# 2005 University of South Africa

All rights reserved

Printed and published by the

University of South Africa
Muckleneuk, Pretoria

LPENGT-S/2/2006-2008
97771309

3B2

All rights reserved. No part of this Introduction and Scheme of Work may be
reproduced in any form except with the permission of the University of South
Africa. Students who have enrolled for tuition may quote excerpts for academic
purposes.
Although every effort has been made to trace the copyright holders, this has not
always been possible. Should any infringement have occurred, the publisher
apologises and undertakes to amend the omission in the event of a reprint.

ENN311 Style
 LPENGT-S/2/20062008

CONTENTS
Page

Preface v
Acknowledgements vii
1. Body Shop 1
2. Phunya Sele Sele aim for a Miracle 6
3. SK8ER Boys & Babes 7
4. Friends in deed preventing HIV through peer education in South
African schools 9
5. Gerald on Love and Life 11
6. Almond Tart 12
7. Profiteroles 13
8. Fusion Broths 15
9. Endive Salad 16
10. Inside Labour: Most Contract Workers live Hand-to-Mouth 17
11. Sappi the Word for Fine Paper 18
12. Jo'burgers Have it Easy while Life's Tough in the Sticks 20
13. Census Highlights Urban-Rural Divide 21
14. Data Shows SA's Love for Radios, Cellphones 23
15. CNA Brochure 27
16. Out to Lunch: Small Earthquake in Chile? Frankly, I don't give a
Damn 29
17. 100% Pure New Zealand: Map 30
18. The Sun and Eclipse Mythology 31
19. The Net Spreads its Web 33
20. Switch Learners on to Electricity 35
21. Hot, Dry Grasslands 38
22. Floating Eggs 41
23. National Water Week Brochure 44
24. Writing in Science 48
25. Concept Map Construction 52
26. Instructional Methods in Biology 55
27. A Slotted Structure 59
28. Correlation of Demonstration Steps with Grammatical/Structural
Items 61
29. Ways of Reading Science 63
30. Test your Knowledge on Minerals and Geology 70
31. War-Zones Forever? Tackling Violence in South Africa's Schools 74

iii
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Preface ______________________________________________________________________________________________________________________________________________________________________

`Language, verbal or written, is the medium through which most teaching and learning
takes place in schools. The traditional principle that all teachers are teachers of language
is true, since example and imitation are as powerful in pupil learning as instruction.'1

The passages in this compilation are intended for use in the Unisa modules LPENGTS,
EED204M and ACEEN15. The principles expressed in the quotation above reflect
the principles on which these modules are based. We share the view that language is a
vital aspect of the learning process in any subject or learning area, and is in fact
inseparable from it.
The LPENGTS, EED204M and ACEEN15 modules have two interwoven compo-
nents: reading, which is a receptive language skill, and writing, which is a productive
language skill. We believe that both of these skills are important for the full
development of learners' content knowledge and understanding, and also for the
development of their general study skills. This selection of passages from various
subjects and learning areas will be used mainly in the reading component.

We have chosen a wide variety of passages from a number of different sources, most
of which are easily accessible. Our reasons for doing so are outlined in the list of skills
and outcomes below. We hope that you will have the opportunity to develop these
skills and achieve these outcomes as you work through the passages and the
accompanying Study Guide 1.

. The skills of reading effectively and processing information accurately are vital to
the learning process in every subject.
. Identifying the main ideas in a piece of writing is an important part of reading
comprehension.
. It is important to read critically and to assess the ways in which language is used,
rather than merely absorbing content.
. It is important to understand the links between the visual and written elements of
a text, as these links assist the processing of information.
. A text is always intended for a particular audience, and it is important to be able to
identify the nature of this audience, and the tone the writer uses in addressing it.

1 Kerry, T. 1986. Improving Thinking and Learning through Classroom Language. In: Gilham, B. (ed.). The
Language of School Subjects. London: Heinemann Educational Books.

v
P RE FA CE

. Every text is written for a particular purpose, and identifying this purpose is an
important part of comprehension.
. Reading a wide variety of written forms, and analysing the writing of others, are
also ways of improving proficiency.
. The skills described above can be applied to any type of writing. Learning takes
place in a variety of ways, not only through the study of textbooks. Learners'
understanding in the various subjects and learning areas can be developed
through the use of authentic, accessible materials such as the ones used in this
selection.

Glenda Holcroft
Therona Moodley

vi
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Acknowledgements ________________________________________________________________________________________________________________

Bell, T. 1 August 2003. Most Contract Workers live Hand-to-Mouth. Business Report.
Copyright # Independent Newspapers. Reproduced by kind permission of the
publisher.
Body Shop: Promotional Postcards.
Brum, G., McKane, L. & Karp, G. 1995. 1st edition. Biology Fundamentals: Study
Guides. Copyright # John Wiley & Sons.
Bullard, D. 13 July 2003. Out to Lunch. Small Earthquake in Chile? Frankly, I don't
give a Damn. Sunday Times Business Times. Copyright # Johnnic Publishing.
Reproduced by kind permission of the publisher.
Business Report. 9 May 2003. Sappi: The word for fine paper. Copyright #
Independent Newspapers. Reproduced by kind permission of the publisher.
Campbell, C. & McPhail, C. (contributors). Friends in deed preventing HIV
through peer education in South African schools. http://www.id21.org/health/
h5cclg4.html. Copyright # id21. Reproduced by kind permission of the
publisher.
Carrick, T. 1986, 1st edition. Life Worldwide: Selected Topics (Extending Science 8).
Copyright # Stanley Thornes Ltd.
CNA: Promotional Brochure.
Department of Water Affairs and Forestry. 2001. National Water Week Brochure.
Copyright # The Department of Water Affairs and Forestry. Reproduced by kind
permission of the publisher.
Feely, J. 1993. Writing in Science. In Scott, J. (ed.) 1993, 1st edition. Science
Language and Links: Classroom Implications. Copyright # Heinemann.
Gerald on Love and Life. 18 May 2003. S'camto (Sunday Times). Copyright #
Johnnic Publishing. Reproduced by kind permission of the publisher.
Gomez, S., McKay, H., Tom, A. & White, K. 1995, 1st edition. Eureka! Science
Demonstrations for ESL classes. Reproduced by kind permission of Mr S.G.
Gomez.
Gordon, G. 15 June 2003. The Net spreads its Web. Sunday Times Business Times.
Copyright # Johnnic Publishing. Reproduced by kind permission of the
publisher.

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AC KN OWL E DGE ME NT S

Harber, C. War-zones forever? Tackling Violence in South Africa's Schools.

http://www.id21.org/education/E2chlgl.html. Copyright # id21. Reproduced by
kind permission of the publisher.
Mark, J. 9 May 2003. Phunya Sele Sele hope for a Miracle. Pretoria News. Copyright
# Independent Newspapers. Reproduced by kind permission of the publisher.
Oliver, J. 1999. Fusion Broths; Radish and Fennel Salad; and Endive Salad with
Anchovy and Caper Dressing, from The Naked Chef. Copyright # The Penguin
Group.
Stewart-Dore, N. Ways of Reading Science. In Scott, J. (ed.) 1993, 1st edition. Science
Language and Links: Classroom Implications. Copyright # Heinemann.
Sunday Times ReadRight Eskom Supplement. 27 July 2003. Switch Learners on to
Electricity. Copyright # Johnnic Publishing. Reproduced by kind permission of
the publisher.
Terralink: Map of New Zealand. From 100% Pure New Zealand. Visitor Information
Network, New Zealand. Copyright # Terralink. Reproduced by kind permission
of the publisher.
The Star (Special). The Sun and Eclipse Mythology. 21 June 2001. Copyright #
Independent Newspapers. Reproduced by kind permssion of the publisher.
ThethaNathi, 35:1216 May 2003. Sk8er Boys & Babes. Copyright # loveLife.
Reproduced by kind permission of the publisher.
University of Pretoria, Department of Geology. Test your Knowledge on Minerals and
Geology. Reproduced by kind permission of the Department.
Van Aswegen, A., Fraser, W., Nortje, T., Slabbert, J. & Kaske, C. 1993, 1st edition.
Biology Teaching: an Information and Study Manual for Students and Teachers.
Copyrights # Acacia Books.
Van Dyk, A. & Van Dyk, G. 1998, 1st edition. Design and Technology in the
Classroom Today. Copyright # Via Afrika.
Van Wyk, Magdeleen & Barton, Pat. 1993. Almond Tart, from A Taste of Tradition.
Copyright # Struik. Reproduced by kind permission of the publisher.
Wilkes, A & Cartwright, S. 1997. Profiteroles, from The Usborne First Cookbook.
Copyright # Usborne Publishing. Reproduced by kind permission of the
publisher.
Wray, Q. 1 August 2003. Jo'burgers have it easy while life's tough in the sticks;
Census highlights urban-rural divide; Data shows SA's love for radios,
cellphones. Business Report. Copyright # Independent Newspapers. Repro-
duced by kind permission of the publisher.

viii
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TEXT 1
BODY SHOP

1
2
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3
4
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5
TEXT 2
PHUNYA SELE SELE AIM FOR A MIRACLE

Source: Pretoria News, 9 May 2003.

6
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TEXT 3
SK8ER BOYS & BABES

7
8
 LPENGTS/1

TEXT 4
FRIENDS IN DEED PREVENTING HIV THROUGH PEER EDUCATION IN SOUTH
AFRICAN SHOOLS

9
 Other strategies include:

10
 LPENGTS/1

TEXT 5
GERALD ON LOVE AND LIFE

11
TEXT 6
ALMOND TART

12
 LPENGTS/1

TEXT 7
PROFITEROLES

13
14
 LPENGTS/1

TEXT 8
FUSION BROTHS

15
TEXT 9
ENDIVE SALAD

16
 LPENGTS/1

TEXT 10
INSIDE LABOUR: MOST CONTRACT WORKERS LIVE HAND-TO-MOUTH

17
TEXT 11
SAPPI THE WORD FOR FINE PAPER

18
LPENGTS/1

19
TEXT 12
JO'BURGERS HAVE IT EASY WHILE LIFE'S TOUGH IN THE STICKS

20
 LPENGTS/1

TEXT 13
CENSUS HIGHLIGHTS URBAN-RURAL DIVIDE

21
22
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TEXT 14
DATA SHOWS SA'S LOVE FOR RADIOS, CELLPHONES

23
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25
26
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TEXT 15
CNA BROCHURE

27
28
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TEXT 16
OUT TO LUNCH: SMALL EARTHQUAKE IN CHILE? FRANKLY I DON'T GIVE A DAMN

29
TEXT 17
100% PURE NEW ZEALAND: MAP

30
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TEXT 18
THE SUN AND ECLIPSE MYTHOLOGY

every 18 years, 11 days and

8 hours, and eclipses there-
fore recur at these times.

31
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TEXT 19
THE NET SPREADS ITS WEB

33
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TEXT 20
SWITCH LEARNERS ON TO ELECTRICITY

35
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37
TEXT 21
HOT, DRY GRASSLANDS

38
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39
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TEXT 22
FLOATING EGGS

41
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43
TEXT 23
NATIONAL WATER WEEK BROCHURE

44
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45
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47
TEXT 24
WRITING IN SCIENCE

48
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TEXT 25
CONCEPT MAP CONSTRUCTION

52
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53
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TEXT 26
INSTRUCTIONAL METHODS IN BIOLOGY

55
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57
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TEXT 27
A SLOTTED STRUCTURE

59
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TEXT 28
CORRELATION OF DEMONSTRATION STEPS WITH GRAMMATICAL/STRUCTURAL
ITEMS

61
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TEXT 29
WAYS OF READING SCIENCE

63
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TEXT 30
TEST YOUR KNOWLEDGE ON MINERALS AND GEOLOGY

70
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TEXT 31
WAR-ZONES FOREVER? TACKLING VIOLENCE IN SOUTH AFRICA'S SCHOOLS

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