How to use this book


This Learner’s Book forms part of the Oxford Successful English Grade 9 course. The course also includes a Reading Book and a Teacher’s Guide. The Contents page and Unit openers will guide you on the content and skills that are to be covered in each unit.


Contents How this book works ...................................................................................... 6


Term 1 Unit 1 You choose: it’s up to you ..................................................... 7–22


Listen to and discuss radio advertisements; Read and analyse an advertisement; Read a short story about an important choice; Design and write your own advertisement; Use abbreviations; Revise sentence structure; Use nouns and pronouns; Use the simple present and simple past tenses with the correct concord; Spelling patterns; Analyse advertisements; Add adjectives and prepositional phrases to sentences


Unit 2 Tell us about it ..................................................................... 23–40


Listen to someone tell you about themselves; Prepare to read aloud; Read a poem; Read a cartoon; Read more of Phyllis Ntantala’s story; Write an informal letter of appreciation; Revise sentence structure in different sentence types; Recognise punctuation in sentences; Use direct and reported speech; Use indirect statements; Use prefixes and suffixes; Read and explain idioms and proverbs; Spelling patterns; Write indirect commands; Practice concord


Unit 3 Check it out ......................................................................... 41–58


A range of interesting themes facilitate learning and develop relevant vocabulary.


Unit 4 Unit 5


Listen to a conversation about a contract; Role-play a verbal transaction and a disagreement; Read a poem; Read from a contract; Write a report about a disagreement; Revise sentence types and question forms; Use indirect questions; Learn more abbreviations; Work out proverbs or idioms; Use passive voice; Revise conjunctions; Spelling patterns; Understand legal language; Sentence structure in questions


Reading and viewing: A newspaper report What happened next? ......................................................... 59–76


Give an unprepared speech; Listen to a dialogue; Compare and analyse two poems; Read a short story; Write and present a descriptive essay; Use irregular simple past tenses; Use idioms and proverbs that warn you; Proverbs and idioms; Revise subject and predicate and learn about clauses; Punctuation and spelling; Subject-verb agreement


The activity headings highlight the language skills to be covered.


Unit 6


Listen to a newspaper sports report; Conduct a survey and present your report; Read a newspaper report; Write your own interview; Identify literal and figurative idioms; Use the conditional mood of verbs; Use different forms of past tenses; Identify figures of speech and rhyme and rhythm in poetry; Revise simple, compound and complex sentences; Voice; Vocabulary in context


Newspaper reports are written by journalists. Many journalists have written reports in our newspapers about people who steal or kill animals to make money. Such people are called poachers. Animals like the rhinoceros are in danger of becoming extinct.


Activity 4: Read a newspaper report What’s up in the news ......................................................... 77–92


Journalists choose their words and language very carefully when they write. They know that the way they write can influence what people think. Some journalists use emotive language to influence people’s emotions.


Before reading Complete the following activities by yourself.


Term 1 Revision test ............................................................................. 93–96 Term 2


Voices from Africa ............................................................. 97–112


Listen to a story about names; Speak about cultural differences; Read part of an autobiography; Read a poem about Africa; Read for information; Summarise the text; Write a personal diary entry; Use prefixes and suffixes; Understand the pronouns his, her and its; Recognise generalisations; Spelling patterns; Sentence types; Indirect speech


1 Scan the headline of the newspaper report on the next page to find out the following information: • what the article is about • the place (in the world) that the article refers to.


2 Skim the first paragraph and the last paragraph. This will give you a general idea of the journalist’s feelings about the topic.


3 Work in a group. Discuss the following questions. a. Why might poachers want to kill rhinos?


Special features guide learners through the processes of different language skills.


b. Why do South African newspapers have articles about killing rhinos?


4 Read the Glossary.


While reading Read the article carefully before trying to answer the questions. Re-read the article a second time if there are parts you do not understand the first time. 1 Notice the notes in the margin. These notes tell you more about the features of a newspaper report.


2 See if you can recognise the journalist’s opinion about poachers.


3 Take note of which facts the journalist gives. Rhinoceros (abbreviation: rhino)


Glossary fake: not real


diagnosed: given a reason for illness


ground: made into powder


policing: using police to keep watch on something


Send Glossary


extinct: no longer found on Earth


The Unit


opener page provides detailed information about the contents of each unit.


Unit 9 The future


In this unit you will develop these skills: Menu


Reading and viewing


Activity 1: Read different multimedia texts (visual texts) Activity 2: Write a point-form summary


Activity 10: Read a poem and revise literary terms


Language structures and conventions


Activity 3: Practice subject-verb agreement (concord) Activity 4: Identify and use concrete, abstract, complex and compound nouns Activity 6: Use different pronouns correctly


Activity 8: Identify metonomy, neologisms, paronyms


Listening and speaking


New vocabulary is explained in glossary boxes.


Activity 5: Listen to and speak about a radio advertisement


Activity 7: Analyse an advertisement orally


Writing and presenting


Activity 9: Write a review an advertisement


Engaging illustrations stimulate interest and support the text or activity.


Support


Activity 11: Support: Use synonyms and antonym


Challenge


Each unit covers two weeks of content from the CAPS teaching plans.


Activity 12: Challenge: Understand metonomy


82 Term 1: Unit 5, What’s up in the news?


This icon indicates Formal Assessment Tasks. This book covers all the Formal Assessment Tasks required by CAPS.


This icon indicates Support activities. These activities give learners support to ensure that they master key skills.


This icon indicates Challenge activities. These activities provide extension work for stronger learners.


This icon indicates that you need to listen to the text as it is being read aloud.


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38