draft the formal invitation which SAFA would send to Mr & Mrs Williams inviting them to this banquet. Downloaded from hlayiso.com 40 0001/052017/LH