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Directorate: Curriculum FETSUBJECT and GRADE English HL Grade 10
TERM 1 Week 1
TOPIC Getting started
AIMS OF LESSON To engage with different texts and apply features of texts
RESOURCES Paper based resources Digital resources
Shuters Poetry Anthology Grade 10 https://literarydevices.net
Prescribed novel and drama
http://bit.ly/write_21
INTRODUCTION • In this lesson you will respond to a listening activity.
• You will revise different literature genres.
• You are going to engage with process writing.
CONCEPTS AND SKILLS • You have to revise the formats of transactional CAN YOU?
texts.
• Remember to write responses in full sentences. Identify the key elements of different
genres?
ACTIVITIES/ You will find similar activities in your textbook. Use them to revise for the test later this term.
ASSESSMENT
CONSOLIDATION • Remember, it is very important to substantiate your opinions. Always base your response on
the text that you are studying or the core of the topic you are discussing.
• Read often and read a variety of texts. This will not only improve your vocabulary but also
your general knowledge. This way you will always have something to talk about.
• Thank you for making every effort to be successful this year.
VALUES Communication based on respect can erase misunderstandings and unpleasantness. The way we
address sticky issues, determines the outcome.
, Listening for comprehension
Pre-listening
▪ Take your mind back to the last week of March 2020. Can you still remember how you felt,
especially when you were not allowed to exercise outside your own yard? Then came the time
when you were allowed to go out for a walk or run. Can you still remember how quiet and clean
everything was? Share your memories in an informal group discussion.
▪ Try and figure out the meaning of the word “carpocalypse”. How do you think it has been coined?
During listening
Listen to the text which will be read to you twice. During the first reading, you should just listen to get an overview of the contents.
Then the questions will be read to you. You may take notes during the second reading. You may use the notes to answer the
questions.
Why COVID-19 will end up harming the environment
Even though the air has been cleaner as a result of the global lockdowns, a more polluted future has been brewing while we
weren’t looking.
The popular notion that the COVID-19 pandemic has been “good for the environment”—that nature is recovering while
humanity stays at home— appeals to many people grasping for some upside to the global tragedy. Reality, though, may not
cooperate with such hopes.
The benefits many found heartening early on—from cleaner air to birdsong newly audible as cars and planes went quiet—
were always likely to be temporary. With lockdowns easing, they have already begun to dissipate. Experts fear that the world
risks a future with more traffic, more pollution, and climate change that will worsen fast.
“We still have the same cars, the same roads, the same industries, same houses,” says Corinne Le Quéré, a professor of climate
change. “So as soon as the restrictions are released, we go right back to where we were.”
As the first country to shut down when the virus hit, and one of the earliest to start reopening, China’s experience offers a
preview of what could be in store elsewhere. The dramatic air quality improvements seen as manufacturing and transportation
largely came to a halt in February and March have now vanished.
With social distancing hard to maintain on public transportation, and many travellers likely to avoid it out of fear of contracting
the virus, cities could be headed for a post-shutdown “carpocalypse”.
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