3.4 Creative use of language  (Page 3/3)

3 . Be polite. Recognize the receiver's point of view.

• These rules can sometimes conflict. If you are too brief, you may confuse the receiver or appear impolite. Try to balance the three rules.

Making a call to someone you do not know

• The most difficult calls to make are calls to people that you do not know. Usually, the purpose of your call will be to make a request for information or to give details of a meeting.

This kind of call can be divided into sections according to the function each serves:

Assessment

LO 1

LISTENING

The learner will be able to listen for information and enjoyment, and respond appropriately and critically in a wide range of situations.

Assessment Standards(ASs)

We know this when the learner:

1.6 recognises and accepts a wide range of different varieties of the language such as different accents and dialects and the language of different age groups (e.g. slang).

LO 4

WRITING

The learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes.

We know this when the learner:

4.1 writes a wide range of imaginative texts:

4.1.2 to explore the creative, critical and playful use of language by means of narrative and descriptive compositions, dialogues, poems, songs, elementary short stories, letters, drama with accompanying sound and visual effects;

4.4 uses the writing process independently and with ease to generate complex texts:

4.4.1 selects and explores complex topics through brainstorming, and using lists and notes.

Memorandum

Activity 1

Motivate the learners to study the examples of a formal letter and a CV well since the format and the tone is of utmost importance here.

However, they need to realize that their content will differ as they differ according to their individual

Personalities. Impress the need for being factual, truthful and accurate.

Activity 2

Give the learners a note containing the following information:

Standard English is expected in writing and formal oral situations.

Colloquial Language is used mainly in speaking or informal situations.

Slang is restricted to a certain age group, usually teenagers.

Jargon is a technical language usually restricted to a certain profession or sport.

Archaic Language is no longer in use and a cliché is an over-used expression.

South African English originates from local languages but must be accepted into English.

• Now, have a discussion on the fact that a language needs to change and remain vibrant.

Ask the learners for example of slang that they use or have heard.

Ask them for examples from their communities and share some of yours from your youth.

Ask them to ask their parents if they had any slang words.

• The learners can do the exercise for homework and mark in class.
• Code is given at the bottom of the page.

Memorandum:

1. a) informal

b) appropriate because these are teenagers speaking

c) not necessary to change.

1. a) formal

b) inappropriate on the part of the learner

c) Good morning, Sir.

1. a) informal

b) appropriate because of close relationship

c) unnecessary to change.

2. a) Should be slightly more formal than informal.

b) Inappropriate to use slang when speaking to an educator.

c) Miss, that’s insulting me. (Or, something in that vein).

1. a) Informal

b) Inappropriate, because fathers should not be speaking slang.

c) Mr Niemand: How are you, Tom? I haven’t seen you in a while.

Mr Cohen: Yes, isn’t it terrible to watch our children play U11 soccer?

Although “kids” is acceptable here since it is colloquial, explain to the learners that it is not appropriate in formal situations