DEPARTMENT OF EDUCATION

GRADE 10 ENGLISH

UNIT 1

HOME AND SOCIETY

PUBLISHED BY FLEXIBLE OPEN AND DISTANCE EDUCATION

FOR THE DEPARTMENT OF EDUCATION
PAPUA NEW GUINEA
2017
 Writers:
Geraldine Cabanero
Thomas Hukahu
Helen Setu
Grace Kafafi
Cleofe Dagale

Editors:
English Department Edit Team
FODE English Edit Team
Subject Content Advisor
Subject Review Committee

Compiled and Finalised:

Otsie O. Morgan and Cleofe Dagale
GR 10 ENG U1 1 TITLE

GRADE 10 ENGLISH

UNIT 1

HOME AND SOCIETY

TOPIC 1: REVIEWS

TOPIC 2: SONG LYRICS

TOPIC 3: PERSONAL AND SPECIALISED

RECOUNTS

TOPIC 4: PAMPHLETS, BROCHURES,

LEAFLETS AND POSTERS
GR 10 ENG U1 2 ACKNOWLEDGEMENTS

Acknowledgement

We acknowledge the contributions of all Secondary Teachers who in one way or

another have helped to develop this Course.

Our profound gratitude goes to the former Principal of FODE, Mr. Demas
Tongogo for leading FODE team towards this great achievement. Special thanks
to the Staff of the English Department of FODE who played an active role in
coordinating writing workshops, outsourcing lesson writing and editing
processes, involving selected teachers of Central Province and NCD.

We also acknowledge the professional guidance provided by Curriculum and

Development Assessment Division throughout the processes of writing, and the
services given by member of the English Review and Academic Committees.
The development of this book was Co-funded by GoPNG and World Bank.

DIANA TEIT AKIS

PRINCIPAL

Published in 2017 by Flexible Open and Distance Education

©Copyright 2017, Department of Education, PNG

All rights reserved. No part of this publication may be reproduced, stored in a

retrieval system, or transmitted in any form or by any means electronic, mechanical,
photocopying, recording or otherwise without prior permission from the publisher.

Printed by Flexible Open and Distance Education

ISBN: 978-9980-87-809-0
GR 10 ENG U1 3 CONTENTS

TABLE OF CONTENTS Page

SECRETARY‟S MESSAGE…………………………………………………………………….. 4
COURSE INTRODUCTION…………………………………………………………………….. 5
INTRODUCTION TO UNIT 1…………………………………………………………………… 6
STUDY GUIDE…………………………………………………………………………………… 7
TOPIC 1: REVIEWS ……………………………………………………………………… 10
Lesson 1 Film Review …………………………………………………………………… 11
Lesson 2 Reading Film Reviews ……………………………………………………….. 20
Lesson 3 Music Reviews …………………………………………………................... 30
Lesson 4 Book Reviews ………………………………………………………………….. 41
Lesson 5 Book Review: The Old Man and the Sea …………………………………… 49
Lesson 6 Book Review: Island of the Blue Dolphins…………………………………… 57
Lesson 7 Book Review: A Remarkable Journey ………………………………………. 65
Lesson 8 Book Review: Oxford Dictionary …………………………………………….. 76
ANSWERS TO PRACTICE EXERCISES 1-8………………………………………………… 79
TOPIC 2 SONG LYRICS……………………………………………………................. 85
Lesson 9 Cultural Songs………………………………………………………………….. 87
Lesson 10 Religious Songs ……………………………………………………………….. 98
Lesson 11 Contemporary Songs …………………………………………………………. 112
Lesson 12 Writing and Presenting Songs …..………………………………………….. 123
ANSWERS TO PRACTICE EXERCISES 9 – 12 …………………………………………… 134
TOPIC 3 PERSONAL AND SPECIALIZED RECOUNTS……………………………. 137
Lesson 13 Recounts ………………………………………………………………………. 139
Lesson 14 Personal Recounts ……………………………………………………………. 147
Lesson 15 Writing a Longer Personal Recount …………………………………………. 165
Lesson 16 Historical Recounts …………………………………………………………… 177
Lesson 17 Humorous Recounts ………………………………………………………….. 189
Lesson 18 Eye-witness Recounts ………………………………………..………………. 199
ANSWERS TO PRACTICE EXERCISES 13 – 18 …………………………………………... 208
TOPIC 4 PAMPHLETS, BROCHURES, LEAFLETS AND POSTERS…………….. 215
Lesson 19 Newspapers and Other Publication …………………………………………. 217
Lesson 20 Pamphlets and Brochures ………………………………….......................... 226
Lesson 21 Leaflets and Posters ………………………………….................................. 233
ANSWERS TO PRACTICE EXERCISES 19 – 21 …………………………………………... 240
UNIT SUMMARY ………………………………………………………………………………... 242
GLOSSARY ……………………………………………………………………………………… 243
REFERENCES …………………………………………………………………………………... 249
GR 10 ENG U1 4 MESSAGE

SECRETARY‟S MESSAGE

Achieving a better future by individual students and their families, communities or the
nation as a whole, depends on the kind of curriculum and the way it is delivered.

This course is a part of the new Flexible, Open and Distance Education curriculum.
The learning outcomes are student-centred and allows for them to be demonstrated
and assessed.

It maintains the rationale, goals, aims and principles of the national curriculum and
identifies the knowledge, skills, attitudes and values that students should achieve.

This is a provision by Flexible, Open and Distance Education as an alternative

pathway of formal education.

The course promotes Papua New Guinea values and beliefs which are found in our
Constitution, Government Policies and Reports. It is developed in line with the
National Education Plan (2005 -2014) and addresses an increase in the number of
school leavers affected by the lack of access into secondary and higher educational
institutions.

Flexible, Open and Distance Education curriculum is guided by the Department of

Education‘s Mission which is fivefold:
 To facilitate and promote the integral development of every individual
 To develop and encourage an education system satisfies the requirements of
Papua New Guinea and its people
 To establish, preserve and improve standards of education throughout Papua
New Guinea
 To make the benefits of such education available as widely as possible to all of
the people
 To make the education accessible to the poor and physically, mentally and
socially handicapped as well as to those who are educationally disadvantaged.

The college is enhanced to provide alternative and comparable pathways for

students and adults to complete their education through a one system, many
pathways and same outcomes.

It is our vision that Papua New Guineans‘ harness all appropriate and affordable
technologies to pursue this program.

I commend all those teachers, curriculum writers, university lecturers and many
others who have contributed in developing this course.

Secretary for Education

GR 10 ENG U1 5 COURSE INTRODUCTION

COURSE INTRODUCTION

Congratulations for taking up this new Grade 10 English Language Course.

This course provides you with units that bear stories of relationship between
individuals, families and communities and the environment in which they live.

The lessons and values learned in these units help you to prepare or assist in
preparing to fulfill real-life responsibilities at home and in the future community in
which you will later belong.

There are 5 Units in this English Language Course.

Unit 1 is about Home and Society. It has four topics that cover Reviews, Song
Lyrics, Personal and Specialized Recounts, Pamphlets, Brochures, Leaflets and
Posters.

Unit 2 is about The World of Work. The four topics in this unit cover Research skills
such as: Finding information, Using Information, Job Applications and Documents in
the Workplace.

Unit 3 is about Papua New Guinea and world Literature. It has four topics which
cover Novels, Plays, Autobiographies Biographies and Poetry.

Unit 4 is about Persuading and Informing. It has four topics which cover Information
Reports, Visual Persuasive Texts and Documentaries.

Unit 5 is about Grammar, Reading and Listening Comprehension in general.

We hope you will enjoy your lessons as you learn more to further your education.

All the best!

GR 10 ENG U1 6 UNIT 1 INTRODUCTION

INTRODUCTION TO UNIT 1

Welcome to Grade 10 Unit 1 of the English Language Course. This Unit is about
Home and Society. This course will help you learn about certain areas in the home
and in your society such as how to write reviews on films and books and learning how
to write different recounts. You will learn about how to write different types of song
lyrics and also learn about pamphlets, brochures and leaflets and posters to better
prepare you for a more meaningful and fulfilling family and community life.
All of these lessons are important as you will expand your knowledge about your
surroundings and how certain things are done.
We hope you will find this Course Book helpful and rewarding.
This unit has (4) topics and there are 21 lessons in this course book.
Topic 1: Reviews - 8 Lessons
Topic 2: Song Lyrics - 4 Lessons
Topic 3: Personal and Specialised Recounts - 6 Lessons
Topic 4: Pamphlets, Brochures, Leaflets and Posters - 3 Lessons
Each Lesson has Practice Exercise after the Summary. The answers to the Practice
Exercises are found at the end of each Topic. Mark your own answers to each
Practice Exercise whenever you see these instructions:

CHECK YOUR WORK. ANSWERS ARE AT THE END OF TOPIC 1.

Be honest with yourself when you are doing your practice exercises and when
marking your answers against our own.
Cheating and copying answers will not help you. Study hard and you will have no
regrets when the examination time comes.
This Strand has a separate assignment booklet for you to use. The information at the
end of the last lesson in every Topic will let you know what to do with the assignment
exercises.
Whenever you need help and advice, contact your tutor or your Provincial
Coordinator for assistance.
If you are in the NCD or Central Province, we are available on Mondays to Fridays.
You can call in anytime between 8 a.m. and 4 p.m. We would be glad to help you.
The following icons are used in each Lesson in this Strand. Icons are the symbols
used in this book to indicate the parts of your lessons. The following are the
meanings of these icons.

- Lesson Introduction - All other Activities

- Lesson Objectives - Vocabulary Activities

- Reading Activities - Listening Activities

- Speaking Activities - Summary

GR 10 ENG U1 7 STUDY GUIDE

STUDY GUIDE

Below are steps to guide you in your course study:

Step 1: Carefully read through each lesson. In most cases, reading through a
lesson once is not enough. It helps to read something over several
times until you understand it.

Step 2: There is an instruction below each activity that tells you to check your
answers. Turn to the marking guide found at the end of each lesson
and mark your own written answers against those listed under the
Answers to Activities. Do each activity and mark your answers before
moving on to the next part of the lesson.

Step 3: After reading the summary of the lesson, start doing the Practice
Exercise. Refer to the lesson notes. You must do only one practice
exercise at a time.

Step 4: Below each Practice Exercise, there is an instruction that says CHECK
YOUR WORK. ANSWERS ARE AT THE END OF TOPIC 1. Turn to
the marking guide at the end of the Topic and mark your own written
answers against those listed under the Answers to Practice Exercises.

Step 5: When you have completed a practice exercise and marked your
answers, go back to the lesson and correct any mistakes you may
have made before moving on to the next lesson.

Step 6: Study all the lessons following Steps 1, 2, 3, 4 and 5.

Here is a sample Study Timetable for you to use as a guide. Refer to it as a reminder
of your study times.

TIME MON TUE WED THU FRI

8:00-10:00 F O D E S T U D Y

10:00-
11:00

1:00-2:00

2:00-4:00

6:00-7:00

Listen to or watch current affairs programmes. Write your diary,

7:00-9:00
read a book.

A timetable will help you to remember when you should be doing your FODE studies
each day.
GR 10 ENG U1 8 ASSIGNMENT GUIDE

ASSIGNMENT GUIDE

Your Assignment Book has four exercises for you to do. Each assignment exercise
is based on each Topic of Unit 1. They are listed below:
Exercise 1 is based on Lessons 1 to 8
Exercise 2 is based on Lessons 9 to 12
Exercise 3 is based on Lessons 13 to 18
Exercise 4 is based on Lessons 19 to 21

Do one Assignment Exercise at the end of each Topic. Do Exercise 1 after Lesson 8,
Exercise 2 after Lesson 12, Exercise 3 after Lesson 18 and Exercise 4 after Lesson
21.

There are instructions in your Course Book that say, for example:

NOW DO EXERCISE 1 IN ASSIGNMENT 1. THEN GO ON TO TOPIC 2.

After doing all the Exercises, do Unit Test 1 to complete Assignment Book 1.
GR 10 ENG U1 9 TOPIC 1 TITLE

TOPIC 1

REVIEWS

In this Topic, you will learn about:

 Film review.

 Reading film reviews.

 Music reviews.

 Book reviews.

 Book review: The old man and the sea.

 Book review: Island of the blue dolphin.

 Book review: A remarkable journey.

 Book review: Oxford dictionary.

GR 10 ENG U1 10 TOPIC 1 INTRODUCTION

TOPIC 1: REVIEWS

Welcome to Topic 1 of Unit 1. This is the first topic in this unit. It covers the topic on

Reviews. There are eight (8) lessons in this topic.

Lesson 1 one is about Film Review.

Lesson 2 you will learn about Reading Film Reviews.

Lesson 3 is about music reviews.

In Lesson 4 you will learn about book reviews.

Lesson 5 you learn about a book review titled ―T

he Old Man and the Sea‖.

In Lesson 6 you will learn about the book review titled ―Isl
and of the Blue Dolphins‖.

Lesson 7 is a about another book review titled ―

A Remarkable Journey‖.

Lesson 8 is about the review of the Oxford Dictionary.

Make sure you complete all your lessons.

Now you may begin with the first lesson.

All the best!

GR 10 ENG U1 11 TOPIC 1 LESSON 1

Lesson 1: Film Review

Welcome to Lesson 1 of Unit 1. In Topic 1, you will learn about

different text types of reviews. In this lesson, you will learn about
the first type which is called, the film review.

Your Aims:
 define film review and identify its purpose
 enumerate the parts of a film review
 identify the steps in writing a film review
 complete a film review

What is a film review?

A film review or sometimes called a movie review is a written evaluation of a movie.

The person who writes about his or her evaluation of a movie is called the reviewer.
It is written for readers who have not yet seen the movie.

A good film review should both entertain and inform the reader. It should tell the
reader briefly what the film is all about and include the reviewer‘s opinion and
recommendation of the film. It generally tells the reader whether a film is worth
seeing or not. A reader then decides whether to see a movie or not based on the
review.

Like the other text types, a film review has different parts. These parts serve as the
reviewer‘s plan or guide in writing the review. Below are the parts and their order.

Parts of a Film Review

1. Heading
 Name of Film
 Actors
 Director
 Genre
2. Introduction
Introduce the film you saw. Be sure to include any background information
about the film that may be interesting to the reader. Also, introduce the
director and stars.

3. Character and Plot Summary

What happens in the movie? You should not tell everything that happens and
especially not the ending. You will summarise the basic plot of the movie, in
more detail than you do in the paragraph above. One way to do this is to write
a sentence about each main character.
GR 10 ENG U1 12 TOPIC 1 LESSON 1

4. Mechanics of the film

How was the film‘s visual appearance? Is there anything interesting about the
camera work (angles or shots) or the set designs (costumes, locations) or the
choice of actors (cast).
5. A Key Moment or Idea
In this paragraph, go into detail about something important that interested you
about the movie. It could be one of the following:
 If it was a musical, you should say something about the songs.
 If the soundtrack was good, talk about that.
 Write more about one character who was really intriguing.
 Retell another big moment from the movie and explain why it is
important.
 If you think the "idea" behind a movie was really interesting, explain
that idea and talk about it a little bit.
6. Themes
What was the message in the film? Does the movie teach the viewer anything
about life or love?
7. Conclusion
Conclude the review with your opinion of the film. Be creative and try to
persuade the reader to either see or not see the film based on your review.

Activity 1 Study the jumbled parts of a film review below.

Copy each part according to their correct order.
Write your answer into your copybook.

1. This film served as great entertainment with its colourful cast and numerous
plot twists. Nolan used actors that had either appeared in previous Batman
films or in his blockbuster hit Inception, and all of them shone in their
respective roles: Tom Hardy was almost unrecognisable in his Bane
costume, while Joseph Gordon-Levitt was excellent—and obviously
comfortable with Nolan‘s directing style and the film‘s dramatic tone.

2.
Despite the films minor shortcomings, The Dark Knight Rises is exciting,
creative, and dark—and well worth a few hours of your time.

3.
The one actor that gave this reviewer pause was Anne Hathaway as Selina
Kyle. She has historically been typecast as the girl next door, so it was a
shock to watch her steal and fight her way through the City of Gotham. After
a few scenes, however, we were convinced that the casting decision was a
good one, as Hathaway portrayed the darker Catwoman role brilliantly.

4.
Christopher Nolan brings yet another adrenaline-filled, comic-inspired
movie to the big screen. We see all sorts of familiar faces this time
around, but the audience is introduced to a few new characters as well.
GR 10 ENG U1 13 TOPIC 1 LESSON 1

5.
The Dark Knight Rises (2012)
Cast: Christian Bale, Tom Hardy, Anne Hathaway, and Joseph Gordon-
Levitt
Director: Christopher Nolan
Genre: Action Drama

6. Christian Bale stars as both the classic caped crusader and his billionaire
alter-ego, Bruce Wayne. In this third installment of Christopher Nolan‘s
Batman films, Bruce Wayne no longer feels that the City of Gotham needs
a hero and goes on a secluded hiatus. However, when a new violent
masked villain, Bane (Tom Hardy), threatens Gotham City, Bruce Wayne
jumps back into the Bat mobile to fight crime. Batman is joined on his
quest by an eager orphaned cop (Joseph Gordon-Levitt) and a seductive
cat burglar (Anne Hathaway).

7.
The Dark Knight Rises is a film that highlights the message that the good
overpowers the bad and justice always prevails.

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.

How to write a film review?

In writing a film review, you must remember that your main aim is to inform the
reader. It does not matter whether you like the film or not. As a reviewer you must
ensure that you are giving a truthful and honest review. Therefore, your opinion and
recommendation about a film must be based on factual reasons. Here are simple
steps you can do to write an effective film review on the next page.

Step 1: Before watching

Gather basic facts about the movie. You can do this before and after
you watch the movie, but you should definitely do it before you watch
the review. Here are the details you should gather: Title of the film;
Director; Lead Actors; Genre; Settings; Plot overview.

Step 2: While watching

Take notes on the movie as you watch it. Before you sit down to
watch a film, get out a notepad or a laptop to take notes. Movies are
long, and you can easily forget details or major plot points. Taking
notes allows you to jot down little things you can return to later. Make a
note every time something catches your attention, whether it is good or
bad. This could be the costume, makeup, set design, music and others.
GR 10 ENG U1 14 TOPIC 1 LESSON 1

Think about how this detail relates to the rest of the movie and what it
means in the context of your review.

Step 3: After watching

a. Consider the mechanics of the movie. During or after viewing,
ask yourself what impression the movie left with you in these areas:

 Direction. Consider the director and how he or she chose to

portray or explain the events in the story. Think about the way
they presented the movie to the audience. If the movie was slow
or did not include things you thought were necessary, you can
blame this to the director. If you have seen other movies
directed by the same person, compare them and determine
which you like the most.
 Writing. Pay attention to the dialogue and characterisation. Did
the characters‘ words seem realistic to you?
 Editing. Was the movie choppy or did it flow smoothly from
scene to scene? If the movie has computer-generated graphics,
think about whether or not they looked realistic and fit in with the
rest of the film.
 Costume design. Did the clothing choices fit the style of the
movie? Did they contribute to the overall tone rather than
distracting the audience from the movie?
 Set design. Consider how the setting of the film influenced its
other elements. Did it add or subtract from the experience for
you? If the movie was filmed in a real place, was this location
well chosen?
 Background Music. Did it work with the scenes? Was it over or
under used? Was it suspenseful? Amusing? Irritating? A
soundtrack can make or break a movie, especially if the songs
have a particular message or meaning to them.
b. Brainstorming. Think of this part of process as similar to
brainstorming before you write an essay. Write down your thoughts.
As you think over the movie, jot down what you are thinking. Do not
worry about editing your work right now. Just get it out and worry
about cleaning it up later.
c. Watch again. If you want to make sure your understanding of the
movie is complete, watch it again. Many reviewers watch the same
movie more than once to ensure the review is as comprehensive as
possible.
GR 10 ENG U1 15 TOPIC 1 LESSON 1

Step 4: Writing your review

a. Begin writing your review. Now that you have a good outline and
all your important information, it is time to write.
Start with the general information. This should include all the basics
that you found out already.
Provide a summary of the plot, but keep it short. You should have
one paragraph maximum for this part. Give the reader enough
information that he or she will be well-oriented at the beginning of the
movie, but not so much that you give away the story. Remember that
you are writing the review for people who have not yet watched the
film.
b. Write about what you think of the film. Now that you have given
the general information of the film, you can start expressing your
opinion. You must present both facts and your opinion. Explain the
reasons for all your criticisms and provide examples. For example, if
you did not like certain actors, explain about what you did not like in
them and give examples of their bad acting. This proof helps your
reader understand your opinion.
c. End the review with something memorable. You want the last
sentence to give your reader a good idea of your general opinion
about the movie. This is the part where you can explain whether you
liked the movie or not.
d. Read through your review. Make sure your writing is complete and
interesting. Correct any factual errors and check for any spelling or
grammar mistakes. These may seem minor and unimportant but they
actually are very important to your reader as they may not trust your
review if they see you have misspelled a lot of words or contradict
yourself.
Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on to
the next part of this lesson.

Summary
You have come to the end of Lesson 1. In this lesson you learned
about film reviews and its parts. You also studied the steps on how
to write an effective film review.

NOW DO PRACTICE EXERCISE 1 ON THE NEXT PAGE.

GR 10 ENG U1 16 TOPIC 1 LESSON 1

Practice Exercise: 1

Read the information about the film Finding Nemo then complete the activities
below.

Finding Nemo

Original theatrical release poster

Directed by Andrew Stanton

Produced by Graham Walters

Andrew Stanton
Screenplay by Bob Peterson
David Reynolds

Story by Andrew Stanton

Albert Brooks
Starring Ellen DeGeneres
Alexander Gould

Studio Pixar

Walt Disney
Distributed by
Pictures
GR 10 ENG U1 17 TOPIC 1 LESSON 1

Finding Nemo is a 2003 American computer-animated comedy-drama adventure

family film written and directed by Andrew Stanton, released by Walt Disney
Pictures, and the fifth film produced by Pixar Animation Studios. It tells the story of
the over-protective clownfish named Marlin (Albert Brooks) who, along with a regal
tang named Dory (Ellen DeGeneres), searches for his abducted son Nemo
(Alexander Gould) all the way to Sydney Harbour. Along the way, Marlin learns to
take risks and let Nemo take care of himself. It is Pixar's first film to be released in
cinemas in the northern hemisphere summer. The film was re-released for the first
time in 3D on September 14, 2012 and it was released on Blu-ray on December 4,
2012. A sequel, Finding Dory, is currently in development, set to be released on
November 25, 2015.[2]

The film received universal critical acclaim and won the Academy Award for Best
Animated Feature and was nominated in three more categories including Best
Original Screenplay. It was the second highest-grossing film of 2003, earning a total
of $921 million worldwide.[1] Finding Nemo is also the best-selling DVD of all time,
with over 40 million copies sold as of 2006,[3] and was the highest-grossing G-rated
film of all time before Pixar's own Toy Story 3 overtook it. It is also the 23rd highest-
grossing film of all time, as well as the 3rd highest-grossing animated film. In 2008,
the American Film Institute named it the tenth greatest animated film ever made
during their Top 10.[4]

Cast

 Albert Brooks as Marlin, a clownfish, Nemo's father

 Ellen DeGeneres as Dory, a Pacific regal blue tang
 Alexander Gould as Nemo, a juvenile clownfish, Marlin's son

1. Complete the heading part of the review below.

Title: ___________________________________________________
Cast: ___________________________________________________
___________________________________________________
Genre: ___________________________________________________
Award: ___________________________________________________

2. Below are the jumbled parts of a film review for Finding Nemo. Study them
then number them according to their order of parts of a film review. Write your
answers in the spaces.

a. ___________

There is a positive message about friends and family incorporated

smoothly into the story but do not worry, it does not preach.
GR 10 ENG U1 18 TOPIC 1 LESSON 1

b. ___________

Finding Nemo is one of those rare gems that relates to different age
groups. Kids, teenagers, adults, men, women, fish fans and people with a
sense of humor will find themselves thoroughly entertained by this funny
and touching fast-paced film.

c. ___________

And just a word of warning, after watching Finding Nemo, you will never
look at seagulls the same way again.

d. ___________

It tells the story of the over-protective clownfish named Marlin (Albert

Brooks) who, along with a regal tang named Dory (Ellen DeGeneres),
searches for his abducted son Nemo (Alexander Gould) all the way to
Sydney Harbour. Along the way, Marlin learns to take risks and let Nemo
take care of himself.

e. ___________

Finding Nemo is a family movie, not a kids' movie. There is no way this
could simply be put into the 'animated' film category. The creatures in
Finding Nemo are more real than some flesh and blood actors. No more
than 10 minutes into the movie, I found I was totally enchanted by this
gorgeous, captivatingly illustrated fish tale. The ocean and its creatures
fairly leap off of the screen, so vibrant and alive are each of the characters.

f. ___________

Finding Nemo is a 2003 American computer-animated comedy-drama

adventure family film written and directed by Andrew Stanton, released by
Walt Disney Pictures, and the fifth film produced by Pixar Animation
Studios.

CHECK YOUR WORK. ANSWERS ARE AT THE END OF TOPIC 1.

GR 10 ENG U1 19 TOPIC 1 LESSON 1

Answers to Activities
Activity 1

The Dark Knight Rises (2012)

Cast: Christian Bale, Tom Hardy, Anne Hathaway, and
Joseph Gordon-Levitt

Director: Christopher Nolan

Review:
Christopher Nolan brings yet another adrenaline-filled,
comic-inspired movie to the big screen. We see all sorts of
familiar faces this time around but the audience is
introduced to a few new characters as well.

Christian Bale stars as both the classic caped crusader and

his billionaire alter-ego, Bruce Wayne. In this third
installment of Christopher Nolan‘s Batman films, Bruce Wayne no longer feels that
the City of Gotham needs a hero and goes on a secluded hiatus. However, when a
new violent masked villain, Bane (Tom Hardy), threatens Gotham City, Bruce Wayne
jumps back into the Batmobile to fight crime. Batman is joined on his quest by an
eager orphaned cop (Joseph Gordon-Levitt) and a seductive cat burglar (Anne
Hathaway).

This film served as great entertainment with its colourful cast and numerous plot
twists. Nolan used actors that had either appeared in previous Batman films or in his
blockbuster hit Inception, and all of them shone in their respective roles: Tom Hardy
was almost unrecognizable in his Bane costume, while Joseph Gordon-Levitt and
Marion Cotillard were both excellent—and obviously comfortable with Nolan‘s
directing style and the film‘s dramatic tone.

The one actor that gave this reviewer pause was Anne Hathaway as Selina Kyle.
She has historically been typecast as the girl next door, so it was a shock to watch
her steal and fight her way through the City of Gotham. After a few scenes, however,
we were convinced that the casting decision was a good one, as Hathaway
portrayed the darker Catwoman role brilliantly.

The Dark Knight Rises is a film that highlights the message that the good
overpowers the bad and justice always prevails.

Despite the films minor shortcomings, The Dark Knight Rises is exciting, creative,
and dark—and well worth a few hours of your time.
GR 10 ENG U1 20 TOPIC 1 LESSON 2

Lesson 2: Reading and Writing Film Reviews

Welcome to Lesson 2 of Unit 1. In Lesson 1, you learned about film

review and its parts. In this lesson you will learn about the language
used in writing reviews and write your own review

Your Aims:
 identify the language used in film reviews
 use indirect speech or reported speech in writing a film
review
 complete an outline for a film review
 write a film review based on the completed outline

Language Used in Reviews

Films are often reviewed on television programmes. In these reviews, the focus is on
the exact words of a person or sometimes commonly known as dialogues. This
means that direct speech is used.
However, in writing text types like film reviews for publication in the newspapers or
the school magazines, the indirect or reported speech is used. Reported or indirect
speech is used when you want to report what another person has said.
For example: ―Ispeak English,‖ Nora told the reporters. (Direct Speech)
Nora told the reporters that she spoke English. (Indirect Speech)
Use the following rules when turning a direct speech into a reported speech.

1. When reporting, all the present tenses in the direct speech are changed into
past tense.

a. A simple present tense becomes simple past tense.

Example: Direct: He said, ―Iam unwell.‖
Indirect: He said that he was unwell.
b. A present continuous tense becomes a past continuous.
Example: Direct: He said, ―M
y mother is writing a letter.‖
Indirect: He said that his mother was writing a letter.
c. A present perfect becomes a past perfect:
Example: Direct: He said, ―Ihave passed the examination.‖
Indirect: He said that he had passed the
examination.
d. As a rule the simple past tense in the direct speech becomes the past
perfect tense in Indirect Speech.
GR 10 ENG U1 21 TOPIC 1 LESSON 2

Example: Direct: He said, ―Hi

s horse died in the night.‖
Indirect: He said that his horse had died in the night.

2. Here are the words which are changed when the direct speech is changed
into indirect speech.

Direct Indirect Direct Indirect

Speech Speech Speech Speech
Now Then Last night night before
Here there This That
Ago before These Those
Thus So shall Should
Today that day will Would
Tomorrow next day may might
Yesterday day before
3. In reporting questions, the indirect speech is introduced by such verbs as
asked and inquired and they do not have question marks.
Examples: Direct: He said to me, ―
What are you doing?‖
Indirect: He asked me what I was doing.
Direct: A stranger asked me, ―W
here do you live?‖
Indirect: A stranger enquired where I lived.
4. There are no speech marks around the dialogues that were reported.
5. Indirect speech does not have to begin on a new line whenever a different
person begins speaking in the original dialogue. The passage can be written
in paragraph.

Read a short interview about a film review in the activity below.

Activity 1 Answer the questions based on the interview. Write your

answers in the spaces provided.

The Lord of the Rings: The Return of the King

―Gi
ve me your main impression of the latest Peter Jackson blockbuster, Mr.
Kelly,‖ asked Mr. Heba, the programme host.
―Well, everyone who has loved the previous films in Peter Jackson‘s fantastic
and ambitious adaptation of JRR Tolkien‘s The Lord of the Rings trilogy will
be bowled over by this one,‖ said the reviewer on the television programme.
―Is itas good as the other two films?‖ asked the programme host.
―Even better! It is without doubt the best film of the three,‖ the reviewer
replied.
―
What rating would you give the film?‖
―I ive
g it four stars. It‘s excellent! I‘ll be returning to see it again!‖
1. What is the director‘s name? ________________________
GR 10 ENG U1 22 TOPIC 1 LESSON 2

2. Who is the writer of the original story? ________________________

3. Copy the word in the passage that refers to three films.
________________________
4. Who would enjoy this film? ________________________
5. The reviewer thinks that the film is ________________________ among the
other films.
6. Rewrite the sentences from direct speech to reported speech.
a. ―Give me your main impression of the latest Peter Jackson blockbuster,
Mr. Kelly,‖ asked Mr. Heba, the programme host.
________________________________________________________
b. ―Is itas good as the other two films?‖ asked the programme host.
________________________________________________________
c. ―It iswithout doubt the best of the three films,‖ the reviewer replied.
________________________________________________________
d. ―
What rating will you give them?‖ the programme host asked.
________________________________________________________
e. ―I w
ill be returning to see it again!‖ replied the reviewer.
________________________________________________________

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on to
the next part of this lesson.

Writing a Film Review

After watching a film, you have to organise your thoughts and notes before you can
start writing. In the activity below is an outline to help you plan your film review. You
may go back to Lesson 1 to revise on the parts of a film review.

Activity 2 Read through the passage about the film, The Lion King,
then do the following activities.

The Lion King is a 1994 American animated musical

drama film produced by Walt Disney Feature
Animation and released by Walt Disney Pictures. It
is the 32nd animated feature in the Walt Disney
Animated Classics series. The story takes place in a
kingdom of anthropomorphic lions in Africa, and was
influenced by the biblical tales of Joseph and Moses,
and the William Shakespeare plays Hamlet and
Macbeth. The film was produced during a period
known as the Disney Renaissance. The Lion King
GR 10 ENG U1 23 TOPIC 1 LESSON 2

was directed by Roger Allers and Rob Minkoff, produced by Don Hahn, and has a
screenplay credited to Irene Mecchi, Jonathan Roberts and Linda Woolverton.
The voice cast includes Matthew Broderick, Jeremy Irons, James Earl Jones,
Jonathan Taylor Thomas, Moira Kelly, Nathan Lane, Ernie Sabella, Rowan
Atkinson, Robert Guillaume, Madge Sinclair, Whoopi Goldberg, Cheech Marin
and Jim Cummings. It tells the story of Simba, a young lion who is to take his father
Mufasa's place as king. However, after Simba's uncle Scar kills Mufasa, he must
stop his uncle from conquering the Pride Lands and avenge his father.

Plot
In the Pride Lands of Africa, a lion king rules over the other animals, celebrates the
birth of future king Simba, son of King Mufasa and Queen Sarabi at Pride Rock.
Mufasa's younger brother, Scar, is jealous of Simba, who replaces Scar as heir to
the throne. A few years later, as Simba grows into a curious lion cub, Mufasa gives
him a tour of the Pride Lands, teaching him the responsibilities of being a king. Later
that day, Scar tricks Simba into exploring a forbidden elephant graveyard with his
best friend, female lion cub Nala. At the graveyard, the cubs are attacked by three
spotted hyenas, Shenzi, Banzai and Ed before Mufasa rescues them and willingly
forgives Simba for disobeying him. The hyenas, who have been banished from the
prosperous Pride Lands, plot with Scar to kill Mufasa.
On Scar's orders, the hyenas stampede a large herd of wildebeest into a gorge
where Simba is. Mufasa rescues Simba but as Mufasa tries to climb up the gorge's
walls, Scar throws him back into the stampede, killing him. After Simba finds
Mufasa's body in the gorge, Scar tricks him into thinking that Mufasa's death is his
fault and advises him to run away forever. As Simba leaves, Scar orders the hyenas
to go after Simba, but the cub escapes. Scar then announces that both Mufasa and
Simba were killed in the stampede and steps forward as the new king, allowing a
swarm of hyenas to live in the Pride Lands.
Simba, now far from home, collapses in a desert from exhaustion, but is found by
Timon and Pumbaa, a meerkat and a warthog who nurse him back to health. Timon
and Pumbaa then take Simba in, and the lion lives a carefree life under the motto
"hakuna matata" ("no worries"). Years later, Simba, now an adult, rescues Timon
and Pumbaa from a hungry lioness, who turns out to be Nala. The two reconcile and
fall in love. Nala tries to get Simba to come back home telling him the Pride Lands
have become a wasteland with not enough food and water. Still feeling guilty over
his father's death, Simba refuses and storms off.
Rafiki, a former adviser of Mufasa's, tracks Simba down telling him that Mufasa is
still "alive" and taking him to a pond where he is visited by the specter of Mufasa,
who tells him that he must take his rightful place as the true king of the Pride Lands.
Simba then realises that he can no longer run from his past and goes back home.
Nala, Timon, and Pumbaa follow him and agree to help him fight.
At the Pride Lands, Simba confronts Scar. Scar taunts Simba, who still feels guilt
over his father's death, but when Simba pushes Scar to the edge of Pride Rock, he
reveals that he killed Mufasa. The enraged Simba jumps back up and forces Scar to
reveal the truth to the other lions. Timon, Pumbaa, and the lionesses fight off the
hyenas while Scar, attempting to escape, is cornered by Simba at the top of Pride
Rock. Scar begs Simba for mercy saying he is family and places the blame on the
hyenas. Simba says he does not believe Scar anymore but spares his life and tells
GR 10 ENG U1 24 TOPIC 1 LESSON 2

him to run away and never return. Scar meekly walks past him, but then attacks his
nephew. After a fierce battle, Simba triumphs and throws Scar off Pride Rock. Scar
survives the fall but is attacked and killed by the hyenas who overheard his attempt
to betray them.
With Scar and the hyenas gone, Simba descends from the top of Pride Rock where
he is acknowledged by the pride as the rain falls again. Sometime later, Pride Rock
is restored to its former glory and Simba looks down happily at his kingdom with
Nala, Timon, and Pumbaa by his side; Rafiki presents Simba and Nala's newborn
cub to the inhabitants of the Pride Lands and the "circle of life" continues.

Cast
 Jonathan Taylor Thomas and Matthew Broderick as Simba – Mufasa and
Sarabi's son, who becomes King of the Pride Lands.
 James Earl Jones as Mufasa – Simba's father, the King of the Pride Lands as
the film begins.
 Jeremy Irons as Scar – Mufasa's younger brother and Simba's uncle, who
usurps the throne.
 Moira Kelly and Niketa Calame as Nala – Simba's best friend and later his
queen.
 Nathan Lane and Ernie Sabella as Timon and Pumbaa, respectively –
Simba's meerkat and warthog friends.
 Robert Guillaume as Rafiki – a wise old mandrill (although he is referred to as
a baboon) who serves as shaman of the Pride Lands and presents newborn
cubs of the King and Queen to the animals of the Pride Lands.
 Madge Sinclair as Sarabi – Mufasa's queen, Simba's mother and the leader
of the lioness hunting party.
Casting
The voice actors were chosen for how they fit and could add to the characters – for
instance, James Earl Jones was cast because the directors found his voice
"powerful" and similar to a lion's roar. Nathan Lane originally auditioned for Zazu,
and Ernie Sabella for one of the hyenas. Upon meeting each other at the recording
studio, the actors, who at the time both co-starred in Guys and Dolls, were asked to
record together as hyenas. The directors laughed at their performance and decided
to cast them as Timon and Pumbaa.

Critical response
The Lion King received mostly positive reviews and at Rotten Tomatoes, based on
96 reviews collected, the film has an overall approval rating of 90%, with a weighted
average score of 8.2/10. Metacritic, which assigns a normalized 0–100 rating to
reviews from mainstream critics, calculated an average score of 83 from the 14
reviews it collected.

1. Use the information from the passage to complete your outline for the film
review.
GR 10 ENG U1 25 TOPIC 1 LESSON 2

Parts of a Film Details from the Film

Review
1. Heading Name of Film:_________________________________________
Actors:_______________________________________________
_____________________________________________________
_____________________________________________________

Director:______________________________________________
Genre:_______________________________________________

2. Introduction
(Write briefly in
one paragraph)

3. Characters
and Plot
Summary
(Write briefly
about the main
characters and
the key events
in the story.)

4. Mechanics
of the film
(Write briefly in
one paragraph)

5. A key
moment or
idea
(Write briefly in
one paragraph)
GR 10 ENG U1 26 TOPIC 1 LESSON 2

6. Themes
(Write briefly in
one paragraph)

7. Conclusion
(Write briefly in
one paragraph)

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.

Summary
You have come to the end of Lesson 2. In this lesson you identified the
language used in film reviews. You turned sentences from direct to
indirect speech. You completed an outline for a film review and wrote a
film review based on the completed outline.

NOW DO PRACTICE EXERCISE 2 ON THE NEXT PAGE.

GR 10 ENG U1 27 TOPIC 1 LESSON 2

Practice Exercise: 2

Follow your completed outline in Activity 2 to write your film review of The
Lion King. You may revise Lesson 1 for the steps on how to write a film review.
You should also remember to use reported speech in writing your sentences.
Write your draft first on a separate paper then your final review in the spaces
below.

_______________________________

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

CHECK YOUR WORK. ANSWERS ARE AT THE END OF TOPIC 1.

GR 10 ENG U1 28 TOPIC 1 LESSON 2

Answers to Activities
Activity 1
1. Peter Jackson
2. JRR Tolkien
3. Trilogy
4. Everyone who loved the previous films of Peter Jackson
5. the best
6. a. Mr. Heba asked Mr. Kelly to give his main impression of the latest Peter
Jackson blockbuster.
b. The programme host asked if the film was as good as the other two films.
c. The reviewer replied that it was without doubt the best of the three films.
d. The programme host asked what rating the reviewer would give the film.
e. The reviewer replied that he would be returning to see the movie again.
Activity 2 (This is just an example for you to compare your own film review
outline.)
Parts of a Film Details from the Film
Review
1. Heading Name of Film: The Lion King
Actors: Jonathan Taylor Thomas, Matthew Broderick, James Earl
Jones, Jeremy Irons, Moira Kelly, Niketa Calame, Robert
Guillaume, Madge Sinclair
Director: Peter Jackson
Genre: Animated Musical Drama
2. Introduction The Lion King is a 1994 American animated musical drama film
(Write briefly in produced by Walt Disney Feature Animation and released by Walt
one paragraph) Disney Pictures. It is the 32nd animated feature in the Walt Disney
Animated Classics series. The story takes place in a kingdom of
anthropomorphic lions in Africa, and was influenced by the biblical
tales of Joseph and Moses, and the William Shakespeare plays
Hamlet and Macbeth. The film was produced during a period
known as the Disney Renaissance. The Lion King was directed by
Roger Allers and Rob Minkoff.

3. Characters The voice cast includes Matthew Broderick, Jeremy Irons, James
and Plot Earl Jones, Jonathan Taylor Thomas, Moira Kelly, Nathan Lane,
Summary Ernie Sabella, Rowan Atkinson, Robert Guillaume, Madge Sinclair,
(Write briefly Whoopi Goldberg, Cheech Marin and Jim Cummings. It tells the
about the main story of Simba (Jonathan Taylor Thomas and Matthew Broderick),
characters and a young lion who is to take his father Mufasa's (James Earl Jones)
the key events place as king. However, after Simba's uncle Scar (Jeremy Irons)
of the story in kills Mufasa, he must stop his uncle from conquering the Pride
one paragraph) Lands and avenge his father.
GR 10 ENG U1 29 TOPIC 1 LESSON 2

4. Mechanics Aside from its colourful and impressive pictures, the voice actors
of the film chosen fit the characters so well that it adds to the realistic
(Write briefly in representation of the characters – for instance, James Earl Jones
one paragraph) was cast because the directors found his voice "powerful" and
similar to a lion's roar.

5. A key One very interesting instance shows the superb casting for the
moment or film. Nathan Lane originally auditioned for Zazu, and Ernie Sabella
idea for one of the hyenas. Upon meeting each other at the recording
(Write briefly in studio, the actors, who at the time both co-starred in Guys and
one paragraph) Dolls, were asked to record together as hyenas. The directors
laughed at their performance and decided to cast them as Timon
and Pumbaa
6. Themes The Lion King is a great movie that highlights the value of
(Write briefly in friendship and family through its amazing animal characters.
one paragraph)

7. Conclusion The movie moves not only the young audience but people of all
(Write briefly in ages. This is definitely a great movie for the whole family to watch.
one paragraph)
GR 10 ENG U1 30 TOPIC 1 LESSON 3

Lesson 3: Music Reviews

Welcome to Lesson 3 of Unit 1. In the last lessons, you were

introduced to film reviews and learned how to write one. In this
lesson you will learn about the music reviews and the most
common of its types.

Your Aims:
 define music reviews
 identify the parts of music reviews
 identify the steps in writing a music review
 prepare and follow an outline to write a music
review
 identify the tenses used in writing reviews

What are music reviews?

Music reviews are short articles about songs or performances. The most common
type of music review is the recording review.

Music reviewers assess individual songs or entire albums. In the case of a review of
an entire album, the reviewer will not only judge the individual songs. They will also
judge how well all of the songs are put together.

Music review has, more or less, the same parts as the film review. Study the parts of
music review below. You may compare it with the parts of film review in Lesson 1.

Parts of a Music Review

1. Name of Album/ Song
2. Artist/s – Give background information of the individual or group of artists
3. Background information or description or of the song or album. You include
any of or all of the following:
 Genre
 Theme
 Comparison with other songs or albums
 Rating
 Awards/ Achievements/ Successes
 Price
4. Recommendation
GR 10 ENG U1 31 TOPIC 1 LESSON 3

Now do the following activity.

Activity 1 Read through the music review then answer the questions
that follow.

Twin Tribe
If both twins from Twin Tribe were to provide one word to describe how their life has
been it would be ‗Blessed‘. Since the recent release of their debut album titled ‗Life
Situations‘, Radley and Baine proved that perseverance is the key to fulfilment of
dreams.
Coming from a musical background, the twins stated, ‗Let‘s all face facts. Life is full
of surprises.‘ There are some people who enjoy what you do, on the other hand,
there are some people who want to destroy you. But don‘t be discouraged, if you
want to do something you dreamed about, man just do it and follow your dream.‘
Surprisingly, their debut album is a collaboration of musical genres, which some
may find different from their original style when they came into the music scene as
debutants with the rest of their hip hop gospel family group ‗Soul Harmony‘. Despite
this change in genre, the Twin Tribe‘s debut album is already proving to be a hit on
the airwaves album tracks such as ‗Besty‘. With the inclusion of songs that are
different and yet positive to listen to, Twin Tribe‘s 14-track album is definitely one
that is enjoyable for all ages.
Adapted from Rage, issue 12, 2007, p.16.

1. Match the meaning of each word in Column A by writing the letter of its
definition from Column B. Write your answers in the spaces provided.
Column A Column B
_____ a. Recent A. Working together
_____ b. Release B. Determination
_____ c. Debut C. Make available to the public
_____ d. Perseverance D. Addition
_____ e. Collaboration E. Latest or up to date
_____ f. Debutants F. First appearance
_____ g. Inclusion G. The people who are making
their first appearance
2. Answer each question based on the music review.

a. What does the title of the album tell you about the songs that will be
sung?
________________________________________________________
b. Which group did the ‗twins‘ originally belong to?
________________________________________________________
GR 10 ENG U1 32 TOPIC 1 LESSON 3

c. What style of music were they singing with the group?

________________________________________________________

d. Is this their first album on their own?

________________________________________________________

e. What kinds of messages are in the music?

________________________________________________________
f. Who does the reviewer say will enjoy the music?
________________________________________________________
g. Is the album becoming popular? If yes, copy the phrase that proves
your answer.
________________________________________________________
3. Fill in the outline below with information from the review.

Name of Album: ________________________________________________

Artists: _______________________________________________________
Description:
 Genre: __________________________________________________
 Theme: __________________________________________________
 Comparison with other albums: _______________________________
________________________________________________________
 Awards/ Achievements/ Successes: ___________________________
________________________________________________________
Recommendation: ______________________________________________
______________________________________________________________

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.

How to write a music review?

Here are the steps on how to write your own music review.

1. Choose a music album to review.

2. Gather the basic information such as artist, title, and where and by whom the
album was produced.
3. Describe the content of the album. Compare the album to previous albums by
the same artist or to similar types of albums.
4. Evaluate the album and give reasons for your evaluation.
5. Make a recommendation. Who would enjoy the album?
GR 10 ENG U1 33 TOPIC 1 LESSON 3

Writing Your Music Review

Before writing your review, you must prepare an outline to organise your notes and
plan what you are about to write. Prepare one that is similar to the one you did in the
Activity 1. When you have completed your outline, then you are ready to write. All
you need to do is use the information you have collected in your outline. You may
expand each part in short paragraphs and arrange them according to their order in
the outline.

Activity 2 Read the article about the song Stop Violence Against
Women then complete the outline below for your music
review.
GR 10 ENG U1 34 TOPIC 1 LESSON 3

Fill in the outline for your music review below.

Title of Song:
___________________________________________________________________
Artists:
___________________________________________________________________
___________________________________________________________________
Description:
 Genre: ________________________________________________________
 Theme: _______________________________________________________
GR 10 ENG U1 35 TOPIC 1 LESSON 3

 Awards/ Achievements/ Successes: _________________________________

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Recommendation:
___________________________________________________________________
___________________________________________________________________

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.

Now, you will look at tenses in writing reviews.

Tenses in Writing Reviews

The present simple and the present perfect tenses are used in writing reviews.

1. Present Simple Tense

The present simple tense consists of the present simple form of the verb.

Example: Tells (Singular)

Tell (Plural)

The use of present simple tense in a review indicates that the verb is referring
to something that is true at the present time. Although the films, music and
books were produced in the past, we experience them as part of the present.

Example: The film tells the story of ….

The songs analyse the feelings ….
This book is an interesting account of ….

2. Present Perfect Tense

Reviews use the present perfect tense to express that although the action
happened in the past, it continues into the present. The present perfect tense
consists of have/has + past participle form of the verb.

Example: Radley has stated that ….. (Singular)

The members have recorded ….. (Plural)
GR 10 ENG U1 36 TOPIC 1 LESSON 3

Activity 3 Write PS if the sentence has a present simple tense and PP

if it has a present perfect. Write your answers in the spaces
provided.

1. The project has made it possible for the group to record their song. _____
2. Their song has received immense national support. _____
3. Women are singing the song in the market place. _____
4. This simple song has provoked a positive change in PNG. _____
5. Because they are not traditional land owners, these people live in settlements
in Port Moresby. _____

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.

Summary
You have come to the end of Lesson 3. In this lesson you learned
about music reviews and its parts. You learned the steps in writing a
music review following an outline. You learned about the tenses
used in writing your own music review.

NOW DO PRACTICE EXERCISE 3 ON THE NEXT PAGE.

GR 10 ENG U1 37 TOPIC 1 LESSON 3

Practice Exercise: 3

Follow your completed outline in Activity 2 to write your music review of the
song Stop Violence against Women. You may use the music review in the
Activity 1 as an example. You should also remember to use reported speech,
present simple and present perfect tenses in your sentences. Write your first
draft on a separate paper then your final review in the spaces below.

_______________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
GR 10 ENG U1 38 TOPIC 1 LESSON 3

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

CHECK YOUR WORK. ANSWERS ARE AT THE END OF TOPIC 1.

Answers to Activities
Activity 1
1. a. E f. G
b. C g. D
c. F
d. B
e. A
2. a. The song will be about life
b. Soul Harmony
GR 10 ENG U1 39 TOPIC 1 LESSON 3

c. Hip hop gospel songs

d. Yes
e. Positive messages about life
f. People of all ages
g. Twin Tribe‘s debut album is already proving to be a hit on the airwaves
album tracks such as ‗Besty‘

3. Name of Album: Life Situations

Artists: Twin Tribe (Radley and Baine)
Description:
 Genre: Collaboration of musical genres
 Theme: Positive songs about life
 Comparison with other albums: Different from their songs in the ‗Soul of
Harmony‘
 Awards/ Achievements/ Successes: Is already proving to be a hit on the
airwaves album tracks such as ‗Besty‘
Recommendation: is definitely one that is enjoyable for all ages.

Activity 2 (This is just an example for you to compare with your own outline for
your music review.)
Title of Song: Stop Violation Against Women
Artists: Rabia Gini Youths are people who live in Rabia Gini, popularly
known as Two-Mile Hill. They are Goilala people who migrated to
Port Moresby in search of a better life. But they have no traditional
land to farm so other than depend on their wantoks, crime is often
an alternative to starvation. Collectively, they commenced of
creating awareness through music addressing social issues in
order to prevent other young people from committing crimes.
Description:
 Genre: Grassroots (Local) Song
 Background: The Yumi Lukautim Mosbi Projek, AusAID supported initiative
made it possible for the group to create their songs.
 Comparison: Their first grassroots song, Yumi Lukautim Mosbi, touched on
stopping crime and encourages the community in making Port Moresby safer.
It was so well received and it made it to top #5 on the Top 20.
 Theme: The words ‗noken bagarapim ol susa na mama bilong yumi PNG‘ (do
not hurt all our sisters and mothers of our country) express the message of
the song. The song encourages the community to get involved by stopping
violence against women of all ages in Papua New Guinea.
GR 10 ENG U1 40 TOPIC 1 LESSON 3

 Awards/ Achievements/ Successes: It has received immense national support.

EMTV is airing the song more than its financed slot and AM & FM radio
stations play it more than 20 times daily. It became so popular that everyone
sings it everywhere and children perform its dance steps before their families.
To show their support, thousands of Stop Violence t-shirts have been worn in
business houses and by sporting teams. Moreover, White Ribbon, in
partnership with PNG, has since adopted the song and wish to promote the
song throughout their network in Australia and Pacific Rim Nations, including
having it featured on the Seven Network.

Recommendation: This simple song from the hearts of the Rabiagini Youths,
despite being the most impoverished people in the nation, has inspired the
community and started a positive change in behaviour in PNG and other parts of the
world. This is definitely a song that is worth listening to.

Activity 3
1. PP
2. PP
3. PS
4. PP
5. PS
GR 10 ENG U1 41 TOPIC 1 LESSON 4

Lesson 4: Book Reviews

Welcome to Lesson 4 of Unit 1. In the last lessons, you were

introduced to music reviews and learned how to write one. In this
lesson you will learn about the book reviews.

Your Aims:
 define book reviews
 compare and contrast the structures and features of a
book review
 identify the parts of a book review
 prepare outlines of book reviews on fiction and non-
fiction books

What are book reviews?

Book reviews are written in order to inform readers about a book and to share the
reviewers‘ interpretations and opinions of the book to others.

Fiction and Non-Fiction Books

Books fall into one of the two categories, either fiction or non-fiction. Fiction tells
about people and incidents invented in the mind of the writer. Novels, television
shows and movies meant to entertain are all works of fiction. Non-fiction tells about
incidents that really .happened or people who really lived. Examples of non-fiction
are biographies, autobiographies, written and film documentaries and television
programmes based on fact.
Parts of Book Reviews
All books, whether fiction or non-fiction, share certain parts. Here are the parts for a
review of a book.
1. Title
2. Name and Information of Author – This information about the author is
usually found on the back cover or inside the front cover of a book. The
author‘s background is important because it might have some effect on the
contents and ideas in a book. It is also useful to mention how well-known an
author is.
3. Comparison of other books by the same author – If the author has written
other books, you can comment on whether they are as good or better than the
one you are reviewing. You can also mention whether they are on the same
or a different topic.
4. Publisher – Name of the company that published the book
Example: ‗This textbook is published by Oxford University Press‘.
5. Date of Publication – This tells the reader how long ago a book was
published. It is important because this can affect the content and ideas in the
book.
GR 10 ENG U1 42 TOPIC 1 LESSON 4

6. Type of Book – It will help your reader decide whether the book could
interest them if you mention its type.
Examples: Science fiction; humour, romance, thriller, adventure, coming of
age, and action

7. Content Information
a. Brief Plot description – This should not give away too much
information about the story. Do not tell the ending of the story.
b. Comment on the main characters – Mention interesting and insightful
observations about the main characters‘ behaviours and actions in the
story.
8. Opinion and Recommendation – As the reviewer, you should comment on
how the book appeals to you and how you reacted to the story. In your
recommendation, you should also mention the age group or type of person
who would enjoy the book.

Writing Your Book Review

After reading a book, you must gather information for the book review. Use an
outline to make sure you have all the information you need and to arrange them
according to the parts of a book review.
Study a brief review on the novel My Mother Calls Me Yaltep by Sir Ignatius Kilage
in the activity below.

Activity 1 Read through the book review then complete the outline on
the next page.

My Mother Calls Me Yaltep

―M y Mother Calls Me Yaltep‖ is a coming of age adventure novel written by Sir
Ignatius Kilage who is from the Simbu District. He was former priest and has been
the Chief Ombudsman since Independence in December 1975. He is also the author
of numerous influential reports.
The story is set during the pre-independence time in
Papua New Guinea. The main character in the book is
Yaltep. Yaltep was born in Mondia and grew up with his
people, the Kuman speaking group of the Chimbu
Province. He experienced all the stages of growing up in
the traditional way of his people. He encountered the
different ways of the western people when he worked in a
plantation. From this experience, he comes to see himself
not just as a Kuman villager, but as a Highlander.
Yaltep learned a lot from all his experiences. The most
significant was when he learned to read. This signifies the
change that was brought about by the introduction of
parliamentary democracy in PNG.
This enjoyable book is full of Yaltep‘s interesting growing-
GR 10 ENG U1 43 TOPIC 1 LESSON 4

up adventures from his traditional village to the western plantations on the coast
during the pre-independence time. This book appeals to young Papua New
Guineans who will learn a lot from the life of Yaltep.
Title: __________________________________________
Name and Information of Author: ___________________
_______________________________________________

Publisher: ______________________________________
Date of Publication: ______________________________
Type of Book: ___________________________________

Content Information My Mother Calls Me Yaltep

was published in 1980 by
a. Brief plot description Oxford University Press.

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
b. Comment on the main characters
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
c. Opinion and Recommendation:
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
GR 10 ENG U1 44 TOPIC 1 LESSON 4

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving
on to the next part of this lesson.

Now, complete the next activity.

Reviews for non-fiction books have the same parts and follow the same outline as
the reviews for the fiction books.

Read an example of a review for a non-fiction book in the activity below.

Activity 2 Read through the book review then answer the questions that
follow.
GR 10 ENG U1 45 TOPIC 1 LESSON 4

1. Match the words from Column A to their definitions in Column B. Write the
letter of your answers in the spaces provided.

Column A Column B

____ a. Engrossing A. with great attention to detail

____ b. Genesis B. large book with an academic tone
____ c. Meticulously C. set out on a journey
____ d. Tome D. origin
____ e. Erudite E. very knowledgeable
____ f. Impel F. absorbing all your attention
____ g. Embark G. push

2. What information is the book based on?

_____________________________________________________________

3. What was the author‘s aim?

_____________________________________________________________

4. How many people are interviewed for the book?

_____________________________________________________________

5. The reviewer is very positive about the book. Does she make you interested
in reading the book?

_____________________________________________________________

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.

Summary
You have come to the end of Lesson 4. In this lesson you learned
about book reviews for fiction and non-fiction books. You have
completed an outline of a review on a fiction book and read an
example of a review on a non-fiction book.

NOW DO PRACTICE EXERCISE 4 ON THE NEXT PAGE.

GR 10 ENG U1 46 TOPIC 1 LESSON 4

Practice Exercise: 4

Complete the outline below of the book review in Activity 2. Write your
answers in the spaces provided.

Title: ______________________________________________________________
Name and Information of Author:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Publisher: __________________________________________________________
Date of Publication: __________________________________________________
Type of Book:
___________________________________________________________________
Content Information
a. Subject/ Topic of the book
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

b. Major events/ideas presented in the book

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

c. Overall purpose of the book

______________________________________________________________
______________________________________________________________
______________________________________________________________
GR 10 ENG U1 47 TOPIC 1 LESSON 4

d. Opinion and Recommendation:

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

CHECK YOUR WORK. ANSWERS ARE AT THE END OF TOPIC 1.

Answers to Activities

Activity 1 (This is just an example for you to compare with your own outline.)
Title: My Mother Calls Me Yaltep
Name and Information of Author: Sir Ignatius Kilage. From Simbu District.
Comparison of other books by the same author: Author of numerous
influential reports
Publisher: Oxford University Press
Date of Publication: 1980
Type of Book: Coming of age; Adventure
Content Information
a. Brief Plot description
The story is set during the pre-independence time in Papua New
Guinea. The main character in the book is Yaltep. Yaltep was born in
Mondia and grew up with his people, the Kuman speaking group of the
Chimbu Province. He experienced all the stages of growing up in the
traditional way of his people. He encountered the different ways of the
western people when he worked in a plantation. From this experience,
he comes to see himself not just as a Kuman villager, but as a
Highlander.
b. Comment on the main characters
Yaltep learned a lot from all his experiences. The most significant was
when he learned to read. This signifies the change that was brought
about by the introduction of parliamentary democracy in PNG.

Opinion and Recommendation: This enjoyable book is full of Yaltep‘s

interesting up adventures from his traditional village to the western
plantations on the coast during the pre-independence time. This book
appeals to young Papua New Guineans who will learn a lot of lessons
from the life of Yaltep.
Activity 2
1. a. F
GR 10 ENG U1 48 TOPIC 1 LESSON 4

b. D
c. A
d. B
e. E
f. G
g. C
2. The book is based on the personal accounts of 31 Australian women
and 2 men who lived in PNG before the Japanese invasion of 1941-42.
3. The aim of the author is to attempt to record a brief history of the lives
of Australian settlers in PNG during the colonial time.
4. Thirty-one women and two men were interviewed.
5. Yes/No (The reader will judge for himself or herself on the account of
the book.
GR 10 ENG U1 49 TOPIC 1 LESSON 5

Lesson 5: Book Review: The Old Man and the Sea

Welcome to Lesson 5 of Unit 1. In this lesson, you will continue to

learn about the Book Review - basic information that is included in
one.

Your Aims:
 identify the main features of the novel
 write a short book review

You will be reading excerpts from the novel The Old Man and The Sea by the
American author Ernest Hemingway.

It is one of his most popular novels about an old Cuban fisherman going out on one
of his fishing trips.

But before doing anything else, it is better to understand terms of things fishermen or
those who live near the sea and use boats.

Activity 1 With the help of a dictionary, match each correct word in

the list given to the description below.

List: skiff, cove, gaff, harpoon, fathom, block and tackle, buoy, Sargasso weed

1. ______________________ A small boat

2. ______________________ A small natural harbour along a coastline

3. ______________________ Heavy blunt weapon

4. ______________________ Measure of length, ¾ of a metre and about a foot

5. ______________________ Sharp metal weapon used to spear fish

6. ______________________ A system of two or more pulleys with a rope or

cable threaded between them
7. ______________________ An anchored float used as a marker

8. ______________________ A kind of seaweed found in the Caribbean

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.
GR 10 ENG U1 50 TOPIC 1 LESSON 5

TYPES OF FISH/SEA CREATURES

Here are some of the fish types and animals mentioned in the book The Old Man
and the Sea.
Bonito
Tuna
Sardine
Skip jack
Marlin
Albacore
Porpoise
Dolphin
Shark
Portuguese man of war
Flying fish
Shrimp

Parts or directions on a boat have terms. Here are some of them.

PARTS/DIRECTIONS ON A BOAT
Here are some of the parts/directions mentioned in the book The Old Man and the
Sea.
Bow
Stern
Port
Starboard
Astern
Oar
Mast
Sail
Gunwale
Broadside

EXCERPTS FROM THE BOOK

On Shore
He was an old man who fished alone in a skiff in the Gulf Stream and he had gone
eighty-four days now without taking a fish. In the first forty days without a fish the
boy‘s parents had told him that the old man was now definitely and finally salao,
which is the worst form of unlucky, and the boy had gone at their orders in another
boat which caught three good fish the first week. It made the boy sad to come in with
his skiff empty…
The old man was thin and gaunt with deep wrinkles in the back of his neck ...
Everything about him was old except for his eyes and they were the same colour as
the sea and were cheerful and undefeated.
‗Santiago,‘ the boy said to him as they climbed the bank from where the skiff was
hauled up.
‗I could go with you again. We‘ve made some money.‘
The old man had taught the boy to fish and the boy loved him.
GR 10 ENG U1 51 TOPIC 1 LESSON 5

‗No,‘ the old man said. ‗You‘re with a lucky boat. Stay with them.‘
‗But remember how you were eighty-seven days without fish and then we caught big
ones every day for three weeks.‘
‗I remember,‘ the old man said. ‗I know you did not leave me because you doubted.‘
‗Itwas papa who made me leave. I am a boy and I must obey him.‘
‗I know,‘ the old man said. ‗Itis quite normal.‘
‗He hasn‘t much faith.‘
‗No,‘ the old man said. ‗But we have. Haven‘t we?‘
‗Yes,‘ the boy said. ‗Can I offer you a beer on the Terrace and then we‘ll take the
stuff home?‘
‗Why not?‘ the old man said. ‗Between fishermen.‘
‗Santiago,‘ the boy said.
‗Yes,‘ the old man said. He was holding his glass and thinking of many years ago.
‗Can I go out and get sardines for you for tomorrow?‘
‗No, go and play baseball. I can still row.‘
‗I would like to go. If I cannot fish with you, I would like to serve in some way.‘
‗You bought me a beer,‘ the old man said. ‗You are already a man.‘

Out at Sea
He could not see the green of the shore now but the tops of the blue hills that
showed white as they were snow-capped. The sea was very dark and the light made
prisms in the water …Just then, watching his lines, he saw one of the projecting
green sticks (on one of his lines) dip slightly.
‗Yes,‘ he said. ‗Yes,‘ and he shipped his oars without bumping the fish boat. He
reached out for the line and held it softly between the thumb and forefinger of his
right hand.
The old man held the line delicately, and softly, with his left hand he unleashed it
from the stick.
This far out, he must be huge in this month, he thought. Eat them, fish. Eat them.
Please eat them …
He was happy feeling the gentle pulling and he felt something hard and heavy. It was
the weight of the fish and he let the line slip down.
‗What a fish,‘ he said. ‗Now, I‘ll let him eat it well.‘
The fish moved away slowly and the old man could not raise him an inch. It moved
steadily and they travelled slowly on the calm water.
‗Iwish I had the boy,‘ the old man said aloud. ‗I‘mtowed by the fish and I am towing
the towing bitt.‘
The skiff moved steadily to the north-west. Four hours later the fish was still
swimming steadily out to sea.
The sun was rising for the third time since he had put to sea when the fish started to
circle. He just felt a faint slackening of the pressure of the line and he commenced to
pull on it gently with his right hand.

Much Later
The old man dropped the line and put his foot on it and lifted the harpoon as high as
he could and drove it down with all his strength.
Then the fish came alive, with his death in him, and rose high out of the water. Then
he fell into the water with a crash that sent spray over the old man and the skiff. He
made the fish fast to bow and stern and to the middle thwart. He was so big that it
was like lashing a much bigger skiff alongside.
GR 10 ENG U1 52 TOPIC 1 LESSON 5

Then he stepped the mast and he sailed south-west.

The shark was not an accident. He had come from deep down in the water as the
dark cloud of blood had settled and dispersed in the mile-deep sea.
The shark‘s head was out of the water and his back was coming out and the old man
could hear the noise of skin and flesh ripping on the big fish when he rammed the
harpoon down onto the shark‘s head with all his strength ... The shark lay quietly for
a little while on the surface, then he went down very slowly.
Back On Shore
He was asleep when the boy looked in the door in the morning.
Many fishermen were around the skiff looking at what was lashed beside it and one
was in the water, his trousers rolled up, measuring the skeleton with a length of line.
The boy did not go down. He had been there before.
―H ow is he?‘ one of the fishermen asked.
‗Sleeping.‘
―H ow is he?‘ one of the fishermen asked.
‗Sleeping.‘
‗He was eighteen feet from nose to tail,‘ the fisherman who was measuring him
called.
‗I believe it,‘ the boy said.
He went into the Terrace and asked for a can of coffee.
‗Hot and with plenty of milk and sugar in it.‘
‗Anything more?‘
‗No. Afterwards I will see what he can eat.‘
‗What a fish it was,‘ the proprietor said.
‗Damn the fish,‘ the boy said and he started to cry again.
The boy carried the hot can of coffee up to the old man‘s shack and sat by him until
he awoke.
Finally the old man woke.
‗Don‘t sit up,‘ the boy said. ‗Drink this.‘ He poured some of the coffee in a glass.
‗Did they search for me?‘
‗Ofcourse. With coast guard and with planes.‘
‗The ocean is very big and a skiff is small and hard to see,‘ the old man said.
‗Now we fish together again,‘ the boy said.
‗No. I am not lucky. I am not lucky anymore.‘
‗The hell with luck,‘ the boy said. ‗I‘llbring the luck with me.‘
‗What will your family say?‘
‗I do not care. I caught two yesterday. But we will fish together now for I still have
much to learn.‘
GR 10 ENG U1 53 TOPIC 1 LESSON 5

Activity 2 Read through the excerpts of The Old Man and the Sea and
answer the following questions.

1. What is the name of the old man?

______________________________________________________________

2. Who was a fishing partner of the old man?

______________________________________________________________

3. Why was the old man‘s fishing partner not fishing anymore with him?

______________________________________________________________

______________________________________________________________

4. How did the old man bring back his big catch?

______________________________________________________________
5. When was the last time the old man caught some fish?

______________________________________________________________

6. How did the skeleton of a fish get stuck to the skiff?

______________________________________________________________

7. Why did the boy cry?

______________________________________________________________

8. What was the decision that the boy made?

______________________________________________________________

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.
GR 10 ENG U1 54 TOPIC 1 LESSON 5

Activity 3 Go over the answers in Activity 2 as well as the excerpts

and write a short book review on “The Old Man and the
Sea”.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

__________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.

Summary
You have come to the end of Lesson 5. In this lesson you
studied the novel The Old Man and the Sea and wrote a book
review on the book.

NOW DO PRACTICE EXERCISE 5 ON THE NEXT PAGE.

GR 10 ENG U1 55 TOPIC 1 LESSON 5

Practice Exercise: 5

A. Read about Ernest Hemingway below and answer the following

questions.

Ernest Hemingway (1899-1961) was an American author and journalist.

Hemingway produced most of his work between the mid-1920s and the mid-
1950s and won the Nobel Prize in Literature in in 1954.

He published seven novels, six short story collections and two non-fiction
works.
Many of these are considered classics in American Literature.

Shortly after the publication of The Old Man and the Sea in 1952, Hemingway
went on safari to Africa where he was almost killed in two successive air
crashes that left him in pain or ill health for the rest of his life.

Hemingway had permanent residences in Key West, Florida, USA (1930s),

and Cuba (1940s and 1950s).

1. What was Hemingway‘s type of career?

___________________________________________________________

2. How many novels did Hemingway write?

___________________________________________________________

3. Which major prize did the author win?

___________________________________________________________

4. When was ―
The Old Man and the Sea‖ published?
___________________________________________________________

5. Where was the author spending most of his time in the 1940s and 1950s?
___________________________________________________________

B. Below are some events recorded in the book “The Old Man and the
Sea”. Put the correct number in the space provided to indicate the
correct order of occurrence. Write numbers I, II, III, etc. to VII.

________ The boy cries.

________ The boy buys the old man a beer.

________ A man measures the length of the big fish.

GR 10 ENG U1 56 TOPIC 1 LESSON 5

________ The old man sleeps after long fishing trip.

________ The boy gets coffee for the old man.

________ The boy decides to team up with the old man for fishing trips.
________ The big fish drags the man out to sea.

________ The old man kills a shark.

CHECK YOUR WORK. ANSWERS ARE AT THE END OF TOPIC 1.

Answers to Activities

Activity 1
1. Skiff
2. Cove
3. Gaff
4. Fathom
5. harpoon
6. block and tackle
7. buoy
8. Sargasso weed

Activity 2
1. Santiago
2. A boy
3. His parents told him to join another group
4. Lashed (tied) it to the side of the skiff
5. 84 days ago
6. It was what remained after the shark(s) ate it
7. He felt for (loved) the old man
8. He would join the old man again to fish

Activity 3
Depends on how well review is written – with the basic features of a book review
noted.
GR 10 ENG U1 57 TOPIC 1 LESSON 6

Lesson 6: Book Review: Island of the Blue Dolphins

Welcome to Lesson 6 of Unit 1. In the previous lesson you

learned about Book Reviews.
In this lesson, you will read parts of a book and write a short
review about the book Island of the Blue Dolphins.

Your Aims:
 identify the features of a book review
 read and discuss a simple book review
 write a book review

The ― Island of the Blue Dolphins‖ is a novel written by Scott O‘Dell, an American.
Here are some excerpts from a simplified version of the book which has been
divided into 12 chapters of 72 pages.

Cover of a copy of ―
Island of the Blue Dolphins‖

Here are excerpts from the book.

Chapter 1
It was a spring morning when the Aleut ship came to our island. At first it was just a
spot, like a small shell, on the sea.
GR 10 ENG U1 58 TOPIC 1 LESSON 6

My brother and I were collecting plants near the beach. We were looking for plants
that only grew there in spring. My brother Ramo was six years old, and I was twelve.
He was small for his age and very clever. But he forgot about his work when he was
excited.
―It‘s aboat!‖ Ramo cried. ―A igb red boat!‖

He ran through the long grass, shouting with excitement.

A boat (from the ship) landed on the beach and a tall man jumped out and shouted
something to the others. The sound of the words was quite strange to me. I knew
then that he was Russian.
He said his name was Orlov.
My father walked towards him. ―Iam the Chief of Ghalas-at,‖ he said. ―My name is
Chief Chowig.‖

I was surprised that he gave his real name to a stranger. We all had two names. Our
real names were secret and very special, so we did not often use them. Everyone
called me Won-a-pa-lei, the girl with the Long Black Hair. My secret name was
Karana. My father‘s secret name was Chowig.

That evening my father talked to our people, the people of Ghalas-at.

―T he ways of the Aleuts, and their language, are different from ours,‖ he said.
―T hey have come to catch otter. We will give them our part of the skins. And they can
give us things which we can use. This will be good for us. But we are not their
friends, and they cannot be ours. Many years ago other hunters came and made
trouble. And they were also Aleuts.

Chapter 2
Orlov lifted the top of the chest and took out two or three strings of beads. The beads
shone in his hand. Ulape (my elder sister) was very excited, and I heard cries from
the women. They all loved colourful beads. But the cries stopped when my father
spoke.
―Onestring of beads for one otter skin is not enough,‖ father said.
―Onestring of beads and one metal spearhead,‖ Orlov said.
―T he chest does not contain enough beads or spearheads.‖
―T here are more chests on the ship,‖ the Russian said.
―T hen bring them here. There are nine hundred skins on the ship and fifty here on
the beach. We need three more chests of this size.‖
Orlov said something to the Aleuts that I could not understand …
He said something to his men and got into the boat and went to the ship.
The hunters moved quickly. There were cries from women behind Ulape and me. My
father was lying on the rocks, with blood on his face. He slowly stood up.
Our men lifted their spears and ran down the beach towards the Aleuts. A small
cloud of white smoke came from the ship. We heard a loud noise, and five of our
men fell. The fighting moved up and down the beach. Other men fell and did not get
up. My father was one who did not get up.
My father was dead. The reason for his death, everyone agreed, was his big
mistake. He told Orlov his secret name. No man who used his secret name could be
strong in war.
Before the fighting we had forty-two men. Now there were only fifteen, and seven of
these were old men. Every woman lost a father or husband, a brother or a son.
GR 10 ENG U1 59 TOPIC 1 LESSON 6

My father was a tall, strong, kind man and I could not forget him. My mother was
already dead, so Ulape and I always did her work. But now we were alone with
Ramo.
In spring Kimki, our new chief, decided to leave the island.
―Ishall take a boat and go to a country in the east,‖ he said. ―Iwent there once when
I was a boy. Now I shall go again and make a home for you there. I shall go alone
because all the men are needed here. Later, I shall return for you.
Every night a few of our men watched the beach, and one night a man‘s cries woke
everyone up.
―T he Aleuts!‖ he shouted. ― The Aleuts!‖
We got up and packed a few things. We left the village very quietly.
A little later Nanko, the man who gave call from the cliff, came. He looked happy.
Then he said slowly. ― The ship belongs to friends. There are white men on this ship.
They have come from the place that Kimki went. The ship has come to take us away.
Kimki told the white men that we are here.‖

Chapter 3
Nanko walked up and down outside the houses.
―H urry up!‖ he shouted. ―T he wind is growing strong. The ship will leave without you.‖
I filled two bags with things that I needed – cooking pots, knives, beads.
Ulape packed too.
The wind was strong when we left the village. Before long Ramo told me that his
fishing spear was back there.
―D o not go back to the house,‖ I said. ―I f you do, you will miss the ship.‖
He ran in front of us then.
The ship was many times bigger than our biggest boat. I could not see Ramo. I
called for him.
In great fear I cried: ― Where is my brother?‖‖
―H e is on the ship,‖ Nanko said.
Ulape was with us, and she was looking across the sea towards the island. My eyes
followed hers. Ramo was running along the cliff and holding his spear above his
head.
The ship was moving away. Everyone was looking at the cliff, even the white men. I
ran to one of them and showed him my brother. He turned away from me.
Chief Matasaip (the new chief after Kimki left) came to me. ― We cannot stop for
Ramo,‖ he said. ―I f we do, the wind will send the ship onto the rocks.‖
―We have to stop!‖ I cried. ― We have to!‖
―T he ship will come back to him. He will be safe,‖ Matasaip said.
―N o!‖ I cried.
Matasaip‘s face was like stone. Other people repeated his words, but they made me
feel no better. The ship turned towards the east. I walked to the side of the ship and
jumped into the sea.
I was a good swimmer and, even in storm, I was not afraid. I let of the bags I was
holding.
On the way to the beach I thought of Ramo.
―I w ill find a stick and beat him,‖ I thought. ―Hehas been a very bad boy.‖
When I reached the beach and saw him on the sand, he was holding his spear and
looking very sad. I forgot about the stick and just fell on my knees and put my arms
around him.
―When will the ship come back?‖ he asked. There were tears in his eyes.
GR 10 ENG U1 60 TOPIC 1 LESSON 6

―So
on,‖ I said.

During the morning I collected shellfish and watched the sun climb high in the sky.
Ramo did not come. I went to the top of the cliff and looked along the coast. I could
not see him.
I hurried back to the village. Ramo was not there.
I ran towards the south-west part of the island where our people‘s boats were
hidden.
I called to Ramo while I was running. He did not answer. But I could hear the dogs.
There were a lot of them near the cliffs and they were moving around something.
Ramo was lying there. There was a little pool of blood around his head. There were
deep tooth marks in his neck and bites on other parts of his body. He was dead
when I picked him up. Two dogs were lying on the ground near him. Ramo‘s spear
was sticking out the side of one of them.
I carried Ramo back to the village and the dogs followed me.
I did not sleep that night but stayed awake next to Ramo‘s body. I made promise to
myself.
―Oneday I will kill those dogs,‖ I thought to myself. ―Iwill kill all the dogs on the
island. I shall have to plan it well.‖

Chapter 7
Spring and summer passed, but the white men‘s ship did not return. Every day I
watched for it. And I also watched for the red ship of the Aleuts.
My cave in the ravine was my hiding place. There was a lot of food and water there.
But I needed a way to leave the island.
The boat that I used my last journey (which was unsuccessful) was on the beach. I
dug it out of the sand and began to repair it.
Rontu (the dog I nursed and looked after) and I lived on the beach while I was
working
Rontu knew only the words Rontu, dog and fish.
I lived on the island for two seasons.
The Aleuts came again but I kept away from them. They did not know I was on the
island.
But one day a girl who came with them came to our cave. She said her name was
Tutok and we became friends.
It was funny trying to speak to another person after being on my own for so long.
However, I stayed away from all the other Aleuts.

Chapter 12
Two years passed before the ship came back. It was a fine morning. At midday it
sailed to the island.
The men paddled to the beach and lit a fire.
In the morning I had a bath at the stream. Then I put on my otter coat and my
feathers skirt. I put on the sting of black stones.
I remembered the time when my sister, Ulape, left the Island of Blue Dolphins. She
did not have a husband, and so she drew a thin blue line across her face. I did the
same thing now, and I had to smile to myself. Our young girls wore this blue mark,
but I was not a young girl.
I made a fire and cooked a meal for Rontu-Aru and me. (Rontu-Are was other dog I
looked after following Rontu‘s death)
GR 10 ENG U1 61 TOPIC 1 LESSON 6

―We are going away,‖ I said to him. ―Aw ay from the island.‖
I saw the three men before they saw my house.
One of the man spoke, at first, first – then slow. The words seem sweet. There is no
other sound like the voice of a man or woman in all the world.
They asked me in sign language if I wanted to go with them. I showed them my full
bags and my birds (the ones I looked after).
Then I followed them to the beach.
We sailed on the tenth day. It was a morning of blue skies and no wind. We went
straight towards the sun.
Dolphins swam and jumped in front of the ship. Around me I could hear the sound of
people‘s voices. My little birds were singing in their wooded box. And Rontu-Aru sat
beside me.

Activity 1 Refer to excerpts, especially Chapter 1, and answer the

following questions.

1. Write the names of four people mentioned in this chapter.

______________________________________________________________

2. What is Won-a-pa-lei‘s secret name?

______________________________________________________________

3. Who was left behind on the island when the villagers boarded the ship and
sailed out to sea?
______________________________________________________________

4. Who jumped off the ship to swim back to the island?

______________________________________________________________

5. Why did the person in Q4 jump off the ship?

______________________________________________________________

6. Why did the Aleuts come to the island?

______________________________________________________________

7. Did Ramo get on the ship when it came back years later? Give a reason for
your answer.
______________________________________________________________

8. Who was Chief Chowig?

______________________________________________________________

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.
GR 10 ENG U1 62 TOPIC 1 LESSON 6

Activity 2 Indicate the order of the events below by writing the

numbers 1-5 in front of each description.

______ Won-a-pa-lei gets on ship with white men to leave the island for good

______ Ramo is killed by the dogs

______ The Aleuts killed Chief Chowig and others

______ Won-a-pa-lei lives on the island by herself

______ Won-a-pa-lei jumps off ship to get back to Ramo on the island

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on to
the next part of this lesson.

Summary
You have come to the end of Lesson 6. In this lesson you read
excerpts from the book Island of the Blue Dolphins and learned about
important events as recorded in the book by the main character, a girl.

NOW DO PRACTICE EXERCISE 6 ON THE NEXT PAGE.

GR 10 ENG U1 63 TOPIC 1 LESSON 6

Practice Exercise: 6

A. Look at the information on Scott O‟Dell, the author of the book Island of
the Blue Dolphins and other background information on the book. Then
answer the questions asked.

Scott O‘Dell (1898-1989) was an American author and wrote 26 novels for young
people, along with three novels for adults and four non-fiction books.
His best known work is the historical novel Island of the Blue Dolphins (1960) which
won the 1961 Newbery Medal.

The book Island of the Blue Dolphins is based on the true story of Juana Maria, a
Nicoleňo Indian left alone for 18 years on San Nicolas Island in the 19th century. It
was adapted into a film of the same name in 1964.
O‘Dell later wrote a sequel, Zia, published in 1976.

1. Which country is Scott O‘Dell from?

________________________________________________________

2. How many books did O‘Dell write for young people?

________________________________________________________

3. Which prize did O‘Dell win for writing Island of the Blue Dolphins?
________________________________________________________

4. Why is the book called a historical novel?

________________________________________________________

5. When was a film with the same name as the book made?
________________________________________________________

B. Look over all the information given and write a short book review about
the book “Island of the Blue Dolphins”.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
GR 10 ENG U1 64 TOPIC 1 LESSON 6

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

CHECK YOUR WORK. ANSWERS ARE AT THE END OF TOPIC 1.

Answers to Activities

Activity 1
1. Ramo, (Chief) Chowig, Orlov, Won-a-pa-lei
2. Karana
3. Ramo
4. Won-a-pa-lei
5. To go back for Ramo, her brother
6. To hunt otter
7. No. He died. The dogs killed him.
8. Mon-a-pa-lei‘s father, the chief of the village

Activity 2
5, 3, 1, 4, 2
GR 10 ENG U1 65 TOPIC 1 LESSON 7

Lesson 7: Book Review: A Remarkable Journey

Welcome to Lesson 7 of Unit 1. In the previous lesson you read

excerpts from a book and wrote a short book review.
In this lesson, you will read parts of a book and write a short
review.

Your Aims:
 identify the features of a book review
 read and discuss a simple book review
 write a book review

―ARemarkable Journey‖ is the name of the book written by Carol Kidu (now Dame
Carol). It is an autobiography – a story about her own life.

You will read excerpts from it and later write a short book review on it.

Cover of the book A Remarkable Journey.

―ARemarkable Journey‖ is published by Pearson Education Australia Pty Ltd in

Melbourne (2002). The book is divided into 21 chapters and has 161 pages.

Here are some excerpts from the book.

GR 10 ENG U1 66 TOPIC 1 LESSON 7

Chapter 1
A group of women spoke in hushed tones as one of them blew the fire and prepared
a dish of hot water.
‗Bagoada!‘ (Be strong, in the Motu language of Central province.)
The hurricane lamp flickered in the evening breeze.
As the pain become more intense, one of the helpers hung a rope from the rafters
inside the hut. The young woman in an old grass skirt sat up and prepared for her
delivery. In a squatting position, she gripped a hanging rope strongly and strained
against the support as she pushed down on each contraction. Beads of perspiration
glistened on her firm brown skin as the other women massaged her back.
‗Bagoada!‘
Once again her breathing quickened to an intensity that could not be stopped.
A cry of pain, then a sigh of relief and ecstasy, followed by the strong, protesting
wails of a newborn baby as it was gently helped from the warmth of the womb to the
world beyond.
‗Mero!‘ (Boy!) The women murmured words of approval.
The young woman‘s body relaxed and breathed deeply as she released her arms
from the rope and lay back on the woven mat.
It was not Dobi‘s first child. She had been married before and had had one daughter
who died as a baby from fever. No brideprice had been paid for Dobi and so when a
conflict arose between the two families, her family took her back and later arranged
for her marriage to Kidu Gaudi, a young man from a neighbouring village who had a
reputation of being a great fishermen ...
Dobi held her baby close and the women commented on how dark-skinned he was.
They jokingly nicknamed him tau koremana (black man), a nickname that remained
with him all his life.
The year was probably 1942 or 1943. Years were not really important in the villagers‘
lives.
For Dobi Vagi, the mother of the baby, time was measured in terms of the seasonal
cycle of activities.
The relatives of Kidu Gaudi, Dobi‘s husband, decided to name the baby Buri, after
Kidu‘s younger brother, Buri Gaudi. This name-saking custom established a
permanent relationship of responsibility between the baby and his tamana maragina
(younger father).
While the men were busy fishing and the women gathering shellfish and digging wild
yams to add to the army food rations, Dobi Vago remained in the temporary hut,
caring for her newborn son.
Life was a struggle for survival, but the people were used to hard work and the
communal sharing of labour and food eased the burden for the individual.
Breastfeeding mothers, such as Dobi, enjoyed the luxury of being excused from the
burdens of everyday life for several months after the birth of a child. Dobi remained
with her family until Buri was strong and then she was formally returned to Kidu
Gaudi‘s family.
It was mid-morning on 10 October, 1948. In a small private hospital in the Brisbane
suburb of Shorncliffe, another young woman was preparing for the birth of her third
child. As each pain came, she quietly quoted poetry the mind from the pain.
―H ow are we going then?‖ the doctor asked the question to both women as he
scrubbed his hands thoroughly. The nurse handed him a towel.
―T hat‘s certainly good timing, Mrs Millwater.‖
GR 10 ENG U1 67 TOPIC 1 LESSON 7

Dorothy Millwater‘s childhood during the depression in Brisbane had been a happy
one, but as she grew older she regretted the fact that her mother had not placed
higher priority on educating her daughters. As her own children grew older, she
made sacrifices to ensure they would have the tertiary education that she never had.
She could only dream of the career that might have been if she had been born in a
different era in Australia history...
―Alltoes and fingers accounted for. You have a big baby girl, Mrs Millwater.
Congratulations!‖
Dorothy already had a son and a daughter so all she wanted was a healthy baby.
She and her husband, Basil, had thought of many name combinations for the
unplanned baby, but eventually decided on Carol Anne for a girl or Paul David for a
boy. So Carol Anne it was.

Chapter 2
When Buri was beginning to crawl, news came that it was safe for the Pari village
people to return to their own land after the war in 1945.
The villagers loaded the outriggers and double-hulled canoes with their few
possessions: clay pots, woven mats, aluminium saucepans, a few well-used enamel
cups, digging pipes for their gardens, hurricane lamps, fishing nets and an
assortment of other odds and ends.
The canoes strained under the weight of load. The man took turns in pairs, one at
the front and the other at the back, to pole the canoes toward the setting sun. They
had to hug the coastline poling across the tidal flats. In those days, there were no
outboard motors to speed their journey in a different path across the deep ocean.
At last the familiar landmark of Taurama Hill drew nearer. They pulled their canoes
ashore onto the beach called Tutu. It was part of their ancestral village of Taurama.
As the people went ashore at Tutu Beach, they could see evidence everywhere of
the war fought between the foreigners. Pickets and coils of barbed wire lined the
beach and surrounding hills. Behind the wire were trenches and strategically place
dugouts and gun emplacements on the hilltops.
Buri‘s ‗younger‘ father, Buri Gaudi, after whom he was named, was going to train to
be a pastor at Metoreia Mission station at Hanuabada on the other side of the town.
Someone had to look after Buri Gaudi‘s daughter, Arua, while he was studying and
his wife was being trained in the skills needed by a pastor‘s wife.
And that someone was to be young Buri.
In 1954, Buri Gaudi and his family went from Metoreia Mission to the Pastor‘s
Training College at Fife Bay, in what is now the Milne Bay province. It was at Fife
Bay that Buri begin his first formal education. Twice a week he attended the Isulele
Mission School where he was taught basic literacy in a mixture of three languages:
English, Motu and Suau.
When he returned home after three years Rev Butler from the Mission headquarters
came to Pari and informed Pastor Buri Gaudi about a plan for young Buri.
―Bu ri should come back to Metoreia Mission with me to go to school.‖
And so in 1955, Buri enrolled for Grade 1 at Metoreia Mission School. He was
probably about 12 years old. In the next four years, he was to complete Grades 1 to
6.
In 1958, after completing Grade 6 at Mission School, Buri spent Christmas at
Korobosea village where his uncle was the pastor. While there news came that he
had been chosen to go to Iarowari Intermediate School, a new Government school
GR 10 ENG U1 68 TOPIC 1 LESSON 7

on the Sogeri Plateau. Without telling all the family, young Buri grabbed his bag with
his grand contents of a spare laplap and ran down the hill at Korobosea village.
As he ran down the hill, he called to one of his Koitabu aunts who was making a
string bag on her verandah.
―T ell my father I‘ve gone to Iarowaro. I‘m going to school there.‖
There he would meet other boys who would become leaders of a new country. One
was Moi Avei, another Motuan boy who would one day become a politician, senior
minister and deputy prime minister of PNG.

Chapter 4
Both Buri and Moi were chosen for a scholarship to study in Australia.
Buri‘s leadership qualities both inside and outside the classroom soon became
evident and the other boys from PNG attending Toowoomba Grammar School in
Queensland called him ―C hief‖. He excelled in rugby and gymnastics as well as
academically.

Chapter 5
It was August 1964. For me it was my first time away from home without my parents.
Lorraine, Helen, Susan and I were going to Tallebudgerra National Fitness Camp on
the Gold Coast of Queensland ...
I was walking in between two buildings when suddenly the youngest in the PNG
group from Toowoomba Grammar School (who also turned up for the camp) ran up
to me. Whether he was scared or embarrassed, I still don‘t know, but he was in an
awful hurry.
―T he Chief is willing,‖ he blurted out quickly and I was stunned.
Then I fell indignant.
What did he mean? Why send someone else?
―T ell him to speak to me himself!‖ I shouted as he disappeared around the corner ...

During the next morning sprint on the beach, I was in a pensive mood trying to
understand the flood of emotions that seemed to be taking control of my life.
Suddenly, Buri, I refused to call him Chief, was beside me. Sari, the go-between,
jogged behind at a distance to provide moral support.
I‘m sorry about last night. I did not mean to offend you,‖ he said.
―Y ou did not offend me.‖
―Bu t you did not want me to kiss you.‖
―It‘snot that at all. But I‘ve never kissed a boy before and I felt embarrassed,‖ I
replied.
Our hands clasped briefly and then we parted for our separate activities ...

It was on the night of 27 April 1965 when I received that phone call. It was Buri, his
voice noticeably shaken but still in control.
―M y father has died. So I am going home tomorrow and probably will not return.‖
―Bu t why won‘t you return?‖ I asked him.
―Iam the eldest son, Carol. I must find a job and help support brothers. They no
longer have a father to support them by fishing. I am now the head of the family and
my mother needs me.‖
[Buri Kidu was assisted to continue his education in Australia because the
educational authorities saw the potential in the young man. An agreement was made
GR 10 ENG U1 69 TOPIC 1 LESSON 7

that his mother would be paid a monthly allowance as long as Buri was studying
overseas.]
...
When Buri returned to Australia, our weekly letter writing resumed and life became
rosy again.

Another phone call came one night to tell me that he would be in Brisbane the next
day to visit a specialist because of the problems he was having with the hearing in
his left ear. Could I meet him in the city? He told me where to meet him.
But how? I was in Grade 12 and to wag school without a note from my parents was
too big a risk to take. I needed Mum‘s help and she agreed to cover for me to
provide an explanation for school, without Dad knowing about it!
As we (Buri and I) walked the streets hand in hand, oblivious to the world around and
engrossed in our own conversations, I was aware that many people were staring. I
was so proud to walk with Buri and was surprised when an elderly man walked
straight toward me, then spat at me and said with such hatred, ―Y ou filthy woman‖. I
was shocked but also felt sad that a person could be so obsessed by such bigotry
and hatred.

When we went to eat lunch in the Botanical Gardens, a policeman very abruptly
ordered us to move before he reported me for truancy with a ―blac
k man‖. Although I
was in Grade 12, I looked about Grade 9 in appearance and the reality was that I
was playing truant, with Mum‘s permission. My mother had already grown to respect
this black man as a young man of substance.

Activity 1 Refer to the excerpts to answer the following questions.

1. In which year was Buri, the son of Dobi Vagi, born?

________________________________________________________

2. Whom was the baby Buri named after?

________________________________________________________

3. When was Carol Millwater born?

________________________________________________________

4. In which Australian city did Carol Millwater grow up?

________________________________________________________
5. Where did Buri Kidu begin his first formal education?
________________________________________________________
6. In what year did Carol first meet Buri?
________________________________________________________
GR 10 ENG U1 70 TOPIC 1 LESSON 7

7. What was the event that Carol and Buri both attended and met for the first
time?
________________________________________________________

8. Why did Buri return to PNG in April 1965?

________________________________________________________

9. Look up the word ―trua

nt‖ and ―trua
ncy‖ in a dictionary. Write down their
meanings.
________________________________________________________

________________________________________________________
10. Why did a man call Carol ―Y
ou filthy woman‖ on a street in Australia?
Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.

Activity 2 Refer to the dates and events in the lives of Buri and Carol
and answer the questions that follow.

Buri and Carol Wedding day, 1969.

August 11, 1969 Buri and Carol got married at a chapel in University of
Queensland

End of 1970 Buri graduated with Bachelor of Laws degree.

He graduated from University of Queensland.

March 15, 1971 Their first daughter Dobi Anne was born.
GR 10 ENG U1 71 TOPIC 1 LESSON 7

1971 Buri and Carol came to PNG. Buri worked with the Dept of Law.
Carol taught at Port Moresby High School.
1974 The family lived in Rabaul.
Buri was the Crown Solicitor for New Guinea Islands Region.
Carol taught at Boisen High School.
The second daughter Wendy Tutuhi was born there.
Late 1974 The family came back to Port Moresby.
October 1977 Buri appointed State Solicitor
January 1978 Buri appointed Secretary for Justice.
August 14, 1980 Buri sworn in as the first Papua New Guinean Chief Justice.
At 35, he was the youngest Chief Justice in the world.
January 30, 1994 Buri dies from a heart attack.
He left behind his wife, two daughters and two sons.
The two also had two adopted children – a son and a daughter.
August 1995 Sir Buri Kidu Heart Institute was opened in Port Moresby.
Late 1995/1996 Carol intends to go into Politics.
In her speeches in local Motuan villages, she spoke Motu

1997 Carol Kidu enters politics as the member for Moresby South.

1. In which university did Buri Kidu study law?

______________________________________________________________

2. In which country did Buri and Carol marry?

______________________________________________________________

3. In which school in PNG did Carol teach in 1971?

______________________________________________________________

4. What was Buri Kidu‘s position in 1978?

______________________________________________________________

5. When did Carol Kidu first enter politics?

______________________________________________________________

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.

.
NOW DO PRACTICE EXERCISE 7 ON THE NEXT PAGE
GR 10 ENG U1 72 TOPIC 1 LESSON 7

Practice Exercise: 7

A. Refer to the excerpts and information in Activity 2 and write down the
year in which these events took place. The first is done for you.

Year Event

1. 1942/43 Buri Kidu was born.

2. ______ Carol Millwater was born.

3. ______ Buri and Carol marry.

4. ______ Buri and Carol arrive in Port Moresby as a couple.

5. ______ The family lived in Rabaul.

6. ______ Sir Buri Kidu dies.

B. Refer to the excerpts and other information given about the book “A
Remarkable Life” and write a short review. Be sure to write your own
views about the book.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

__________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

CHECK YOUR WORK. ANSWERS ARE AT THE END OF TOPIC 1.

GR 10 ENG U1 73 TOPIC 1 LESSON 7

Answers to Activities

Activity 1
1. 1942 or 1943
2. His uncle, the younger brother of this father
3. 1948
4. Queensland
5. Isulele Mission School, Fife Bay, Milne Bay
6. 1964
7. Tallebudgerra National Fitness Camp on the Gold Coast of Queensland
8. His father died
9. truant – a child who stays away from school without permission
truancy – the practice of staying away from school without permission
10. Because she was walking hand in hand with a black man/boy

Activity 2
1. University of Queensland
2. Australia
3. Port Moresby High School
4. Secretary for Justice
5. 1997
GR 10 ENG U1 74 TOPIC 1 LESSON 8

Lesson 8: Book Review: Oxford Dictionary

Welcome to Lesson 8 of Unit 1. In the previous lesson you

learned about reviewing another book.
In this lesson, you will learn a few things about review non-
fiction work and later write a short review about the dictionary

Your Aims:
 write a book review

So far you have been reviewing novels – fiction and non-fiction.

In this lesson you will be reviewing a work of non-fiction – the Oxford English
Dictionary.

Non-fiction works include biography,

autobiography, scientific and technical books,
dictionaries, encyclopaedias, literary, music and
art, criticism, history, etc.

When discussing works of this type, consider the

aim, style and effectiveness and overall
impression.

Generally, the aim of a non-fiction is to pass on

information rather than entertain the reader.
In reviewing a novel, you give a plot summary, in
reviewing a non-fiction you will give an outline of
the subject matter of the book.
A copy of an Oxford English Dictionary
Non-fiction characterisation (description of
characters) is not necessary. But you may give some information about the author(s)
of the work you are reviewing.

In the case of biographies/autobiographies, you will need to give details about

characters/people.

In discussing the style, indicate:

- for what group of people was the book written (adults, young adults or children)
- is the author(s) criticising or discussing the subject in the book
- is the book highly technical or written for common people to understand
- is the book interesting
- is the book effective in bringing across what the author(s) desired.

In general, discuss the chapters you find interesting and give reasons for your
statement.
GR 10 ENG U1 75 TOPIC 1 LESSON 8

Write what you learned from it and any other thing.

Activity 1. Refer to the description above and state if each statement

below is True or False by writing your answer in the
spaces provided.

1. ______________________ In most non-fiction work reviewing characterization

is important.

2. ______________________ The aim of non-fiction is to entertain.

3. ______________________ Books on art and music come under non-fiction.

4. ______________________ Dictionaries are works of fiction.

5. ______________________ You can include information about the author in

reviewing a non-fiction work.

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.

Activity 2 Use a copy of the Oxford English Dictionary to answer the

questions below.

1. Are the author(s) of your dictionary listed?

______________________________________________________________

2. What is the main purpose of a dictionary?

______________________________________________________________

3. Which is the first word entry in the dictionary?

______________________________________________________________

4. Write the meaning of the word entry in Q3?

______________________________________________________________
GR 10 ENG U1 76 TOPIC 1 LESSON 8

5. What is a ―sy
nonym‖?

______________________________________________________________

6. Give the synonym of the word

a. neat

________________________________________________________

b. attire

________________________________________________________

7. What is an ―an
tonym‖?
_____________________________________________________________

8. Give an antonym for the word:

a. dirty
__________________________________________________________
b. out
__________________________________________________________

9. Check the word ―colour‖ in your dictionary. The word may be spelt a different
way. Write down that spelling and state why it is spelt that way.
______________________________________________________________
10. Who publishes the English Oxford English Dictionary?
______________________________________________________________

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.

Summary
You have come to the end of Lesson 8. In this lesson you learned
how to write a book review of the Oxford Dictionary.

NOW DO PRACTICE EXERCISE 8 ON THE NEXT PAGE.

GR 10 ENG U1 77 TOPIC 1 LESSON 8

Practice Exercise: 8

A. See the word entry in an Oxford English Dictionary and answer the
following questions.

Orthopaedics/or-thŏ-pee-diks/n. pl. (US – pedics) (treated as sing) the branch of

medicine dealing with the treatment of disorders of the bones and joints and
with the correction of deformities □ orthopaedic adj. orthopaedist n.

1. What is the word entry?

______________________________________________________________

2. Does the word have a different spelling?

______________________________________________________________

3. Write the meaning of the word.

______________________________________________________________

______________________________________________________________

4. What information does ―or

-thŏ-pee-diks‖ give?

______________________________________________________________

5. Which part of speech is the word – verb, adjective, noun or adverb?

______________________________________________________________

B. Look over Activity A as well as your answers in Activities 1 and 2 and

write a short book review of the Oxford English Dictionary. Your review
should generalise what a dictionary is and what type of information can
be found in it.

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________
GR 10 ENG U1 78 TOPIC 1 LESSON 8

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

CHECK YOUR WORK. ANSWERS ARE AT THE END OF TOPIC 1.

Answers to Activities

Activity 1
1. False
2. False
3. False
4. False
5. True

Activity 2
1. Yes/No (Depends on the type used)
2. Give the meanings/definitions of words
3. A
4. The first letter of the alphabet/one/any
5. A word/phrase that means exactly the same or nearly the same as another in
the same language
6. a) tidy b) clothes
7. A word/phrase opposite in meaning to another in the same language
8. a) clean b) in
9. Color. It is the American (US) way of spelling the word
10. Oxford University Press
GR 10 ENG U1 79 TOPIC 1 LESSON 8

ANSWERS TO PRACTICE EXERCISES IN TOPIC 1

Practice Exercise 1

1. Title: Finding Nemo

Cast: Albert Brooks as Marlin, a clownfish, Nemo's father

Ellen DeGeneres as Dory, a Pacific regal blue tang

Alexander Gould as Nemo, a juvenile clownfish, Marlin's son

Genre: Comedy-Drama-Adventure

Award: Academy Award for Best Animated Feature

2. a. 5

b. 4

c. 6

d. 2

e. 3

f. 1

Practice Exercise 2
(See the sample film review in Lesson 1 and the one below to compare with your
answer)
Name of Film: The Lion King
Actors: Jonathan Taylor
Thomas, Matthew
Broderick, James
Earl Jones, Jeremy
Irons, Moira Kelly,
Niketa Calame,
Robert Guillaume,
Madge Sinclair
Director: Roger Allers and Rob Minkoff
Genre: Animated Musical Drama
Review:
The Lion King is a 1994 American animated musical drama film produced by Walt
Disney Feature Animation and released by Walt Disney Pictures. It is the 32nd
animated feature in the Walt Disney Animated Classics series. The story takes place
GR 10 ENG U1 80 TOPIC 1 LESSON 8

in a kingdom of anthropomorphic lions in Africa, and was influenced by the biblical

tales of Joseph and Moses, and the William Shakespeare plays Hamlet and
Macbeth. The film was produced during a period known as the Disney Renaissance.
The Lion King was directed by Roger Allers and Rob Minkoff.
The voice cast includes Matthew Broderick, Jeremy Irons, James Earl Jones,
Jonathan Taylor Thomas, Moira Kelly, Nathan Lane, Ernie Sabella, Rowan Atkinson,
Robert Guillaume, Madge Sinclair, Whoopi Goldberg, Cheech Marin and Jim
Cummings. It tells the story of Simba (Jonathan Taylor Thomas and Matthew
Broderick), a young lion who is to take his father Mufasa's (James Earl Jones) place
as king. However, after Simba's uncle Scar (Jeremy Irons) kills Mufasa, he must stop
his uncle from conquering the Pride Lands and avenge his father.
Aside from its colourful and impressive pictures, the voice actors chosen fit the
characters so well that it adds to the realistic representation of the characters – for
instance, James Earl Jones was cast because the directors found his voice
"powerful" and similar to a lion's roar.
One very interesting instance shows the superb casting for the film. Nathan Lane
originally auditioned for Zazu, and Ernie Sabella for one of the hyenas. Upon
meeting each other at the recording studio, the actors, who at the time both co-
starred in Guys and Dolls, were asked to record together as hyenas. The directors
laughed at their performance and decided to cast them as Timon and Pumbaa
The Lion King is a great movie that highlights the value of friendship and family
through its amazing animal characters.
The movie moves not only the young audience but people of all ages. This is
definitely a great movie for the whole family to watch.

Practice Exercise 3
(This is just an example for you to compare with your own music review.)
Stop Violation Against Women
Rabia Gini Youths are people who live in Rabia Gini, popularly known as Two-Mile
Hill. They are Goilala people who migrated to Port Moresby in search of a better life.
But they have no traditional land to farm so other than depend on their wantoks,
crime is often an alternative to starvation. Collectively, they commenced of creating
awareness through music addressing social issues in order to prevent other young
people from committing crimes.
The Yumi Lukautim Mosbi Projek, AusAID supported initiative made it possible for
the group to create their songs.
Their first grassroots song, Yumi Lukautim Mosbi, touched on stopping crime and
encourages the community in making Port Moresby safer. It was so well received
and it made it to top #5 on the Top 20.
Stop Violation Against Women is a grassroots song that encourages the
community to get involved by stopping violence against women of all ages in Papua
GR 10 ENG U1 81 TOPIC 1 LESSON 8

New Guinea. The words ‗noken bagarapim ol susa na mama bilong yumi PNG‘ (do
not hurt all our sisters and mothers of our country) express the message of the song.
It has received immense national support. EMTV is airing the song more than its
financed slot and AM & FM radio stations play it more than 20 times daily. It became
so popular that everyone sings it everywhere and children perform its dance steps
before their families. To show their support, thousands of Stop Violence t-shirts have
been worn in business houses and by sporting teams. Moreover, White Ribbon, in
partnership with PNG, has since adopted the song and wish to promote the song
throughout their network in Australia and Pacific Rim Nations, including having it
featured on the Seven Network.
This simple song from the hearts of the Rabiagini Youths, despite being the most
impoverished people in the nation, has inspired the community and started a positive
change in behaviour in PNG and other parts of the world. This is definitely a song
that is worth listening for.

Practice Exercise 4
(This is just an example for you to compare with your own outline.)

Title: Voices from a Lost World

Name and Information of Author:
Jan Roberts is a historian whose parents lived in Rabaul in the 1930s.
Publisher: Millenium Books
Date of Publication: 1996
Type of Book: Historical Novel
Content Information
a. Subject/ Topic of the book

The book is about the lives of Australian settlers who lived in Papua New
Guinea during the colonial times.
b. Major events/ideas presented in the book

 The book is enriched by 1900s to 1940s sepia family photographs.

 Based on the adventurous experiences of 31 women and 2 men during

colonial times.

 Detailing wide range of experiences from diversity of women including

nurses, gold miners, missionaries, planters, company and government
wives, writers, adventurers, nuns and business women.
GR 10 ENG U1 82 TOPIC 1 LESSON 8

 Events or incidents in the book are sometimes humorous and sometimes

tragic, but always fascinating.
c. Overall purpose of the book

To record a history of the lives of the Australian settlers during the colonial
times and to give an insight into the development of Papua New Guinea over
the last 50 years through the lives of the people in the book.
Opinion and Recommendation: Apart from being a wonderful read for everyone, it
is a significant contribution to Australian – PNG history.

Practice Exercise 5
A
1. Author/journalist

2. Seven

3. Nobel Prize in Literature (1952)

4. 1952

5. Cuba

1. VII
2. I
3. V
4. IV
5. VI
6. VIII
7. II
8. III

Practice Exercise 6
A
1. USA
2. 26
3. Newbery Medal (1961)
4. It is based on the true story of a woman called Juana Maria
5. 1964
B
A short review should include the main events from the book, including the student‘s
own view of the book
GR 10 ENG U1 83 TOPIC 1 LESSON 8

Practice Exercise 7
A
2. 1948
3. 1969
4. 1971
5. 1974
6. 1994
B
The review should include main points about Carol, her husband Buri and their
family members. The student should also mention his/her own interest in events in
the life of the couple.

Practice Exercise 8
1. Orthopaedics
2. Yes. Orthopedics – US spelling
3. the branch of medicine dealing with the treatment of disorders of the bones
and joints and with the correction of deformities
4. How the word is pronounced – its pronunciation
5. noun

B
Should give a summary of what a dictionary is – and what information it contains.

THE END OF TOPIC 1

NOW DO EXERCISE 1 IN ASSIGNMENT 2. THEN GO ON TO TOPIC 2.

GR 10 ENG U1 84 TOPIC 1 LESSON 8
GR 10 ENG U1 85 TOPIC 2 TITLE

TOPIC 2

SONG LYRICS

In this Topic, you will learn about:

 Cultural songs.

 Religious songs.

 Contemporary songs.

 Writing and presenting songs.

GR 10 ENG U1 86 TOPIC 2 INTRODUCTION

TOPIC 2: SONG LYRICS

Welcome to Topic 2 of Unit 1. This is the second topic in this unit. This topic is all
about Song Lyrics. There are four lessons in this topic.

Lesson 9 is about Cultural songs.

In Lesson 10 you will learn about Religious Songs.

Lesson 11 is about Contemporary Songs.

Lesson 12 will learn about Writing and Presenting Songs.

Make sure you learn all you can. Now you may begin your lessons

All the best!

GR 10 ENG U1 87 TOPIC 2 LESSON 9

Lesson 9: Cultural Songs

Welcome to Lesson 9 of unit 1. In this lesson you will learn

about cultural songs. You will specifically learn about where
cultural songs originated from, and the important role they play
in different societies. You will also look at the meaning behind
the lyrics used in cultural songs.

First, take a look at the aims for the lesson.

Your Aims:
 define and identify cultural songs
 identify the origins and importance of cultural songs
 interpret the meaning of the lyrics of cultural songs

What are „cultural songs?‟

Songs are part of us and have been part of our societies and cultures for thousands
of years. Each society throughout the world has developed its own kind of songs
which it uses to mark different occasions or events within the society. For instance,
in most native or indigenous societies, occasions such as births, courting
ceremonies, funerals, hunting trips, initiations, planting and harvesting seasons, etc.,
all had to be accompanied by song. People understood them and believed in the
power of the words used in the songs. As such, songs played an important role in
many societies. In this lesson, we will focus especially on ‗cultural songs.‘

Cultural songs are traditional songs that are composed and performed by the
natives or indigenous peoples belonging to a particular society. Many of these
songs are centred on the daily lives of the people and their cultural practices. For
example; if you observe the traditional singsings from Papua New Guinea, especially
from the Morobe and Madang Provinces, you will notice that many of these songs
are accompanied by dances which imitate or depict the people‘s daily practice of
fishing, hunting and gardening. So many of the songs and dances tell a story about
how the people in that particular area live their lives.

Activity 1 List five examples of cultural songs you know from your
own area or from other areas, and explain what each
cultural song is about.

1. _______________________________________________________________
_______________________________________________________________
______________________________________________________________
GR 10 ENG U1 88 TOPIC 2 LESSON 9

2. _______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

3. _______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

4. _______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

5. _______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.

The Origin of Cultural Songs

Cultural songs are mostly found in native or indigenous societies and have been
around as long as humans have existed. We could say that cultural songs came into
being when human beings came into being. This is because songs originated or
came about as a result of society trying to adjust itself in order to live in harmony with
the environment. Man tried to answer the questions relating to life and death, such
as, how the world came to be, how man came to be, and how animals and nature
came to be. That is why you would find lot of cultural songs being about nature, and
depicting nature through the dances that accompany them.

Cultural songs also play an important role in the society. Although their main function
is to provide pleasure and entertainment, they also perform a wide range of social
functions. They are also used as:
GR 10 ENG U1 89 TOPIC 2 LESSON 9

1. Educative Tools

Through the performance of songs such as chants, proverbs and riddles people
especially the young are bestowed wisdom and knowledge. They are also
taught the characteristics of the people, plants, animals, and other things in
their cultural settings as well as some features of technology and social
structure so that they are able to adapt well in the society. For example, a work
song that is sung during work, such as harvesting or planting helps people to
pull together their efforts in getting work done.

2. Means of Social Control

Cultural songs also help to maintain cultural values and accepted social
behaviour. Through proverbs, songs of ridicule and even riddles, people who
misbehave in the society are criticized publicly. They are also especially
important as warnings. For instance, when those in the community are
considering an action that may lead to confrontation and open hostilities or
direct punishment by the society, proverbs are used to sound a warning. On the
other hand, proverbs praise people and give recognition, as well as reward
those who live up to the society‘s expectations.

3. Forms of Social Authority

Cultural songs together with some forms of oral literature such as stories
usually help to make valid social institutions and rituals. For instance, songs are
a medium through which magic, ceremonies and rituals are performed. Through
them myths can be cited as an authority on questions of religious beliefs and
even ritual procedures. For example, in many societies‘ legends put in the form
of songs help to justify peoples‘ rights to land and social position, such as
leadership as well as other claims.

4. Ways of Releasing Emotions

Songs and dances sometimes provide emotional release from restrictions that
would normally be imposed by the society upon individuals. For instance, when
people find themselves bored or frustrated, they sing and dance, and in doing
so they become happy once again. Even jokes put into the lyrics of songs are a
means through which people may criticize and laugh at those in authority, in a
way they cannot normally do in speech. These are also useful as a means of
emotional release.

5. Ways of Maintaining Culture and Identity

When we look at the functions it plays in education, social control, social power
and emotional release together, it can be seen that cultural songs have the one
overall function of maintaining the stability of a people‘s culture and identity, and
ensuring that it continues. In other words, cultural songs operate to ensure that
the culture of the people continues to exist.
GR 10 ENG U1 90 TOPIC 2 LESSON 9

Activity 2 Identify and list four examples of cultural songs that you
know from each of the 4 regions of Papua New Guinea.
Also indicate the province to which each song originates
from, and their importance in their respective societies. The
first one has been done for you as an example.

1. Region: Momase Region

Province: Morobe
Name of Song: Dua dua
Origin of Song: Originated from the games that children play.
Importance of song: It is performed as a form of emotional release especially
during occasions such as the Christmas festivities.

2. Region:
_______________________________________________________________
Province:
_______________________________________________________________
Name of Song:
_______________________________________________________________
Origin of Song:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Importance of Song:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

3. Region:
_______________________________________________________________
Province:
_______________________________________________________________
Name of Song:
_______________________________________________________________

Origin of Song:
_______________________________________________________________
GR 10 ENG U1 91 TOPIC 2 LESSON 9

_______________________________________________________________
_______________________________________________________________
Importance of Song:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
4. Region:
_______________________________________________________________
Province:
_______________________________________________________________
Name of Song:
_______________________________________________________________
Origin of Song:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Importance of Song:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

5. Region:
_______________________________________________________________
Province:
_______________________________________________________________
Name of Song:
_______________________________________________________________
Origin of Song:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Importance of Song:
_______________________________________________________________
GR 10 ENG U1 92 TOPIC 2 LESSON 9

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.

The Meaning of Cultural Songs

As we have seen, cultural songs have come about mainly as a result of human
beings trying to adjust and live in harmony with the environment. As such, a lot of
cultural songs express certain aspects of nature and their relationship with man.
Cultural songs may use a number of forms to express this. For instance, they may
take the form of chants, proverbs, riddles or poems. Look at this song poem from the
Morobe Province which is sung by children while they are slapping water with their
hands.

Children‟s bathing song

While swimming
we are turning the water into a cloud
hey, hey, how nice, how nice!
do you see that red star hanging
over there?

This poem is sung because children and youth are having fun and the poem makes
the games even more fun. Therefore, a song poem is the best way to describe that
fun.

However, much of the cultural songs you come across may use the form of poetry
known as ballads to express themselves. Ballads are songs about events or legends
that contain a lot of action and are told in the form of a story in which the main events
of the story unfold in the time order in which they happened. Because of this, you
would find that a lot of cultural songs are full of thoughts and ideas as well as images
and feelings, many of which may contain special meanings or themes.

Themes are the underlying messages or lessons to be learnt from the song.
Sometimes the composers of cultural songs make their themes very clear, and tell us
what the theme is. Many times, they hide their themes by using figures of speech,
such as metaphors and similes, and even pictures. When you hear a song that is
composed in this way, you will have to do more thinking by trying to read between the
actual words used in the song, in order to work out its meaning.
GR 10 ENG U1 93 TOPIC 2 LESSON 9

Activity 3 Write out a cultural song from your own area in the space
provided below. Make sure you translate it to English or
Pidgin first, and try to explain what the song is all about
based on the questions below.
Title _______________________________________________

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
GR 10 ENG U1 94 TOPIC 2 LESSON 9

1. Where is this cultural song from?

_______________________________________________________________

2. What kind of cultural song is this?

_______________________________________________________________

3. What feelings or emotions are expressed in this song?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

4. When is this cultural song usually performed?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

5. Explain what this song is about by looking at its lyrics.

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.
GR 10 ENG U1 95 TOPIC 2 LESSON 9

Summary
You have come to the end of Lesson 9. Remember that a cultural
song is a song that is composed and performed by natives or
indigenous peoples from a particular society. In this lesson, you
also learned about where cultural songs originated from, the
meaning behind them, and their importance in respective societies.
As a student, learning about cultural songs will enable you to
appreciate cultural songs from your own area so that you can take
part in cultural activities involving cultural songs.

NOW DO PRACTICE EXERCISE 9 ON THE NEXT PAGE.

GR 10 ENG U1 96 TOPIC 2 LESSON 9

Practice Exercise: 9

Answer the questions below, based on your understanding of what has been
covered so far.

1. What are cultural songs?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

2. What occasions are marked by the performance of cultural songs?

_______________________________________________________________
______________________________________________________________
______________________________________________________________

3. How did cultural songs come about?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

4. What are cultural songs mainly centred around?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

5. What do cultural songs also depict in the dances that accompany them?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

6. What is the main aim of cultural songs?

_______________________________________________________________
_______________________________________________________________

7. Identify the five important roles that cultural songs play in the society.
a. ___________________________________________________________
GR 10 ENG U1 97 TOPIC 2 LESSON 9

b. ___________________________________________________________
c. ___________________________________________________________
d. ___________________________________________________________
e. ___________________________________________________________

8. What are some of the forms that cultural songs use?

_______________________________________________________________
_______________________________________________________________

9. What is one form of poetry that cultural songs use? Explain it briefly.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

10. How do composers of cultural songs hide the themes of their songs?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

CHECK YOUR ANSWERS AT THE END OF TOPIC 2.

Answers to Activities

Activity 1

(Students should be able to list the cultural songs they know, and briefly explain what
each song is all about).

Activity 2

(Based on the example given, students should be able to list songs from the 4
regions of PNG; identify the provinces they come from; explain how each song
originated, and discuss their importance in the society).

Activity 3

(Students should be able to write out a cultural song from their own area, and explain
what it means in terms of the questions asked).
GR 10 ENG U1 98 TOPIC 1 LESSON 10

Lesson 10: Religious Songs

Welcome to Lesson 10 of Unit 1. In this lesson you will learn

about another type of song, which is the religious song. You will
specifically learn the purpose of religious songs, their
importance to people as well as their origins and features. You
will also look the lyrics of religious songs in order to interpret the
meaning behind them.

First, takeYour
a look at the aims for the lesson.
Aims:
 define religious songs and their purpose
 identify the origin and features of religious songs
identify the language used in religious songs
 interpret and analyse religious songs


What is a religious song?

A ‗religious song‘ refers to any song that is composed and performed for religious use
or through religious influence. Religious influence comes from religion which is the
belief that people have in a supernatural being or higher power, especially in God,
which they express their faith and worship him through the songs they sing. Religious
songs are also known by other names such as, hymns, praises, and worship songs.
Many of these songs are contained in hymnals or praise and worship books, which
are known by many other names. Each religion or Christian denomination has its own
name for books that contain religious songs. There are many religious songs from
different religions throughout the world, however, here in this lesson we will focus on
Christian religious songs or music that have been inspired by the Christian faith or
belief.

Religious songs have a long history in the Christian Church. The earliest song came
from Jewish worship music, which was a combination of singing and speaking, and
speaking with an understood ritual rhythm to it. Later on, Johann Sebastian Bach
was considered one of the most important and influential European classical music
composers who wrote most of his music for the Lutheran church. So here we can
see that religious song or music often changes to fit the times. Contemporary
Christian music, for example, uses idioms from various secular popular music styles
but with religious lyrics. Gospel music also has always done this, for example
incorporating funk, and continues to do so. As such, a lot of songs have been written
or composed for religious worship and many who wrote them have been inspired to
write from their own religion, which is their faith.
GR 10 ENG U1 99 TOPIC 2 LESSON 10

You will have realised that many traditional songs you know have been adapted to fit
religions' purposes or have originated from religious songs. For many Christians, the
songs they sing are just pleasant anthems, pieces of cultural heritage, or poetry to
be preserved. For instance, a new song is often valued because it‘s new and may
sound good to the ear, or a hymn is used simply to fill in the program during church
service. However, a religious song should not be regarded as a song that you sing
when in church only, or during church-organised activities only. The main aim or
purpose of religious songs is to proclaim or declare one‘s faith in God through the
lyrics or words of the song in order to reaffirm or further strengthen that faith.

Activity 1 Answer the following questions to test your understanding

about religious songs.

1. Explain what a religious song is in your own words.

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

2. What is the main purpose of a religious song?

_______________________________________________________________
______________________________________________________________
_______________________________________________________________

3. Where did religious songs originate from?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

4. Where would you usually find religious songs?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

5. List three examples of religious songs you know.

a. ____________________________________________________________
b. ____________________________________________________________
c. ____________________________________________________________
GR 10 ENG U1 100 TOPIC 1 LESSON 10

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.

The Features of Religious Songs

Songs of today's Christian religion fall into three categories: hymns, praise songs
and commercially-produced music usually known as Contemporary Christian Music
(CCM). Hymns are usually categorized as older songs, sometimes hundreds of
years old, in contrast to praise songs, which are songs written within the last 30
years or so. However, there is a lot of overlap between praise songs and CCM
songs, with many recorded songs by CCM artists being adapted for use in churches.
Here, let us look at the features of each song.

1. Hymns
Hymns are traditional or old forms of Christian Religious songs, which are still
popular today. They continue to be used by traditional churches, such the
Catholic and Lutheran churches, and to some extent the United and Seventh
Day Adventist Churches. Traditionally, hymns were composed in the traditional
way where verses were repeated when sung, occasionally with a chorus or
accompanied by an organ. Often they are sung by a choir. Hymns which have
been sung through the years and are still sung often today include: "Amazing
Grace," written by former slave trader John Newton after he was saved from a
shipwreck and converted to Christianity; "Holy Holy Holy," a hymn about the
Trinity written by Reginald Heber in 1826 for Trinity Sunday; "How Great Thou
Art," which Swedish pastor Carl Boburg wrote in 1891 after experiencing a
thunderstorm; "Be Thou My Vision," written by an Irish poet in the sixth century
and set to the tune of an Irish folk song; "Rock of Ages," written by Augustus
Toplady in 1763 while hiding out from a violent thunderstorm; and "Joyful Joyful
We Adore Thee," written by Henry Van Dyke in 1907 to the tune of Ludwig van
Beethoven's "Ode to Joy."

2. Praise Songs
Praise songs are often very simple musically, and usually focus on praising
God. Musically, they are sometimes similar in pattern to contemporary Christian
music, including several verses, a chorus, and a bridge. Praise songs that many
Christian churches sing today include: "How Great is Our God" by Chris Tomlin,
who began writing praise and worship songs in the late 1990s; "Blessed Be
Your Name," which Matt Redman wrote as a song of lament after the events of
September 11, 2001; "Here I Am to Worship" by Tim Hughes, which
TheFish.com considers the biggest modern worship song ever; "Mighty to
Save" by Hill Song United, the worship team at Hill song Church in Australia;
"Open the Eyes of My Heart," which Paul Baloche wrote spontaneously while
leading worship at church; and "Everlasting God," which Brenton Brown wrote
after a spontaneous prayer and rhythm instrument session focusing on the first
line of the song.
GR 10 ENG U1 101 TOPIC 2 LESSON 10

3. Contemporary Christian Music (CCM)

Most Contemporary Christian Music have made it on the charts of religious
music stations and magazines as top selling songs. The top Christian songs for
2009 were: "The Motions" by Matthew West, which spent more than a month at
#1 on the Billboard chart; "By Your Side" by Tenth Avenue North, the group
which won the New Artist of the Year award at the 2008 Dove Awards;
"Revelation Song" by Phillips, Craig and Dean, a trio of church pastors from
different cities who are also musicians; "There Will Be a Day" by Jeremy Camp,
a young rock musician whose music often reflects his pain over the loss of his
newlywed wife to cancer; "I Will Rise," which Chris Tomlin wrote as a
contemporary song that could be played at funerals; and "More Beautiful You,"
a song by Jonny Diaz about the source of real beauty.

Activity 1 Identify three (3) examples of songs that you know of from
the three categories of religious songs. List an example of
each song, as well as three (3) features, which make them
different to each other. Do so in the spaces provided below.

1. Hymn:
_______________________________________________________________

Features:
a. ____________________________________________________________
____________________________________________________________
b. ____________________________________________________________
____________________________________________________________
c. ____________________________________________________________
____________________________________________________________

2. Praise
_______________________________________________________________

Features:
a. ____________________________________________________________
____________________________________________________________
b. ____________________________________________________________
____________________________________________________________
c. ____________________________________________________________
____________________________________________________________
GR 10 ENG U1 102 TOPIC 1 LESSON 10

3. Contemporary Christian Music

_______________________________________________________________
Features:
a. ____________________________________________________________
____________________________________________________________
b. ____________________________________________________________
____________________________________________________________
c. ____________________________________________________________
____________________________________________________________

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.

Now, you will look at the meaning of religious songs.

The Meaning of Religious Songs

Unlike songs that you hear every day on the music stations and even on TV,
Christian song lyrics have more of an uplifting and meaningful message than the
others. Christian song lyrics have a purpose, which is to uplift your attitude, and
change your outlook to life in a more positive way.

For instance, many non-religious songs these days use cheap or even trashy lyrics
and sounds. However, Christian song lyrics lean towards showing ‗the glass being
half full instead of empty,‘ meaning the lyrics provide hope and encouragement for
their listeners showing them the way Christ would want us to look at life, with joy and
hope. One good example of great Christian song lyrics is the band Casting Crowns
many uplifting songs. Their recent song, ―Ea st to West‖ from the album The Altar and
the Door is filled with meaningful lyrics that show the amazing love of Christ. This
song depicts the struggle of a Christian to fully realise God‘s amazing forgiveness.
Like many Christian song lyrics, the words in the bridge of the song ―Ea st to West‖
are clear and truthfully stated:

I know you‘ve washed me white,

Turned my darkness into light...
I‘m not holding onto you
But you‘re holding onto me!

Like the lyrics here, many Christian song lyrics are hopeful and positive. Words
especially those put into music, have more impact, as they affect your attitude more
than you would think. Without even thinking about it, the message of a song can be
turned into something you unconsciously think about. For instance, hearing a song
over and over again will result in the song sticking in your mind. As such, Christian
GR 10 ENG U1 103 TOPIC 2 LESSON 10

song lyrics are not there just for the sake of the song, but are used in songs for a
purpose, the main purpose being to encourage as well as reveal the love of Christ.

Activity 3 Read the song on the next page from the song book titled
"Sing with joy” and explain its meaning based on the
questions that follow.

Softly and Tenderly

1 Softly and Tenderly Jesus is calling,

Calling for you and for me;
See, at the doorway He‘s waiting and watching,
Watching for you, and for me!

Chorus:
Come home...Come home...,
You, who are weary, come home...,
Lovingly, tenderly, Jesus is calling,
Calling, o sinner, come home.

2 Why should we hold back when Jesus is asking?

Asking for you and for me;
Why are we waiting not taking his mercies?
Mercies for you and for me.

3 Oh, for the wonderful love He has promised,

Promised for you and for me;
Though we have sinned, He has mercy and pardon‘
Pardon for you and for me.

4 Softly and Tenderly Jesus is calling,

Calling for you and for me;
See, at the doorway He‘s waiting and watching,
Watching for you, and for me!

Chorus:
Come home...Come home...,
You, who are weary, come home...,
Lovingly, tenderly, Jesus is calling,
Calling, o sinner, come home.

5 Why should we hold back when Jesus is asking?

Asking for you and for me;
Why are we waiting not taking his mercies?
Mercies for you and for me.
GR 10 ENG U1 104 TOPIC 1 LESSON 10

Oh, for the wonderful love He has promised,

Promised for you and for me;
Though we have sinned, He has mercy and pardon‘
Pardon for you and for me.

1. What type of song is ―So

ftly and Tenderly‖?
______________________________________________________________

2. Where would you normally find this type of song?

______________________________________________________________
3. What does the song depict?
____________________________________________________________
____________________________________________________________
____________________________________________________________

4. Explain in one sentence each of the 3 verses of the song:

a. Verse 1
_________________________________________________________
_________________________________________________________
_________________________________________________________

b. Verse 2
_________________________________________________________
_________________________________________________________
_________________________________________________________

c. Verse 3
_________________________________________________________
_________________________________________________________
_________________________________________________________

5. What message of encouragement is the hymn trying to convey?

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
GR 10 ENG U1 105 TOPIC 2 LESSON 10

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.

Summary
You have come to the end of Lesson 10. Remember that a
religious song is one type of song that is composed and
performed for religious use or through religious influence. In this
lesson, you also learned about its purpose, where it originated
from as well as its features, and the meaning behind its lyrics. As
a student, learning about this type of song will help you to see its
importance to your spiritual growth.

NOW DO PRACTICE EXERCISE 10 ON THE NEXT PAGE.

GR 10 ENG U1 106 TOPIC 1 LESSON 10

Practice Exercise: 10

Write your favourite religious song in the space provided, and answer the
questions that follow.

Title: _________________________________________________

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
GR 10 ENG U1 107 TOPIC 2 LESSON 10

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

1. What category of songs does this particular song fall into?

______________________________________________________________

2. Identify three features of this song which helped you to decide the category it
belonged to:
a. ____________________________________________________________
____________________________________________________________
____________________________________________________________

b. ____________________________________________________________
____________________________________________________________
____________________________________________________________

c. ____________________________________________________________
____________________________________________________________
____________________________________________________________

3. Where would you find this particular song?

______________________________________________________________

4. Where does this hymn originate from?

_______________________________________________________________
GR 10 ENG U1 108 TOPIC 1 LESSON 10

5. In one sentence explain what this hymn is about.

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

6. What message is the writer trying to convey in this hymn?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

7. Why do you like this particular hymn?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

8. List at least five lines from this hymn which you like, and explain what each line
means.
a. __________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

b. _______________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

c. ___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

d. ___________________________________________________________
GR 10 ENG U1 109 TOPIC 2 LESSON 10

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

e. ___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

9. Express the kind of feelings you got from the lyrics of this particular song.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

CHECK YOUR ANSWERS AT THE END OF TOPIC 2.

Answers to Activities

Activity 1

1. A religious song is a song that is written and sung to praise and worship God.

2. The main aim or purpose of religious songs is to proclaim or declare one‘s faith
in God through the lyrics or words of the song in order to reaffirm or further
strengthen that faith.

3. Religious songs originated from Jewish worship music.

4. You would usually find religious songs in hymnals or praise and worship books,
which are known by many other names. Each religion or Christian
denomination has its own name for books that contain religious songs.

5. Three examples of religious songs:

1. Come to the Saviour
2. This is the day
3. This little light of mine
GR 10 ENG U1 110 TOPIC 1 LESSON 10

Activity 2

1. Hymn:
The Old Rugged Cross

Features:
1. It is an old or traditional hymn.
2. It has the traditional structure where the chorus is repeated after every
verse.
3. It is written in the old fashioned English.

2. Praise:
Stand at your Feet O‘ Lord

Features:
1. It is a modern day song that was written in the last 20 years.
2. It structured in the same way Contemporary Christian Music, and is sung at
a slow pace.
3. It is simply musical in praise of God.

3. Contemporary Christian Music:

From a Distance

Features:
1. It is a mixture of the old and the new.
2. It uses the more modern structure of songs.
3. It is more music-oriented and has a more contemporary beat to it.

Activity 3

1. ―So
ftly and Tenderly‖ is a hymn.

2. You would normally find this type of song in a hymnal.

3. The song is depicting God‘s love for us.

4. An example of a sentence explaining each of the 3 verses:

a. Verse 1
God is calling you softly, and waiting and watching the door of your heart
to hear his call and let him into your heart and into your life.

b. Verse 2
Do not hold back from the Lord when he is asking and waiting for you to
accept his mercy and commit yourself to him.
GR 10 ENG U1 111 TOPIC 2 LESSON 10

c. Verse 3
God has promised to love us, and even though we have sinned he has
mercy on us and is ready to forgive us of all our sins.

5. This hymn is encouraging us to opening our hearts to the lord so that we can be
forgiven for our sins and receive his love and blessings in our life.
GR 10 ENG U1 112 TOPIC 1 LESSON 11

Lesson 11: Contemporary Songs

Welcome to Lesson 11 of Unit 1. In this lesson you will learn

about yet another type of song, the contemporary song. You
will specifically learn about how contemporary songs are
different from cultural and religious songs in terms of their
features. You will also learn about the meaning behind the
lyrics of contemporary songs.

Your
First, take Aims:
a look at the aims for the lesson.
 define ‗contemporary songs
 differentiate between cultural, religious and
contemporary songs
 identify the features of contemporary songs
 interpret and analyse contemporary songs

What is a contemporary song?

In the previous lessons, we looked at cultural and religious songs. In this lesson, we
will focus on yet another type of song known as ‗contemporary song.‘ We will
specifically look at contemporary songs from Papua New Guinea. However, in order
for us to understand what a contemporary song is, let us first of all define what
contemporary means. Contemporary means belonging to the present time or modern
day. As such, contemporary songs are songs of today, which reflect the current
musical styles and preferences of artists today. For instance, 60s and 70s music
was contemporary in its day, at the time it was composed. Songs in this category
include genres such as blues, country, techno/dance, classical, folk, funk, hip hop,
jazz, metal, pop, rock and reggae.

In Papua New Guinea today we have a lot of contemporary local songs, which are
composed and performed by our local artists. However, in the years, leading up to
our independence, many of our local songs were closely related to the cultures to
which they belonged, and had no influence apart from contact between traditional
partners and neighbouring groups. PNG songs were truly traditional or tumbuna
singsings at that time. They were later on influenced by the introduced Christian
hymns, such as Gregorian chants, peroveta, ute, taibube and all other forms of
Melanesian music. This was followed by the influence of string bands, and then the
introduction of bamboo bands, a style of music using bamboo tubes played by hitting
them with sandals. Today, however, much of PNG‘s local songs are contemporary as
they are largely influenced by western songs, especially pop, rock and reggae.
GR 10 ENG U1 113 TOPIC 2 LESSON 11

Activity 1 Answer the following questions based what you have

learned so far about contemporary songs.

1. Explain what a contemporary song is in your own words.

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

2. List five examples of contemporary PNG songs you know.

a. ____________________________________________________________
b. ____________________________________________________________
c. ____________________________________________________________
d. ____________________________________________________________
e. ____________________________________________________________

3. Explain how contemporary songs are different from cultural and religious songs.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

4. Name three places where you would usually hear contemporary songs.
a. ____________________________________________________________
b. ____________________________________________________________
c. ____________________________________________________________

5. Express the feelings or emotions you have when you listen to contemporary
songs.
_______________________________________________________________
_______________________________________________________________

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.
GR 10 ENG U1 114 TOPIC 1 LESSON 11

Features of Contemporary Songs

Contemporary songs in many ways reflect, express and shape our national identity
and through them many of our artists have been able to find their creative voices. If
we were to compare contemporary songs to cultural and religious songs, you would
see a lot of differences. Cultural songs are traditional as they reflect the people‘s way
of life, and they have been composed a long time ago. While religious songs are
composed for religious purposes, many of which have been written a long time ago,
and others quite recent.

Contemporary songs unlike the two have certain features which make them different:
1. They are more modern or recent.
2. They are a mixture of the traditional and modern.
3. They use various genres, such as pop, rock, reggae.
4. They use a wide variety of instruments, both old and new.
5. The style of music is different in terms of the rhythm, melody, harmony and tone.
 The rhythm is the beat of the song.
 The melody is the sound of the music.
 The harmony is how all the different parts of the music flow together.
 The tone is the quality of the music.

Because of these different features, many Papua New Guineas enjoy listening to
contemporary songs by our local artists. A few have even gained international
success, making music one of our potential cultural exports. For instance, the late
Tony Subam from Madang is widely considered to be a founder of PNG's
contemporary music scene, as he co-formed Sanguma in 1977, by blending the PNG
cultural traditions with western instrumentation. The band made headlines in the
South Pacific Arts Festival, and was the first PNG band to tour internationally. As
such, Tony has been an inspiration to a whole generation of PNG musicians.

Activity 2 Write the lyrics of a contemporary song from PNG in the

space provided below, and identify its features based on
the questions written below.

Title: __________________________________________________

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
GR 10 ENG U1 115 TOPIC 2 LESSON 11

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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___________________________________________________________________
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___________________________________________________________________
___________________________________________________________________
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___________________________________________________________________
___________________________________________________________________
GR 10 ENG U1 116 TOPIC 1 LESSON 11

1. What is the theme of this contemporary song? Is it about love, war, family,
friendship, loss of a loved one, or life in general?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

2. Is the song more modern, more traditional, or a combination of the two?

Explain.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

3. What genre does this particular song fall under? Pop, rock, metal, R&B,
reggae?
_______________________________________________________________
_______________________________________________________________

4. Identify the instruments that accompany the song.

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

5. What can you say about the style of the music of that particular song?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers with mine. Make sure you do the necessary corrections before
moving on to the next part of this lesson.
GR 10 ENG U1 117 TOPIC 2 LESSON 11

Now, you will look at the meaning of contemporary songs.

The Meaning in Contemporary Songs

Many times when we listen to a contemporary song on the radio or watch it being
sung on television we sometimes wonder about what the song is about. Artists write
songs as an expression of themselves. Some choose to let the song do the talking
but most artists also use the lyrics to tell us their feelings. Trying to understand the
meaning behind the lyrics is not always easy, but doing so will enable us to better
appreciate the song.

Here are some hints that you can follow to help you explain the lyrics of a
contemporary song:
1. Make sure you know the lyrics by heart.
2. Think about the genre and the theme of the song. Is it a love song? rap song? or
religious song? Knowing this will help you to work out how to interpret the lyrics
3. Look at the meaning of the song. If the meaning is literal or clear at first, look at it
again, as it may have a deeper and newer meaning.
4. Take note of any unusual poetic phrases, such as metaphors or figurative
language. These are a little harder to figure out, but consider them carefully
because metaphors can be some of the most important and moving parts of a
song that reveal a lot of meaning.
5. Listen to the song again and again if you have to. Listen while you read the lyrics
as well to feel a deeper sense of connection with the words.
6. Never accept your interpretation as final. Keep an open mind and talk to other
fans and music lovers. See how they understand the song. You never know, you
might hear something different that changes your perspective.

Like a painting or a book, most songs do not have just one meaning. There is no right
or wrong meaning. You must simply go by what you understand. Remember that
songs are emotional arts so when you are reading the words, do not forget the
emotions or feelings behind them. Also consider the band or the singer behind the
song. If you are familiar with their songs, you know their style, and what they write
about. Sometimes artists even like to take their songs in a totally new direction from
their previous songs.

Activity 3 Look at the lyrics of the same song you used in Activity 2,
and explain the meaning of the song by answering the
questions that follow.

1. What do you think about the title of the song? Why did the song writer give the
song that title?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
GR 10 ENG U1 118 TOPIC 1 LESSON 11

2. What do you think about the theme of the song? Is it interesting to you? Why or
why not?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

3. What is the main message or story in the song? What does the songwriter
want to tell you? Briefly explain
______________________________________________________________
______________________________________________________________
______________________________________________________________

4. What feelings do you have as you read and listen to the words of the song?
______________________________________________________________
______________________________________________________________
______________________________________________________________

5. What is your response to the songwriter‘s message?

______________________________________________________________
______________________________________________________________

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.

Summary
You have come to the end of Lesson 11. Remember that a
contemporary song is a song of the time or period in which it is
written. In this lesson, you also learned about the features of
contemporary songs as well as the meanings of contemporary
songs, and how they are different from cultural and religious
songs. As students, learning about this type of song will enable
you to appreciate the many contemporary songs from PNG and
abroad.

NOW DO PRACTICE EXERCISE 11 ON THE NEXT PAGE.

GR 10 ENG U1 119 TOPIC 2 LESSON 11

Practice Exercise: 11

Read the lyrics of the song “My Island Home” by Neil Murray sung by the
Warumpi band on the album „Go Bush,‟ and answer the questions that follow.

My Island Home

Six years I‘ve been in the desert And my island home

And, every night, I dream of the sea My island home
They say home is where you find it My island home
But will this place ever satisfy me Is waiting for me

For I come from the saltwater people In the evening the dry wind blows
We always lived by the sea From the hills, and across the plains
Now I‘m out here west of Alice Springs I close my eyes and I‘m standing
With a wife and a family In a boat in the sea again
And I‘m holding that long turtle spear
And my island home And I feel I‘m close now to where it
My island home must be
My island home And my island home is waiting for me
Is waiting for me And my island home
My island home
In the evening the dry wind blows My island home
From the hills, and across the plains Is waiting for me
I close my eyes and I‘m standing
In a boat in the sea again My island home
And I‘m holding that long turtle spear My island home
And I feel I‘m close now to where it My island home
must be My island home
And my island home is waiting for me My island home (repeated several
more times)
For I come from the saltwater people
We always lived by the sea
Now I‘m out here west of Alice Springs
With a wife and a family

1. What is the main theme of this song?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
GR 10 ENG U1 120 TOPIC 1 LESSON 11

2. Where do you think this song is from? Why?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

3. What message is the writer trying to convey in this song?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

4. What do you think about this song? Do you like it? Why or why not?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

5. Which phrase or sentence in the song do you remember most easily? Why is it
easy to remember? List at least five.

a. ___________________________________________________________
___________________________________________________________
___________________________________________________________

b. ___________________________________________________________
___________________________________________________________
___________________________________________________________

c. ___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
d. ___________________________________________________________
___________________________________________________________
___________________________________________________________
e. ___________________________________________________________
___________________________________________________________
___________________________________________________________
GR 10 ENG U1 121 TOPIC 2 LESSON 11

6. What emotion is expressed in this song? Sadness, happiness, pain, anger, joy
or something else?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

7. List at least three words or phrases that are used in the song to express this
emotion.
a. ___________________________________________________________
b. ___________________________________________________________
c. ___________________________________________________________

8. Write at least two phrases or sentences that tell what the songwriter is
expressing that particular emotion for.
a. ___________________________________________________________
b. ___________________________________________________________

9. Is the voice used in this song personal, narrative (in the form of a story) or
conversational (like someone talking)?
_______________________________________________________________
_______________________________________________________________

10. Why do you think the writer chose to use this voice for the song?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

CHECK YOUR ANSWERS AT THE END OF TOPIC 2.

GR 10 ENG U1 122 TOPIC 1 LESSON 11

Answers to Activities

Activity 1

1. A contemporary song is a song that is written in a particular time or period.

2. 5 examples of contemporary PNG songs:
a. by Brixie
b. by Leanard Kania
c. by Dadigee
d. by Twin Tribe
e. by Tania Walker
3. Contemporary songs unlike cultural and religious songs have certain features
which make them different. For instance, they are more modern or recent; they
are a mixture of the traditional and modern style; they use various genres, such
as pop, rock, reggae; they use a wide variety of instruments, both old and new,
and the style of music is different in terms of the rhythm, melody, harmony, and
tone.

4. Students to name three places they hear contemporary music. For example;
a. on the radio
b. on the television
c. at concerts

5. Students to express their feelings. For example, I feel happy because I can
relate to the message and the style of music they use.

Activity 2

(Students should be able to write out a contemporary PNG song they, and identify its
features based on the questions asked.)

Activity 3

(Student should be able to and explain what the same song means in terms of the
questions asked.)
GR 10 ENG U1 123 TOPIC 2 LESSON 12

Lesson 12: Writing and Presenting Songs

Welcome to Lesson 12 of Unit 1. In this lesson you will learn

about writing and presenting songs. You will specifically learn
about what song writers must consider when composing their
songs, as well as the structure and steps in writing and
presenting. songs.

Your Aims:

 learn about song writing

 identify the structure of songs
 write a song for presentation

An Introduction to Song Writing

―Where do songs come from?‖ and ― When did they come about?‖ are two questions
that are difficult to answer. It is especially difficult to say exactly when and where
traditional songs came from, but new songs are made up by songwriters. When
writing songs, song writers consider two main parts to compose: the lyrics or the
words of the song, and the music to accompany the song. Some songwriters write
the lyrics first then the music, while others develop the music first and then the lyrics.
Here in this lesson we will focus mainly on how to develop the lyrics of songs.

Most of us may have favourite songs that we like listening to. We hear them on the
radio, on the television, or even on our mobile phones. Where ever we listen to them,
we try to learn the words as much as we can, and sing along to them. Many people
do this by memorising the words of as many songs as possible so that they can
listen to the songs and sing along to them depending on the mood they are in. When
songwriters write songs, they have something they want to express. Many tell it to us
in the form of a story or simply express their ideas or feelings. If you listen to or read
the lyrics carefully you will be able to work out the meaning or the message in the
song.
GR 10 ENG U1 124 TOPIC 1 LESSON 12

Activity 1 Think about the songs that you have heard and maybe
know the lyrics to. In the space provided below list at least
five popular songwriters from Papua New Guinea and the
main themes or topics that are featured in their songs. For
example, Leonard Kania sings mostly about love.

a. Songwriter:
_______________________________________________________________

Themes:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

b. Songwriter:
_______________________________________________________________

Themes:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

c. Songwriter:
_______________________________________________________________

Themes:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

d. Songwriter:
_______________________________________________________________
Themes
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

e. Songwriter:
_______________________________________________________________
GR 10 ENG U1 125 TOPIC 2 LESSON 12

Themes:
_______________________________________________________________
_______________________________________________________________

The Song Structure

Popular songs that you hear on the radio, whether they are religious or
contemporary often have the following structure:

Verse-chorus-verse-chorus-verse-chorus (which is sometimes followed by

an outro)

OR

Verse-chorus-verse-chorus-bridge-chorus

This is because songwriters try to make their songs last for about 3 minutes. They do
this so that their songs are easy for radio programmers to use. Let us look at the
main as well as the other parts of the song structure.

The Main Parts

Songs usually have two main parts: the verses and the chorus.
1. The verses contain main information. The information may be a strong or
important message related to the topic that appears in verses. The verses
usually contain four to eight lines.

2. The Chorus usually expresses the main emotions or feelings of the song. This
is the part of the song that the listeners remember the most, because the
choruses are usually repeated several times. They may also contain the song
title, either in the first or last line. Choruses are also made up of lines. A chorus
may be the same number of lines as the verses or different.

Other Parts

Some songs have parts that are not verses of the chorus. These parts are the
bridge, the interludes and the outro.
1. The bridge. Song writers add this part to their songs to make them sound more
interesting. It is sometimes used instead of a third verse where the writer puts
ideas that don‘t fit in the verse or the chorus. It usually has a different music
and timing to the verses and chorus.

2. The interlude. This part is also added in longer songs to make them more
interesting as well. It is also a different section to the verses, chorus and bridge,
and usually emphasises information already given in the other parts of the
song. It usually has a different music and timing.
GR 10 ENG U1 126 TOPIC 1 LESSON 12

3. The outro. This is part of the chorus and consists of lines, which are repeated
several times at the end of the song to finish it off.

Activity 2 Read the lyrics of the song titled “When I was your Man”
written and sung by Bruno Mars.

When I was your Man

Same bed but it feels like a little That I should have bought
bit bigger now you flower
Our song on the radio but it And held your hand
don‘t sound the same Should have gave you all
When your friend talks about my hours
you, all it does is just tear me When I had the chance
down Take you to every party
Cause my heart breaks a little Cause all you wanted to do was
when I hear your name dance
Now my baby‘s dancing
It all just sounds like oooooh… But she‘s dancing with another
Mmm, too young, too dumb to man
realise
That I should have bought you
flower Although it hurts
And held your hand I‘ll be the first to say that I was
Should have gave you all my wrong
hours Oh, I know I‘m probably much
When I had the chance too late
Take you to every party To try and apologize for my
Cause all you wanted to do was mistakes
dance But I just want you to know
Now my baby‘s dancing
But she‘s dancing with another I hope he buys you flowers
man I hope he holds your hand
Gives you all his hours
My pride, my ego, my needs, When he has the chance
and my selfish ways Take you to every party
Caused a good strong woman Cause I remember how much
like you to walk out my life you love to dance
Now I never, never get to clean Do all the things I should have
up the mess I made, ohh… done
And it haunts me every time When I was your man
I close my eyes Do all the things I should have
done
It all just sounds like When I was you man
oooooh…
Mmm, too young, too dumb
to realise
GR 10 ENG U1 127 TOPIC 2 LESSON 12

1. Look at the parts which make up the song.

a. Which parts of this song are the verses?
____________________________________________________________

b. Which parts of this song are the choruses?

____________________________________________________________

2. Do all the verses have the same number of lines? How many?
_______________________________________________________________

3. Is the chorus the same each time it occurs in the song? Describe any
differences.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

4. What is the structure of the whole song? Write it.

_______________________________________________________________
_______________________________________________________________

5. Do you think this song will be about three minutes long? Why?
_______________________________________________________________

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.

Now, you will look at writing your own song.

Writing your Own Song

Song writing has many steps. It is difficult to be able to write a good song with
meaningful lyrics. In order to write a good song, writers must gather and try out many
ideas before selecting a few of these for the lyrics. They must draft the lyrics, then fix
them up, and rewrite them many times before they come up with good lyrics that
they are satisfied with. Now let us look at some useful steps that you can follow to
write your own lyrics to a song:

1. Choose a topic or theme of the song. The topic may be based on a

situation that the songwriter has been through. For example, the topic may be
about love or death.
GR 10 ENG U1 128 TOPIC 1 LESSON 12

2. Give the song a title. The title must be interesting in order to attract attention.
For example, the title may contain a colour, a name, or a popular saying.

3. Identify the key words in the topic and make a list of related words. Once
songwriters have chosen a topic, they make sure to use a lot of words related
to it called ‗key words.‘
4. Use rhyming words. Some writers may like to use words that rhyme in their
song. The rhymes they use may not have the same spelling, but may have the
same sound. For example, you and true.
5. Write for the listener. Songwriters try to use words that will get the listener‘s
attention by using simple phrases or sentences that will be easy to remember
and understand.
6. Include emotions. Songwriters also try to choose words that express their
emotions or feelings. For example, soft-sounding words for sad or romantic
songs, like ‗love‘, ‗dear‘, ‗caress,‘ and so on.
7. Choose the voice of the song. The song writer may choose whether to write a
personal, narrative or conversational song.
 A personal song can be emotional and uses ‗I‘ ‗me‘ or ‗my‘ in the lyrics. For
example, ‗Mybaby left me.‘
 A narrative song are like stories, and use ‗he‘ ‗she‘ or ‗him.‘ For example, She
was the love of his life.‘
 Conversational songs on the other hand, often sound confronting and uses
‗you‘ by directly talking to the listener. For example, ‗You went away and
left me lonely.‘

Activity 3 Think of a situation that you have recently been in or faced,

and how you felt at time. Having that in mind, do the
following tasks, for the initial composition of your song:

1. Based on the situation you had in mind, write the following:

a. The topic or theme for your song
__________________________________________________________
b. A possible title for your song
__________________________________________________________

2. List some of the key words related to the topic you have written down.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
GR 10 ENG U1 129 TOPIC 2 LESSON 12

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

3. Using the key words you listed above, write down the first four lines. Make sure
the first and the third, and the second and the fourth line rhyme. Use catchy
phrases and sentences.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

4. Rewrite those four lines again by putting more emotion or feeling into it.
Remember your topic or theme.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

5. Decide on the voice to use, whether it is personal, narrative or conversational,

and polish up the four lines again using the appropriate voice.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
GR 10 ENG U1 130 TOPIC 2 LESSON 12

Summary

You have come to the end of Lesson 12. Remember that it is

difficult to know exactly when songs came about, especially
traditional songs. However, new songs are made up by songwriters.
In this lesson, you also learned about how songs are structured,
and the steps to follow to enable you to write songs. As a student,
learning about this will enable you appreciate songs.

NOW DO PRACTICE EXERCISE 12 ON THE NEXT PAGE.

GR 10 ENG U1 131 TOPIC 2 LESSON 12

Practice Exercise: 12

Write your own song by developing the four lines that you have already written
on the topic chosen. Write at least another two verses and include a chorus.
Decide on the number of lines you would like for your chorus, and use the
verse-chorus-verse-chorus-verse-chorus followed by an outro structure. Use
the space provided below.

Title: _______________________________________________________

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
GR 10 ENG U1 132 TOPIC 2 LESSON 12

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.

CHECK YOUR ANSWERS AT THE END OF TOPIC 2.

Answers to Activities

Activity 1

(Students to list any popular songwriter from Papua New Guinea, and the themes
featured in their songs)

Activity 2

1. Parts which make up the song

a. Parts 1, 3 and 5 are the verses
b. Parts 2 and 4 are the chorus

2. Yes, each verse has 5 lines each.

3. Yes the chorus is the same every time it appears in the song.

4. The structure of the whole song is: verse-chorus-verse-chorus-verse-bridge

5. I think the song should be about 3 minutes as it is structured for radio play.

Activity 3

Students should be able to do the following tasks:

1. Identify a theme or topic from a recent situation they‘ve been through, and
come up with an interesting title that reflects the topic chosen.

2. List down all the ideas related to the topic they‘ve chosen.

3. Write the first four lines of the songs using the ideas they‘ve listed. They have
to use catchy phrases, and ensure that the 1st and the 3rd and the 2nd and the
4th line rhyme.
GR 10 ENG U1 133 TOPIC 2 LESSON 12

4. Sample answer only. Students answer vary.

Same bed but it feels too big now

Our song on the radio but I can‘t identify with it
When your friend talks about you, all it does is just tear me to pieces
Cause my heart breaks so badly when I hear your name

5. Sample answer only. I will use personal voice.

For me, the same bed feels too big now

I hear our song on the radio but I can‘t identify with it
When our friend talks about you, all it does is just tear me to pieces
Cause my heart breaks so badly when I hear your name
GR 10 ENG U1 134 TOPIC 2 ANSWERS

ANSWERS TO PRACTICE EXERCISES IN TOPIC 2

Practice Exercise 9

1. Cultural songs are songs that are composed and performed by natives or
indigenous peoples from a particular society.

2. Occasions such as births, courting ceremonies, funerals, hunting trips,

initiations, planting and harvesting seasons, etc., are marked by cultural
songs.

3. Cultural songs originated or came about as a result of society trying to adjust

itself in order to live in harmony with the environment. Man tried to answer the
questions relating to life and death, such as, how the world came to be, how
man came to be, and how animals and nature came to be.

4. Cultural songs are mainly centred on the daily lives of the people, and their
cultural practices.

5. Cultural songs also depicts nature, and man‘s relationship to the environment,
such as the plants and animals.

6. The main aim of cultural songs is to provide pleasure and entertainment.

7. The five important roles that cultural songs play in the society are as:
a. an educative tool to impart knowledge to the younger generation.
b. a means of maintaining control over the society so that people behave
in a more acceptable way.
c. a form of social authority, whereby people claims to land, leadership
positions and other possessions can be justified.
d. a means of releasing emotions from restrictions imposed by society
upon individuals.
e. a way of maintaining culture and identity.

8. Cultural songs can take the form of chants, proverbs, riddles and poetry.

9. One form of poetry that cultural songs use is ballads. Ballads are songs about
events or legends that contain a lot of action, and are told in the form of a
story in which the main events of the story unfold in the time order in which
they happened.

10. Composers of cultural songs hide the themes of their songs by using figures
of speech, such as metaphors and similes and even pictures.
GR 10 ENG U1 135 TOPIC 2 ANSWERS

Practice Exercise 10

(Students‘ answers must reflect the religious song they have chosen.)

Practice Exercise 11

1. The main theme of this song is about the song writer‘s longing for his home.

2. This song is from Australia, especially the Torres Straits because it mentions
Alice Springs, a town in Central Australia, and the islands.

3. The main message the songwriter is trying to convey is the sense of place or
belonging that people must have for where they come from. What he is trying
to say is that people must not lose sight of where they are from, they must
always remember.

4. I think this is a very meaningful song, and I like it because I can relate to it.
Like the songwriter, I come from an island, so no matter where I am, I will
always remember my island home

5. Students must list at least five phrases or sentences they remember from the
song, and explain why they are easy to remember. For example;

a. …home is where you find it.

I remember this phrase because it is about finding happiness and
satisfaction in one‘s home.

b. For I come from the saltwater people

I remember this phrase because I can relate to it coming from an
island.

c. With a wife and a family

I remember this line because it talks about family, which is important to
me.

d. In a boat in the sea again

I remember this phrase because I can picture it in my mind.

e. And my island home is waiting for me

I remember this line because I can imagine what it would be like to go
back to my island home too.

6. The emotion expressed here is sadness from being far away from one‘s home.
GR 10 ENG U1 136 TOPIC 2 ANSWERS

7. Example of three words or phrases used in the song to express sadness:

a. …every night, I dream of the sea
b. …will this place ever satisfy me
c. …i feel I‘m close now to where it must be

8. Example of 2 phrases or sentences that tell you what the song writer is writing
about
a. …I come from the salt water people
b. My island home

9. The voice used in the song is personal.

10. I think the songwriter used this voice in the story to really express what he was
feeling about his home.

Practice Exercise 12

Write your own song by following the guidelines on Pages 127 and 128. Write your
song on the spaces provided.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

THE END OF TOPIC 2

NOW DO EXERCISE 2 IN ASSIGNMENT 2. THEN GO ON TO TOPIC 3.

GR 10 ENG U1 137 TOPIC 3 TITLE

TOPIC 3

PERSONAL AND SPECIALISED RECOUNTS

In this Topic, you will learn about:

 Recounts.

 Personal recounts.

 Writing a longer personal recount.

 Historical recounts.

 Humorous recounts.

 Eyewitness recounts.


GR 10 ENG U1 138 TOPIC 3 INTRODUCTION

Topic 3: Personal and Specialised Recounts

Welcome to Topic 3 of Unit 1. This is the third topic in this unit. Topic 3 covers
personal and specialised recounts

Lesson 13 is about Recounts in general.

In Lesson 14 you will learn about telling and writing about Personal Recounts.

Lesson 15 you will learn to write longer personal recounts.

Lesson 16 is about historical recounts.

In Lesson 17 you will learn about humorous recounts.

Lesson 18 is about Eye-witness Recounts.

These lessons you are about to do are very important because they are part of
everyday life in the community that you live. Learning how to write and tell different
types of recounts will make you confident to speak up when the need arises.

We know you will find this lessons enjoyable to learn.

Now you may begin.

All the best!

GR 10 ENG U1 139 TOPIC 3 LESSON 13

Lesson 13: Recounts

Welcome to Lesson 13 of Unit 1. In this lesson you will learn

about what recounts are and the different types of recounts
there are. Recounts can encourage you to develop your critical
thinking skills to enable you to recount events in a logical
sequence.

First, take a look at the aims for the lesson.

Your Aims:
 define ‘recounts’
 identify the aims of recounts
 differentiate recounts from diaries
 identify the types of recounts

What is a recount?

A recount is a record or a re-telling of something that has already happened. It can

be based on an experience you have had, or it can be about something that you have
made up. It may be something that you have personally witnessed or observed, or
even something that you have heard or read about. For example, a retelling of what
you did over the Christmas holidays, what you witnessed or experienced during a
sporting match, or what you heard or read about on the news about the country‘s
political crisis. The details in a recount mainly include what has happened, who was
involved, where it took place, when it happened and why it occurred.

Recounts can be factual or true, such as a news story; procedural, such as telling
someone how to make something, or personal, such as a family holiday or your
opinion about a particular subject. They can be written or told orally, whereby the
writer or speaker uses the recount to tell us about a story or an event. Some
examples of recounts include:
 Biographies and autobiographies.
 Newspaper articles or television news
 Letters and postcards.
 Textbooks
 Conversations with friends
GR 10 ENG U1 140 TOPIC 3 LESSON 13

Activity 1 Here are three non-fiction texts. Read each one carefully
and correctly identify each type of text, whether it is a
factual (true) text, a procedural text, or a personal text.
Write your answer in the spaces provided below each
text type and briefly explain your answer.
Text 1

Aids, acquired immune deficiency syndrome, springs from the human

immunodeficiency virus (HIV). It is most commonly caused by sexual intercourse
with an infected person by being born to an infected mother or by sharing needles
with an infected person. Very rarely is HIV transmitted through other means, though
it is possible in some cases. Early disease progression symptoms include mouth
infections, boils blisters, warts, shingles, tiredness, herpes, loss of weight, night
sweats and others. Late illness symptoms include chest infections, tuberculosis,
damage to the nervous system, rashes, stomach and gut problems, sight
impairment, and many other problems which are exaggerations of common problems
made worse and even fatal by a decaying immune system.
___________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Text 2

Making an Omelette

Ingredients
2 eggs
25g of oil
250 milk
Frying pan

Method
Take the pan and put in the oil. Heat the oil until it is hot.
Break the eggs into a bowl and add the milk.
Beat the eggs and milk together and when mixed thoroughly, add to the frying pan.
Fry until the omelette in brown on one side and then turn it over in the pan.
When cooked remove from the pan and serve with a garnish of parsley.
___________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
GR 10 ENG LANG U2 141 TOPIC 2 LESSON 13

Text 3

I was barely seven years old when I was taken off to a place known as Kapa, in the
bush, where I went through my first initiation. My mother‘s people believed that a
very young boy can absorb power more easily. Later bad thoughts enter a man‘s
mind and he becomes less sensitive to the supernatural forces. At Kapa, I learned
about Maruka Akore and the origin of the clan. I also had to go through a series of
endurance and courage tests. We were severely beaten and we had to sit calmly
and unflinchingly when firebrands were waved around our faces.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.

The Difference between Recounts and Diaries

Recounts and diaries are closely associated with each other in the sense that one is
contained in the other. That is also where the difference lies. A recount is the actual
account of what someone has witnessed or experienced, or even heard or read
about, which he or she retells orally to someone or puts down in writing. It is the
account put down in writing that is found in a diary. Therefore, a diary is a book with
spaces for each day of the year in which you can recount your personal experiences
or observations, and even your own private thoughts.
GR 10 ENG U1 142 TOPIC 3 LESSON 13

Activity 2 Fill in the graphic organizer below with at least three

characteristics each for a recount and a diary.

Diary Recount

1. 1.

2. 2.

3. 3.

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.

Types of Recounts
There are many different types of recounts. However, we will specifically look at the
four main or common types of recounts found. Each will be discussed briefly below.
 A Personal Recount is personal and is usually based on an individual‘s
personal experiences, observations and insights.
 A Historical Recount is a recount of people and events in the past, in which
events are placed in their historical context.
 A Humorous Recount is a funny or entertaining recount that shows the writer or
the narrator‘s sense of humor about a particular situation.
 An Eyewitness Recount is a detailed account of what someone has witnessed,
such as a crime or an accident etc.

The main aim of a recount is to inform as well as entertain the audience. However,
depending on the type of recount, the aim or purpose of each may slightly defer from
each other.
GR 10 ENG LANG U2 143 TOPIC 2 LESSON 13

Activity 3 Referring to the four main or common types of recounts

briefly mentioned above, identify the main aim of each
type of recount.

1. ________________________________________________________________
________________________________________________________________
2. ________________________________________________________________
________________________________________________________________
3. ________________________________________________________________
________________________________________________________________
4. ________________________________________________________________
________________________________________________________________

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.

Summary
You have come to the end of Lesson 13 on recounts. In this lesson
you learnt about what recounts are and the different types of
recounts. You have also learnt the similarities and differences
between a recount and a diary.

NOW GO ON TO PRACTICE EXERCISE 13 ON THE NEXT PAGE.

GR 10 ENG U1 144 TOPIC 3 LESSON 13

Practice Exercise: 13

Read the following account of what a student experienced at sea while on her
way to her home province for her Christmas holidays.

Storm at Sea
During our trip from Port Moresby to Milne Bay on board the MV Sea Lark last
year, we ran into a terrible storm in the middle of the ocean. Up to this time, the
ocean had been peaceful; then unexpectedly, the winds began to howl.
Buckets of ice-cold rain fell on us as we paced the deck. The water – a choppy,
dark green – began to spill over the decks in gigantic waves. The spray was all
over us. My teeth chattered, and my lips turned blue. My family and I hurried
inside the ship but found that we were not much better off. The ship was tossed
back and forth by the pounding waves, and I became dizzy and found it almost
impossible to stay in one place. To make matters worse, the bells rang to
announce a drill. With much grumbling, we donned our life jackets and went out
onto the deck to again freeze for ten more minutes. After the drill, we went
inside and huddled together. Some of the older people prayed aloud. Then the
pitching and rolling lessened; the winds died down; the waves quietened; and
the storm abated.

Source: Student writer. Modern English in Action

Based on the recount, answer the following questions to see whether or not
the student has given a clear picture of her experience.
1. Who is this recount about?
________________________________________________________________

2. What type of recount is this?

________________________________________________________________

3. What is the name of the ship mentioned in the recount?

________________________________________________________________

4. Where would this recount most likely be recorded? Why?

________________________________________________________________
________________________________________________________________

5. Briefly explain what this recount is about.

________________________________________________________________
GR 10 ENG U1 145 TOPIC 3 LESSON 13

6. Why did the peaceful ocean suddenly become rough?

________________________________________________________________
________________________________________________________________
_______________________________________________________________

7. When did this particular experience take place?

________________________________________________________________
________________________________________________________________
_______________________________________________________________

8. Where did this experience take place?

________________________________________________________________
________________________________________________________________
_______________________________________________________________

9. What are some of the additional details that the student included to make it
interesting to read?

________________________________________________________________
________________________________________________________________

10. Listed below are several words that are found in the recount passage. Without
consulting a dictionary, try to work out the meanings of these words within the
context that they were used.

a. …then unexpectedly, the winds began to howl_________________________

_____________________________________________________________
b. The ship was tossed back and forth by the pounding waves_______________
_____________________________________________________________
c. …the bells rang to announce a drill__________________________________
______________________________________________________________
d. …we donned our life jackets _______________________________________
_____________________________________________________________
e. …and the storm abated __________________________________________
_____________________________________________________________

CHECK YOUR ANSWERS AT THE END OF TOPIC 3.

GR 10 ENG U1 146 TOPIC 3 LESSON 13

Answers to Activities

Activity 1

1. Factual or true text – it gives true or proven information about how much daylight
we are given in a certain climate.

2. Procedural text – it gives the ingredients and steps to follow to make an

omellete.

3. Personal text – it recounts or retells a personal experience

Activity 2

Diary Recount
1. an account of what someone has 1. is a book with spaces for each day of
witnessed or experienced, or even the year.
heard or read about.
2. can be retold orally or put down in 2. can be used to document recounts of
writing. daily events.
3. can be found in a diary. 3. can be used to document personal
insights.

Activity 3

1. A Personal Recount - aims to inform others about one‘s personal experiences.

2. A Historical Recount - aims to inform others about people, places and events of
the past.

3. A Humorous Recount - aims to inform others about the humorous view of a

particular event.

4. An Eyewitness Recount - aims to inform others about what someone has

personally witnessed.
GR 10 ENG U1 147 TOPIC 3 LESSON 14

Lesson 14: Personal Recounts

Welcome to Lesson 14 of Unit 1. In lesson 13, you were briefly

introduced to recounts. In this lesson, you will further explore one
type of recount known as the personal recount.

But first look at the aims of this lesson.

Your Aims:
 define ‗personal recounts
 identify the features of personal recounts
 describe the language style used in personal recounts
 write a personal recount using the appropriate
structure

What is a personal recount?

A personal recount is a retelling of an experience, an event, or a situation that has

already happened in which you were involved in this experience or situation in some
way. In the actual recount, the character(s) involved in the action(s) or event(s) as
well as the place(s) involved are mentioned. The events are usually mentioned in
chronological order, that is, earlier events are mentioned before the later events. The
recount may be told or put down as a diary entry.

The purpose of a personal recount is to inform others of a past event, as well as to

entertain them. As such, your personal recount should contain descriptive features
that will make it interesting to your readers or listeners. The important thing to bear in
mind when deciding on the narrative (story) you wish to recount is that you recount
an event or experience that is meaningful to you, because it will be much easier to
write about something that you have seen, heard, been present at, lived with and
enjoyed or disliked. For example, your first day at school.

Writing about your personal experiences can also be risky because other people will
read about your life and situations that you have experienced. That is why when
writing a recount, it is better to use fictitious (not real) names and details. You can
find fictitious ideas to write about from one of two places: inside or outside. The
inside ideas come from your own memories, imagination and insights, while the
outside ideas come from books, other people, objects and events. Whether you get
your ideas from the inside or the outside, you must be able to recount believable
stories that have proper beginnings, middles and ends. Your sentences must also be
arranged into appropriate paragraphs to reflect these sections. The sentence lengths
must vary. Use short sentences to increase tension and longer sentences to provide
more details.

You should start of your recount by using interesting opening words to capture your
reader‘s interest. Just as a fisherman uses a hook to catch fish, the beginning of your
recount should function as a hook to capture your reader‘s attention. For example, I
GR 10 ENG U1 147 TOPIC 3 LESSON 14

grew up in the Bronx. My mother raised my three brothers and me by herself. On the
whole, you should use adjectives in the description of place, time, characters and
events in your recount. For example: At last we arrived at the house, surrounded by
rusty metal fence;

Until this month, the heat has been unbearable; Granddad was short and stocky with
slightly bulging belly; The current political crisis in PNG is the first of its kind in the
country.

You can further entertain your readers with the use of figures of speech such as
metaphors and similes to enable your readers or listeners to picture what has taken
place.
 A metaphor directly states that something is something else. Metaphor
sometimes use ―of‖ which describes something as if it was something else.
For example; My mother has a heart of gold.
My memory is cloudy.

 A simile compares things using ―as‖ or ―

like.‖
For example; He was as angry as a beast.
Her presence was like a breath of fresh air

Activity 1 Read this jumbled up personal recount on the following

page of a student retelling his experience of overcoming
the news of his father‟s impending death.

At that point in time, I felt like everything was suddenly falling apart before me. All
these thoughts were racing through my mind as I realized my life was about to
change forever. I felt torn between two worlds. I was hesitant to turn my back on the
life I had carved out for myself, yet I desperately wanted to be there for my dad and
spend every minute I could with him. I felt anxious and unsure of what the future
would hold for me. With mixed emotions, I packed all my stuff and travelled back
home.

My worst fears came true when my dad died shortly after. On top of dealing with my
father‘s death, I now had the added pressure of keeping the family business alive. I
was 17 and had no training in the business field except for observing my father at
work over the previous years. I had suppliers to negotiate with, employees to lead
and motivate and clients to deal with. I was young and inexperienced and I suddenly
began to feel that these traits were hindering my success as I embarked on my new
life in the business world.

Life was good! I was in Year 11 and boarding at a National High School. This was
proving to be an incredible experience for me as it was the first time for me to be
away from my parents. I was making high grades and my social life was fantastic.
The soccer season had also just kick started and I was among one of the five year
11‘s who had made it into the squad for the town competition. Things couldn‘t have
been going better. Until one day when it all came crashing down.
GR 10 ENG U1 147 TOPIC 3 LESSON 14

It really worked! It was once I took control of my thoughts that circumstances turned
around for the better. It marked the turning point in my life. Understanding the power
of positive thought was one of the most important lessons I learned and continue to
live by. It is a powerful tool to eradicate the curses of negative thinking.

I received a phone call from my uncle telling me that my dad had been diagnosed
with cancer and he was given only a couple of months to live, so he wanted me to
leave school and return home as soon as possible. The news shattered me. I
couldn‘t believe it! Why was this happening? Was I really going to lose my dad?
What would family life be like without him? How about all my friends at school that I
had grown to love? Would I ever see them again? How about my aspirations to be
on the soccer squad?

After some time, the business started to suffer and I wanted out before it was too
late. I felt everything around me was going wrong. My usual ―cando it‖ attitude was
quickly dissolving and a negative approach to everything was fast becoming the
order of the day. I had to beat the curse of negative thinking. Taking hold of every
single situation I faced and really making sure I did all I could to ensure the best
possible outcome was key to everything I did.
Source: True Education. Quarterly Magazine.

Do the following activity to test your understanding about the descriptive

features of personal recounts.

1. Re-arrange the paragraphs in chronological order to reflect the actual recount.

Rewrite the whole recount in the spaces provided below.

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GR 10 ENG U1 147 TOPIC 3 LESSON 14

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GR 10 ENG U1 147 TOPIC 3 LESSON 14

2. How does the writer start her recount and how is she able to capture her
reader‘s attention?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

3. List the names of the characters mentioned.

a. ___________________________ b. _____________________________
c. ___________________________

4. Name the places mentioned in the recount.

a. ___________________________ b. _____________________________

5. Write down any five adjectives (descriptive word groups) used in the recount.
a. ______________________________________________________________
b. ______________________________________________________________
c. ______________________________________________________________
d. ______________________________________________________________
e. ______________________________________________________________

6. Identify one metaphor found in the recount.

_________________________________________________________________

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.

Language Style of Personal Recounts

Personal recounts have their own language style, which makes them different from
other types of texts.
 Chronological connections also known as ‗time‘ or ‗linking words‘ are also used
to indicate the time in which each event or action took place. E.g. First, next,
then, after that, etc.

 Each sentence describes past actions and happenings; therefore, the simple
past tense is generally used.
For example: Last year, I flew to Madang…
This morning, I woke up late.
GR 10 ENG U1 147 TOPIC 3 LESSON 14

 They can be written in the first or the third person, that is:
1st person - it is happening to the person writing the recount.
For example: I went to the park.
3rd person - an observer is giving the recount.
For example: Mary went to the show and there she met her friends.
 Action verbs are mainly used to indicate the actions that have taken place.
For example: look, go, change.

 Linking verbs are also generally used.

For example: was, were, saw, heard etc.

 Noun groups that describe people and places may be used.

For example: The noisy children playing in the park.

 May include reported or direct speech (dialogue).

For example: He said he was sick and tired of being bullied… (Reported
speech)
He said, ―I‘m sick and tired of being bullied.‖… (Direct speech)

Activity 2 Read the following personal recount written by a high

school student about her difficulties in Maths.
Semi-professional Math Tutoring

About the middle of high school I began to have difficulty learning algebra. Needing
assistance, I spoke to my good friend Marta, widely known for her high average and
brilliant scholastic achievements. She generously offered to tutor me each day after
school, without charge for as long as I wanted.

Soon after arriving at my house, she methodically set out algebra textbooks, paper,
compass and ruler and assigned me several problems. I had been working about a
minute when Marta announced that she was starving; in fact, she hadn‘t had a thing
to eat since yesterday.
―Well go take something to eat,‖ I said. ―Y
ou‘ll find some snax biscuits in the bottom
drawer in the kitchen.‖

Ignoring me she took out a carton of milk, six slices of bread and an egg, which she
politely asked me to fry for her.

―Marta,‖ I begged, ―ple

ase, just take something light and show me how to do these
problems!‖

―M ary,‖ she replied, ―Y

ou‘re not fair. I come here to help and you refuse me a little
food‖ Marta was busy trying to figure out how to light the gas stove.

―Onproblem 6,‖ I pleaded, ― What do you do when the answer comes out negative?‖
No reply. Marta had finally lit the stove and was cracking the eggs into the frying
pan. She had poured herself a glass of milk and was eyeing the egg hungrily. I
GR 10 ENG U1 147 TOPIC 3 LESSON 14

jokingly asked her if she wanted to fry the whole carton of eggs to take home with
her so that she would have enough supply to last her several meals.

―Ihave had enough of this ungrateful behavior!‖ she exploded. ―

And I don‘t need
your sarcasm. I don‘t know why I ever agreed to help you, you ungrateful child. I
hope you fail tomorrow‘s exam with 40!‖

So saying, she gathered her books together and stamped out of the house, head
high.
Student writer. Modern English in Action.

From the recount on the previous page write down of the following language
styles used:

1. Any three chronological connections used

a. ______________________________________________________________
b. ______________________________________________________________
c. ______________________________________________________________

2. Five sentences written in the past tense. Identify a sentence from each of the
five paragraphs.

a. ______________________________________________________________
______________________________________________________________
b. ______________________________________________________________
______________________________________________________________
c. ______________________________________________________________
______________________________________________________________
d. ______________________________________________________________
______________________________________________________________
e. ______________________________________________________________
______________________________________________________________

3. Any two sentences written in the 1st person

a. ______________________________________________________________
b. ______________________________________________________________

Any two sentences written in the 3rd person

a. ______________________________________________________________
______________________________________________________________
GR 10 ENG U1 147 TOPIC 3 LESSON 14

b. ______________________________________________________________
______________________________________________________________
4. Any ten action verbs

a. ____________________________e. ______________________________
b. ____________________________f. ______________________________
c. ____________________________g. ______________________________
d. ____________________________h. ______________________________
e. ____________________________ i. ______________________________

5. Any five noun groups

a._______________________________________________________________
b._______________________________________________________________
c._______________________________________________________________
d________________________________________________________________
e._______________________________________________________________

6. Any three (3) direct speech from the recount. Change them into indirect or
reported speech.

Direct speech
a. _____________________________________________________________
______________________________________________________________
b. ______________________________________________________________
______________________________________________________________
c. ______________________________________________________________
______________________________________________________________

Indirect speech
a. ______________________________________________________________
______________________________________________________________
b. ______________________________________________________________
______________________________________________________________
c. ______________________________________________________________
______________________________________________________________
GR 10 ENG U1 147 TOPIC 3 LESSON 14

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.
Structure of Personal Recounts
A recount has three (3) main parts:

1. Orientation - Briefly introduces the recount by giving background information

about the character(s), when, where and what happened.

2. Event - mentions the full details of what happed in chronological order.

3. Re-orientation - Ends with a personal comment about lessons to be learnt from

the recount.

Here is a table showing how you can begin structuring your recount. The column on
the right hand gives details to guide you with ideas you can include. Not all the
information will be relevant to your recount. However, use the information as a guide.

A Structure for Recounting Your Personal Experience

Orientation Give background information about

 Who is involved?
 When it happened?
 Where it occurred?
 What is the purpose of the recount?

 Events are arranged in chronological

Events order.
 Personal can be added as each event
unfolds.
 Specific or individual nouns are used.
 The text uses the past text.
 Action verbs are also used.
 Linking words to do with time, e.g. then,
next, later, etc, are used.
 Adverbial phrases e.g. She ran as fast as
she could…
 Events are organized into appropriate
paragraphs.
 Ends the recount with a personal
Re-orientation comment or interpretation.
GR 10 ENG U1 147 TOPIC 3 LESSON 14

Activity 3 Read the true story below of a young woman who shares
her testimony about how she contracted the HIV virus.

A Sad Tale But True: A woman with HIV shares her testimony

She fell for a Balimo land-owner who had money and swamped her with gifts. She
was in a world of her own. Life couldn‘t have been better for 29 year old Freda
Keleba from Balimo, Western Province until her world came tumbling down.

Now she is suffering the consequences of betrayal and love. Miss Keleba is HIV
positive and has been living with the virus for the last six years. Last weekend, she
accompanied an NGO group called ―IGat Hope‖ led by well-known HIV positive
advocate Peter Momo and Edea Udu to promote HIV prevention through sport.
They were at the Wari Vele Aroma Coast Rugby Sevens tournament at Lalaura
village, Cape Rodney in the Central Province. At this venue, Miss Keleba shared
her testimony on how she contracted the virus and generally warned young women
of men and to be wary of the lifestyle they led. She said she was beginning to
prosper in her career as a primary school teacher, after graduating from Gaulim
Teachers College in East New Britain in 1996. She taught at Koki Primary School in
the National Capital District.
In 2004, her life took a sharp turn when she met a well-built man who was a
landowner and had taken an interest in her. He was considered a fine catch for a
husband. She became his second wife and was soon expecting a child in 2006.

―D uring that time my husband who was a very muscular person started losing
weight. He went down quickly and I became suspicious about it,‖ she said. She took
it on herself to check the Balimo Health Clinic. ―Ittook me a while but I eventually
found the records and discovered that he had the virus and was hiding it from me,‖
she said. ―Ifelt cheated. He should have been honest with me.‖ She felt the Balimo
Health clinic should have advised her earlier as well. She said his first wife has eight
children. ―The last three are also infected,‖ she said. ―M y daughter Doreen was also
confirmed positive in 2007. It was hard to take it at first but now I just want to make
sure she grows up,‖ she added.
She went back to her family and they are supportive in the situation and want to
help raise Doreen, who is 4 years old. She said she disclosed her status to her
community and to date had not suffered stigma. ― The community is supportive and I
believe that this is due to on-going awareness on the virus,‖ she said. She lastly
said she can only advice young women not to be tempted too easily.

Miss Keleba now divides her time with Doreen and doing advocacy work in the
public. She survives on anti-retroviral therapy drugs daily.

Source: Post Courier

GR 10 ENG U1 147 TOPIC 3 LESSON 14

Rewrite the story from the previous page using the appropriate personal
recount structure below. Ensure to organize the details of the recount in
appropriate paragraphs within each section.

A Structure for Recounting Your Personal Experience

Title:
__________________________________________________________________

Orientation

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Events
__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________
GR 10 ENG U1 148 TOPIC 1 LESSON 14

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

_________________________________________________________________
GR 10 ENG U1 149 TOPIC 3 LESSON 14

Re-orientation
_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.

Summary
You have come to the end of Lesson 14 on personal recounts. You
have learnt about what personal recounts are and how to effectively
recount events by taking into account the language and descriptive
features, and using the appropriate structure.

NOW GO ONTO PRACTICE EXERCISE 14 ON THE NEXT PAGE.

GR 10 ENG LANG U1 150 TOPIC 3 LESSON 14

Practice Exercise: 14

Choose a dramatic or exciting incident in your life – a narrow escape, a brush

with danger, a case of mistaken identity, or a similar experience. Tell about it
in a composition of about 200-250 words. Come to the point, like the writer of
“Storm at Sea” in Lesson 13 and let the experience speak for itself. Give your
personal recount a title.

________________________________________________

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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CHECK YOUR ANSWERS AT THE END OF TOPIC 3.

GR 10 ENG U1 151 TOPIC 3 LESSON 14

Answers to Activities

Activity 1

1. Correct order of paragraphs:

Life was good! I was in Year 11 and boarding at a National High School. This
was proving to be an incredible experience for me as it was the first time for
me to be a way from my parents. I was making high grades and my social life
was fantastic. The soccer season had also just kick started and I was among
one of the five year 11‘s who had made it into the squad for the town
competition. Things couldn‘t have been going better. Until one day when it all
came crashing down.

I received a phone call from my uncle telling me that my dad had been
diagnosed with cancer and he was given only a couple of months to live, so he
wanted me to leave school and return home as soon as possible. The news
shattered me. I couldn‘t believe it! Why was this happening? Was I really going
to lose my dad? What would family life be like without him? How about all my
friends at school that I had grown to love? Would I ever see them again? How
about my aspirations to be on the soccer squad?

At that point in time, I felt like everything was suddenly falling apart before me.
All these thoughts were racing through my mind as I realized my life was about
to change forever. I felt torn between two worlds. I was hesitant to turn my
back on the life I had carved out for myself, yet I desperately wanted to be
there for my dad and spend every minute I could with him. I felt anxious and
unsure of what the future would hold for me. With mixed emotions, I packed all
my stuff and travelled back home.

My worst fears came true when my dad died shortly after. On top of dealing
with my father‘s death, I now had the added pressure of keeping the family
business alive. I was 17 and had no training in the business field, except for
observing my father at work over the previous years. I had suppliers to
negotiate with, employees to lead and motivate and clients to deal with. I was
young and inexperienced and I suddenly began to feel that these traits were
hindering my success as I embarked on my new life in the business world.

After some time, the business started to suffer and I wanted out before it was
too late. I felt everything around me was going wrong. My usual ―cando it‖
attitude was quickly dissolving and a negative approach to everything was fast
becoming the order of the day. I had to beat the curse of negative thinking.
Taking hold of every single situation I faced and really making sure I did all I
could to ensure the best possible outcome was key to everything I did.

It really worked! It was once I took control of my thoughts that circumstances

turned around for the better. It marked the turning point in my life.
Understanding the power of positive thought was one of the most important
lessons I learned and continue to live by. It is a powerful tool to eradicate the
curses of negative thinking.
GR 10 ENG U1 152 TOPIC 1 LESSON 14

2. The writer starts her recount by using an interesting opening line to capture his
reader‘s interest. Just as a fisherman uses a hook to catch fish, the beginning of
his recount functions as a hook to capture his reader‘s attention.

3. The characters mentioned include:

1. The writer (Frank Borg)
2. His uncle
3. His father

4. The places mentioned in the recount are:

 School
 Home

5. Adjectives used in recount:

a. Life was good! I was in year 11 and boarding at a National High School.
b. I received a phone call from my uncle telling me that my dad had been
diagnosed with cancer, and he was given only a couple of months to live, so
he wanted me to leave school and return home as soon as possible.
c. With mixed emotions, I packed all my stuff and travelled back home.
d. I had suppliers to negotiate with, employees to lead and motivate, and clients
to deal with.
e. Taking hold of every single situation I faced and really making sure I did all I
could to ensure the best possible outcome was key to everything I did.
f. It marked the turning point in my life.

6. All these thoughts were racing through my mind as I realized my life was about to
change forever.

Activity 2

1. Any three chronological connections used

a. Soon after
b. So saying
c. When

2. Five sentences written in the past tense:

a. About the middle of high school I began to have difficulty learning algebra.
b. I had been working about a minute when Marta announced that she was
starving; in fact, she hadn‘t had a thing to eat since yesterday.
c. Ignoring me she took out a carton of milk, six slices of bread and an egg,
which she politely asked me to fry for her.
d. I jokingly asked her if she wanted to fry the whole carton of eggs to take
home with her so that she would have enough supply to last her several
meals.
e. So saying, she gathered her books together and stamped out of the house,
head high
GR 10 ENG U1 153 TOPIC 3 LESSON 14

3. Any two sentences written in the 1st person:

a. I jokingly asked her if she wanted to fry the whole carton of eggs to take
home with her so that she would have enough supply her to last her several
meals.
b. I had been working about a minute when Marta announced that she was
starving; in fact, she hadn‘t had a thing to eat since yesterday.

Any two sentences written in the 3rd person:

a. Marta was busy trying to figure out how to light the gas stove.
b. Marta had finally lit the stove and was cracking the eggs into the frying pan.

4. Any ten action verbs

a. offered f. took out
b. set out g. put
c. assigned me h. eyeing
d. had been working i. gathered
e. announced j. stamped out

5. Any five noun groups

a. high school
b. generously offered
c. methodically set out algebra textbooks
d. several problems
e. a carton of milk

6. Examples of direct speeches changed to indirect speeches:

Direct speech
a. ― Well go get something to eat,‖ I said.
b. ―M arta,‖ I begged, ―pl
ease, just take something light and show me how to do
these problems!‖
c. ―Onproblem 6,‖ I pleaded, ― What do you do when the answer comes out
negative?‖

Indirect speech
a. I told her to go take something to eat.
b. I begged Marta to please take something light and show me how to do the
problems.
c. I pleaded with Marta on problem about what to do when the answer comes
out negative
GR 10 ENG U1 154 TOPIC 1 LESSON 14

Activity 3

(Student sample of the recount should be similar to the one shown here.)

Title: A Sad Tale but True: A woman with HIV shares her testimony

Orientation
Freda Keleba is a 29 year old young woman from Balimo in the Western
Province. She graduated Gaulim Teachers College in East New Britain in 1996
and in the following year, she taught at Koki Primary School in the National
Capital District.

In 2004, she fell for a Balimo land-owner who had money and swamped her with
gifts. She became his second wife and was soon expecting a child in 2006.
During that time her then muscular husband started losing weight. She became
suspicious about it and after a while discovered that he was HIV positive. Freda
is also HIV positive and has been living with the virus for the last six years.

The purpose of this recount is to tell other young people to be wary of men and
women who have the virus yet look healthy and can lure them into a relationship.

Re-orientation

Freda Keleba is now suffering the consequences of betrayal and love. She is
HIV positive and has been living with the virus for the last six years. She is a very
courageous woman who has come out to let her HIV status known to the public
and advice young women not to be tempted too easily.
GR 10 ENG U1 155 TOPIC 3 LESSON 15

Lesson 15: Writing a Longer Personal Recount

Welcome to Lesson 15 of Unit 1. In Lesson 14 you learnt

about what a personal recount is and its features.

In this lesson you will learn how to write a longer personal

recount using guidelines to enable you to enumerate main
events in sequence in the text and present them in a timeline.

But first, look at the aims of this lesson.

Your Aims:
 enumerate the steps for writing a personal
recount
 identify the hints on writing a personal recount
 develop a longer personal recount

Steps for writing a personal recount

Writing a personal recount can be a daunting experience, especially when you don‘t
know where or how to start. You may be able to recall an experience or event
clearly, but when it comes to putting all these ideas in writing, that can be quite
challenging.

Here are a few steps that may help you start and develop your own personal
recount:

1. Brainstorm ideas - this simply means that you think about all the ideas or
details connected to the experience or event and list them down. You don‘t have
to list them in any order. You can list them down as they come to mind.

2. Free-writing - Once you have brainstormed all the ideas or details related to the
experience or event put these ideas or details into sentences. Free-writing is
known as the rough or first draft and is non-stop, unedited writing. You just write
freely without worrying about your grammar, structure, punctuations and spelling.
You don‘t even have to worry about whether your English is accurate or whether
your sentences make sense. However, it is important that you develop
sentences before you can edit them.

3. Edit your first or rough draft - Re-read your first draft and make changes by
adding words, changing sentences, adding adjectives or adverbs, checking for
full sentences and adding more ideas or details that you forgot to include.

4. Write a sentence draft - Rewrite the first draft by adding the changes made
during editing. You can make further changes by crossing out words and
changing words that seem inappropriate. It does not have to be neat. This is only
a draft as well, and not a final copy. It is still a working document. Therefore, at
this stage, make sure that you enjoy shaping, changing, adding, crossing out,
inventing, exploring and creating something that you are happy with.
GR 10 ENG U1 156 TOPIC 1 LESSON 15

5. Write the third and final draft - Revise the recount to decide the point or
focus of the story, giving it a good title and making a good transition from the
facts of the story to the point, varying the length of or sentences, and inserting
text connective where appropriate.

Activity 1 For this particular activity, you will have to use the
personal recount you wrote as a practice exercise in
Lesson 14. You are required to do the following tasks:
1. Edit the first draft of your personal recount in the previous lesson.
2. Write your second draft in the space provided below.
3. Edit the second draft.

________________________________________________
GR 10 ENG U1 157 TOPIC 3 LESSON 15

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.

Hints on writing Personal Recounts

By the second draft you should be able to identify what the point of your story or
recount is. However, most often you will need to write, revise and explore and revise
over and over again before you are able to decide what the point of your story is.

Before writing your third or final draft, read the following hints about writing personal
experiences or recounts:

1. You should give your recount a title. You can give the title in the beginning
before the actual recount to guide your story, or you may leave it till the end after
the recount to give a title that sums up the story. Whichever way, always give
your recount a title.

2. At some point in writing, decide on the point or theme of your recount as this will
enable you to write clearly. Your point may be to:

a. Get your readers to identify with you or think of you in a particular way.
b. Draw a comparison between your experience and something similar to the
topic.
c. Show that the topic affects many of our lives.
d. Generate sympathy to make the reader think differently about the topic.
e. Show a humorous or human angle on the topic.
f. Create an introduction or to bring up a point by telling the story.
g. Identify the purpose of the story. The purpose of your personal recount is
that your readers appreciate it in some way. To achieve this, the story should
do the following:

 Use sufficient details. Go back and try to picture what happened and jot
down details that you could add. Practise this by making adjustments to
the second draft.

 Decide on the point or focus of the story. Do not get so wrapped up in

the story that the point and the readers interest are forgotten; although
the details are important, so is the focus of the story.

 Make a good transition from the facts of the story the point or focus of
the story. If you are wandering, try writing a sentence that starts with the
words ―T he point is….,‖ ―T he purpose is…..‖ Eventually, you may leave
out this sentence, but it is an important step when drafting your recount.
GR 10 ENG U1 158 TOPIC 1 LESSON 15

Activity 2 Write a third and final draft of your recount and try to
further develop your writing so that it includes some of
the above ideas.

Take into account the following points to help you:

1. Does your recount have a title?

2. What is the point or purpose of the story?
3. Do you need to rewrite some sentences?
4. Can the reader picture the situation?
5. Does it flow in a logical sequence?
6. Is there room to use connectives or conjunctions to develop your sentences?
7. Are all your sentences complete or written in full?
8. Do you need to improve your use of grammar or punctuations?
9. Do your sentences make sense?
10. Is your paragraph structure clear? Do your paragraphs have a topic sentence
with descriptive sentences and a conclusion?

___________________________________________

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.
GR 10 ENG U1 159 TOPIC 3 LESSON 15

Developing a longer personal recount

The following is a sample of a longer personal recount put into the recount structure.
It is about the experiences of a young girl growing with her little aunt, who became a
role model to her. To help you develop your own longer personal recount, note the
following from the recount:

1. Ideas are written within the recount structure to model how you may begin you
recount.

2. Isolated ideas from the drafts are rewritten in sentences and paragraphs.

3. Your final draft should resemble this format of 1 – 2 pages in length.

My Little Aunt

Orientation Give background

information about
I was the oldest kid in my family with three siblings.  Who is involved?
Unlike most other kids who were born as the first child, I  When it happened?
never longed for an older sibling. The reason was clear,  Where it occurred?
because I practically had one. It was my aunt, my  What is the
mother‘s little sister. She was only ten years older than I purpose of the
so she was like a big sister rather than an aunt. She had recount?
spent all her holidays, from her elementary school to
university, with us in Port Moresby. Even after she got
her job, she would come and spend time with us
whenever she had time to do so. I never realized until I
became a grown-up myself how much influence she had
on me.

 Events are arranged

Events in chronological
order.
I remember how much I wanted to grow up fast so that I  Personal can be
could be like her. Her chocolate-brown skin and elegant added as each
look would make every head turn whenever we went out event unfolds.
and this made me very proud. She was the one who  Specific or
taught me the ―D os and Don‘ts‖ of fashion and how to individual nouns
draw a perfect eye line (which, unfortunately, I still can‘t are used.
do right today).  The text uses the
past text.
As I grew older, I began to suspect that it was illegal for  Action verbs are
a girl to think about things other than fashion and also used.
beauty. All the time I was admiring her, the little devil in  Linking words to do
me was judging her, telling myself this and that. I grew with time, e.g. then,
GR 10 ENG U1 160 TOPIC 1 LESSON 15

tired of her endless ―fash ion talk.‖ To me, it seemed next, later, etc, are
time-consuming, not-so constructive, even worthless. used.
Nevertheless, I would impress my friends with all the  Adverbial phrases
fashion and beauty tips my aunt had passed down to e.g. She ran as fast
me. My adolescent years were full of conflict between as she could…
the longing to be like her and my refusal to become one  Events are
of her kind. organized into
appropriate
paragraphs.
3. Ends the recount
Re-orientation with a personal
comment or
It was only when I grew up much older and got married interpretation.
that I came to realize how lucky I am to have an aunt
who can have a good conversation with me. Nowadays,
she gladly advices me, not only on fashion and beauty,
but also on everything from nursing to married life. She
not only made my childhood happy, but also made my
whole life richer by becoming my mentor. Come what
may, I know there‘s always someone that I can count on.
My little aunt will always be there, ten years ahead of
me.
Source: Reasons to Write – Strategies for success in academic writing.

Activity 3 Put the final draft of your recount into the recount
structure below, similar to the one shown above.

Title: _________________________________________________________

Give background
Orientation information
about
______________________________________________________  Who is
______________________________________________________ involved?
______________________________________________________  When it
______________________________________________________ happened?
______________________________________________________  Where it
occurred?
______________________________________________________
 What is the
______________________________________________________ purpose of
______________________________________________________ the recount?
______________________________________________________
GR 10 ENG U1 161 TOPIC 3 LESSON 15

 Events are
Events arranged in
______________________________________________________ chronological
______________________________________________________ order.
 Personal can
______________________________________________________
be added as
______________________________________________________ each event
______________________________________________________ unfolds.
______________________________________________________  Specific or
______________________________________________________ individual
______________________________________________________ nouns are
______________________________________________________ used.
______________________________________________________  The text uses
the past text.
______________________________________________________
 Action verbs
______________________________________________________ are also used.
______________________________________________________  Linking words
______________________________________________________ to do with
______________________________________________________ time, e.g.
_____________________________________________________ then, next,
_____________________________________________________ later, etc, are
used.
_____________________________________________________
 Adverbial
_____________________________________________________ phrases e.g.
_____________________________________________________ She ran as
_____________________________________________________ fast as she
_____________________________________________________ could…
_____________________________________________________  Events are
_____________________________________________________ organized into
appropriate
_____________________________________________________
paragraphs.
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
GR 10 ENG U1 162 TOPIC 1 LESSON 15

Re-orientation 4. Ends the

_____________________________________________________ recount with a
_____________________________________________________ personal
comment or
_____________________________________________________
interpretation.
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.

Summary
You have come to the end of Lesson 15. In this lesson you have
learnt about developing longer personal recounts. You have also
been introduced to the steps as well as the hints to help you
develop longer personal recounts.

NOW GO ONTO PRACTICE EXERCISE 15 ON THE NEXT PAGE.

GR 10 ENG U1 163 TOPIC 3 LESSON 15

Practice Exercise: 15

Read this short extract of Jenny‟s personal experience, and do the activities
that follow.

Jenny Malbak‟s Weight loss Success

Jenny Malbak, 45 year old Sales and Marketing Manager with SP Brewery
weighed 185 kg, so she decided to take up running to lose the weight. She
had to take things gently at first, by slimming down and building up her fitness
within three months of brisk walking and swimming. By the time she began to
incorporate a series of three-minute jogs into her walks, she was surprised by
how natural they felt. Over three more months, she extended the jog intervals
until she found that she could keep jogging for 30 minutes without a break. By
this time, she had already lost 50kg. A year later, she was happily running
every afternoon.

1. Use the information from the short extract above and fill in the Recount Structure
provided below. A few examples have been given to help you.

Title: _________________________________________________

Orientation: introduce main character(s); plot begins/theme is introduced; who,

when, where, what.
5. Main Character
6. Theme
7. Who
8. What
9. Where
10. When
Events: Outline main events in chronological order or in the order in in which they
occurred.
 Introduce the
characters
________________________________________________
problem briefly
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
GR 10 ENG U1 164 TOPIC 1 LESSON 15

 List action
verbs used
 For example:  
Took up
running
  

  

 List action
language used
 For example:  
Sales and
Marketing
Manager
  

  

 List time words

used
 For example: A  
year later
  

  

 List actions taken by character to

overcome her problem
GR 10 ENG U1 165 TOPIC 3 LESSON 15

Re-orientation: End the recount with a personal comment or interpretation.

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

2. Use the information you filled in the structure above to write your own detailed
version of Jenny Malbak‘s recount in the spaces provided below.

Orientation
________________________________________________________________
GR 10 ENG U1 166 TOPIC 1 LESSON 15

Events
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Re-orientation
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

CHECK YOUR ANSWERS AT THE END OF TOPIC 3.

Answers to Activities

Activity 1
(Edit your first draft from the previous lesson and write a second draft in the space
provided.)

Activity 2
(Edit your second draft and write your third and final draft by taking into account the
hints given.)

Activity 3
(Structure your personal recount using the personal recount structure.)
GR 10 ENG U1 167 TOPIC 3 LESSON 16

Lesson 16: Historical Recounts

Welcome to Lesson 16 of Unit 1. In Lesson 15, you learnt

about to how to develop longer personal recounts taking into
account several steps and hints.

In this lesson you will learn about the importance of historical

recounts,Your Aims: features and language aspects.
its purpose,
 define ‗historical recounts‘
But first look at the aims of this lesson.
 identify features of historical recounts
 analyze an historical recount

What is a historical recount?

In this lesson, you will now look at another type of recount known as an historical
recount and its importance. To better understand this type of recount, let us first
define the term historical. Historical refers to anything that is connected with the past,
such as the people who lived in a certain era or events of importance that occurred
in that era. As such, historical recount is a retelling or record about people who lived
in the past or significant events which have occurred that have changed the course
of history. Being aware of and understanding historical recounts or narratives is
important as they have the power to disclose to us the intentions of the people
involved, the difficulties they faced, and the complex world in which these historical
figures actually lived.

In order to understand historical recounts, you must be able to look at things from an
historical point of view and be able to describe the past through the eyes and
experiences of those who were there. In doing so you must also learn to avoid
having this ―prese nt-mindedness‖ mentality and judge the past solely in terms of the
norms and values of today. Instead, you should take into account the historical
context in which the events unfolded. Some examples of places you would find
historical recounts are in the literature, diaries, letters, debates, arts and artifacts of
past peoples. The purpose of an historical recount therefore, is to retell events that
occurred in the past in order to retain or preserve them for the future generation

Activity 1 Complete this short passage by filling in the blanks to

show your understanding of what historical recounts are.

A historical recount is a _______________ about _______________ and

_______________ of the past. Being aware of historical _______________ will
allow us to know the _______________ of the people involved, the
_______________ they faced and the _______________ world they lived in.
GR 10 ENG U1 168 TOPIC 1 LESSON 16

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.

Features of Historical Recounts

One of the most important defining features of historical recounts is their believable
recounting of human events. This is often facilitated by data presented in historical
maps; visual, mathematical and quantitative data presented in a variety of graphic
organizers; and a variety of visual sources such as historical photographs, political
cartoons, paintings and architecture all of which help to clarify, illustrate, or elaborate
upon the information presented in the text. Apart from these feature, historical
recounts also have language features which distinguish them from other types of
recounts. Its main features include the use of:

 Past tense: words that show past actions.

 Linking words to do with time: words that indicate the sequence of events, such
as first, second, then, next.

 Modifying language: words that tell us where, when, with whom, how.

With regards to these features, historical recount is structured in the same way as
any other recount except for minor changes in the section headings:

1. Background - briefly introduces the recount by giving background information

about the character(s) when, where and what happened.

2. Record of Events - mentions the full details of what happened in chronological

order.

3. Deduction - concludes the recount by mentioning the outcome of the events

discussed.

Activity 2 Read the following historical recount of the Eora people, an

Aboriginal tribe in Australia and do the activities that
follow.

Eora Resistance to Europeans

The Eora people had lived in the Sydney area for at least 40,000 years before the
Europeans arrived. They had lived by hunting, fishing and gathering and believed
that they were the guardians of the land. This lifestyle did not last.

When the Europeans arrived in 1788, they occupied sacred land and destroyed Eora
hunting and fishing grounds. In 1790, the Eora people began a guerilla war against
the Europeans.
GR 10 ENG U1 169 TOPIC 3 LESSON 16

In 1794 the Eora, whose leader was Pemulwuy, attacked the European settlement of
Brickfield. Thirty-six British and fourteen Eora were killed during this attack. In the
same year the Eora killed a British settler. Then the British ordered that six of the
tribe be killed.

The Aborigines continued to resist the European invaders by burning their crops and
houses, taking food, destroying cattle and killing some settlers. In 1797, they
attacked Toongabbie and within a week the farmers had to retreat and the farms
were burned. In that year their leader, Pemulwuy, was captured by the British but
later escaped. By 1801, many settlers lived in fear of the Eora and the British started
a campaign to destroy Aboriginal resistance. Troopers were sent to kill Aboriginal
fighters and capture Pemulwauy. One year later settlers killed the leader in an
ambush.

Other great Aboriginal leaders continued fighting against the White settlers.
However, the guns of the British were more powerful than the Aboriginal spears. The
British shot many of the Aborigines and many others died of the diseases that the
British brought.

This period of Black resistance in Sydney finally ended in 1816. It is a significant

period in Australian history as it showed the determination of the Aboriginal people to
resist the invasion. It also demonstrated how unjustly the Aboriginal people were
treated by the White invaders.

Source: Exploring Literacy in School History, Write it Right Project, Disadvantaged Schools
Program, Metropolitan East Region, Department of School Education, p.66

1. Identify the following language features from each of the paragraphs:

a. Past tense – list at least three from each paragraph.

Paragraph1 __________________________________________________
Paragraph 2 ___________________________________________________
Paragraph 3 ___________________________________________________
Paragraph4 __________________________________________________
Paragraph5 ___________________________________________________
Paragraph 6 ___________________________________________________
Paragraph 7 ___________________________________________________

b. Linking words – list at least one from paragraphs 2, 3 and 6.

Paragraph 2 ___________________________________________________
Paragraph 3 ___________________________________________________
Paragraph 6 ___________________________________________________
c. Modifying language – list at least two from each paragraph.
Paragraph 1 ___________________________________________________
GR 10 ENG U1 170 TOPIC 1 LESSON 16

Paragraph 2 ___________________________________________________
Paragraph 3 ___________________________________________________
Paragraph 4 ___________________________________________________
Paragraph 5 ___________________________________________________
Paragraph 6 ___________________________________________________
Paragraph 7 ___________________________________________________

2. Identify the structure of the recount and rewrite in the table below:

Title:___________________________________________________________

Background
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Record of events
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
 GR 10 ENG U1 171 TOPIC 3 LESSON 16

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Deduction
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.

How to analyse historical recount

In order to analyse historical recount, you should be able to develop the skills
needed to comprehend historical narratives that explain as well as recount the
course of events and analyse relationships among the various forces which were
present at the time and influenced the ways events unfolded. This involves being
able to:
 Identify the author or source of the historical document or narrative.
 Reconstruct the literal meaning of a historical passage by identifying who
was involved, what happened, where it happened, what events led to these
developments, and what consequences or outcomes followed.
 Identify the central question(s) the historical narrative addresses and the
purpose, perspective, or point of view from which it has been constructed.
 Differentiate between historical facts and historical interpretations but
acknowledge that the two are related; that the facts the historian reports are
GR 10 ENG U1 172 TOPIC 1 LESSON 16

selected and reflect therefore the historian's judgment of what is most significant
about the past.
 Read historical narratives imaginatively, taking into account what the
narrative reveals of the humanity of the individuals and groups involved – their
probable values, outlook, motives, hopes, fears, strengths, and weaknesses.
 Appreciate historical perspectives – the ability (a) describing the past on its
own terms, through the eyes and experiences of those who were there, as
revealed through their literature, diaries, letters, debates, arts, artifacts, and the
like; (b) considering the historical context in which the event unfolded – the
values, outlook, options, and contingencies of that time and place and (c)
avoiding "present-mindedness," judging the past solely in terms of present-day
norms and values.
 Draw upon data in historical maps in order to obtain or clarify information on
the geographic setting in which the historical event occurred, its relative and
absolute location, the distances and directions involved, the natural and man-
made features of the place, and critical relationships in the spatial distributions of
those features and the historical event occurring there.
 Utilize visual and mathematical data presented in graphs, including charts,
tables, pie and bar graphs, flow charts, Venn diagrams, and other graphic
organizers to clarify, illustrate, or elaborate upon information presented in the
historical narrative.
 Draw upon the visual, literary, and musical sources including: (a)
photographs, paintings, cartoons, and architectural drawings; (b) novels, poetry,
and plays; and, (c) folk, popular and classical music, to clarify, illustrate, or
elaborate upon information presented in the historical narrative.

Activity 3 Read this short extract of a historical recount titled “The

Migration of the Orokaiva: The Need for Attention to
Religion and Ideology” by William Jojoga Opeba and
analyse it by answering the questions that follow.

Case 1: Sebaga Andere Migration History

Check your understanding of the passage by answering these
The migration historyquestions.
of the Sebaga Andere has been discussed in detail elsewhere
but a summary will illustrate the point. Most clan histories among the Sebaga
Andere tend to conclude: ‗One day in the territory of Yega Bapa, a neighbouring
tribe, a feast was planned to which the Sebaga Andere were officially invited as
guests.‘ The Orokaiva invite their guests far in advance so that both parties have
sufficient time to prepare for the feast. The invitation is also determined by the
nature of reciprocity in the traditional institutions. The invitation by the Yega Bapa
could have been a debt they owed the Sebaga Andere. This custom is not rigid but
the emotional effects are important. One would tend to feel uneasy and despised if
one were unable to repay the particular host. However, this tradition was broken by
the Yega Bapa because the original invitation of the Sebaga Andere was not
confirmed. When the day of the feast approached, the traditional confirmation was
not given. The Yega Bapa held their feast alone while the Sebaga Andere only
heard the noise of the distant drums. This not only infuriated the Sebaga Andere
but also emotionally disturbed them, particularly the leaders. One of those leaders
most affected was Opeba Jeburu.
GR 10 ENG U1 173 TOPIC 3 LESSON 16

Next morning, Opeba Jeburu decided to go to his neighbour‘s village to see if the
sounds of the drum beats were from the feast. On his way he met the children from
Yega Bapa trying desperately to catch woKomba (a school of small fish). Because
the Yega Bapa were far from home, Opeba asked the Sebaga Andere to bring
down their bemo (fish net). This fish was given to the Yega Bapa because they had
seen the fish first. But having caught the fish, the Yega Bapa decided to take the
whole fish away without sharing them with the Sebaga Andere. The Sebaga Andere
naturally disputed this claim and a fight broke out. First, it was only exchange of
abuse and the use of sticks and the blunt end of their spears to avoid anything
serious but Giponga, son of Derariba in the Junga clan was emotionally disturbed
that he accidently speared the son of Bijoba of the Yega Bapa. The Yega Bapa
then retreated with their dead kinsman while the Sebaga Andere were left in
confusion. Friendship and cooperation were now a matter of uncertainty.

The Sebaga Andere were confused and also looked for means and ways to
compensate for the dead. Things were not settled when Derariba Gagarameigo of
the Sebaga Andere went to his taro garden one day. On his return he discovered
that his road was no longer safe. The Yega Bapa had laid an ambush for any
Sebaga Andere. Gagarameigo became Yega Bepa‘s first victim as a direct revenge.
Gagarameigo‘s body was brought ashore and left to be picked up and buried by the
Sebaga Andere search party the next day. The Sebaga Andere as a result of
Gagarameigo‘s death took direct revenge by killing a woman. Instead of living her to
be picked up by the Yega Bapa, the corpse of the woman was cooked and eaten.
The tasting of human flesh was thus inaugurated.

The era of peace ended with embogo and thus a new and permanent era of isoro
and cannibalism began. As a result, the Sebaga Andere moved from their traditional
villages – Gandari, Mainoyabari, Gombira and Buburiga – further south settling at
Sanananda, Buna and even among the Jaua tribe. Some Sebaga Andere went as
far as Tufi, Ako and Mapuia. In all these areas the Sebaga Andere settled until the
arrival of white men. With the demand for building big villages, the scattered Andere
clans were brought together at Buna.

Source: Denoon, D & Lacey R. Oral Traditions in Melanesia.

1. Who is the author of this particular historical recount?

________________________________________________________________

2. What is the main purpose/theme of this historical recount?

________________________________________________________________
________________________________________________________________
3. Reconstruct the literal meaning of the historical passage by briefly identifying the
following from the passage:

a. Who was mainly involved?

_____________________________________________________________
_____________________________________________________________
GR 10 ENG U1 174 TOPIC 1 LESSON 16

b. Where did it happen?

________________________________________________________
_____________________________________________________________
c. What happened?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
d. What events led to these developments (briefly outline)?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

e. What were the consequences or outcomes of these events?

_____________________________________________________________
_____________________________________________________________
Thank you for completing this activity. You may now go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.

Summary
You have come to the end of Lesson 16. In this lesson you learnt
about the importance of historical recounts. You have also learnt the
features and purpose of historical recounts as well as its
significance in today‘s day and age.

NOW GO ONTO PRACTICE EXERCISE 16 ON THE NEXT PAGE.

 GR 10 ENG U1 175 TOPIC 3 LESSON 16

Practice Exercise: 16

Write a short historical recount about people and events from your area. It could
be about how your people came to settle in your area or an important event that
has changed the course of history in your area. Take note of the following when
structuring your recount:

1. Give it a title.
2. Use the historical recount structure.

Title: ________________________________________________

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

CHECK YOUR WORK. ANSWERS ARE AT THE END OF THE LESSON 16.
GR 10 ENG U1 176 TOPIC 1 LESSON 16

Answers to Activities

Activity 1

A historical recount is a retelling/record about people and events of the past. Being
aware of historical recounts will allow us to know the intentions of the people
involved, the difficulties they faced, and the complex world they lived in

Activity 2

1. The following language features are found in each of the paragraphs:

a. Past tense (at least 3 in each paragraph)
Paragraph 1 had lived, believed, did not
Paragraph 2 arrived, occupied, destroyed
Paragraph 3 attacked, were killed, ordered
Paragraph 4 continued, were burned, was captured
Paragraph 5 lived, were sent, killed
Paragraph 6 continued fighting, were more powerful, died
Paragraph 7 ended, showed, demonstrated

b. Linking words (at least one in each paragraph)

Paragraph 2 When
Paragraph 3 Then
Paragraph 6 However

c. Modifying language (at least two from each paragraph)

Paragraph 1 Eora people lived in Sydney, 40 000 years before Europeans.
Paragraph 2 Guerilla war between Eora people and Europeans, in 1790.
Paragraph 3 Eora attacked European settlement, in 1794.
Paragraph 4 Aborigines attacked Toongabbie, in 1797.
Paragraph 5 By 1801, many settlers lived in fear of the Eora.
Paragraph 6 Many Aborigines died, from diseases brought by the British.
Paragraph 7 Aboriginal resistance ended, in 1816.

d. Structure of historical recount.

Title: Eora resistance to Europeans

Background

The Eora people had lived in the Sydney area for at least 40,000 years
before the Europeans arrived. They had lived by hunting, fishing and
gathering and believed that they were the guardians of the land. This lifestyle
did not last.

Record of events

When the Europeans arrived in 1788, they occupied sacred land and
destroyed Eora hunting and fishing grounds. In 1790, the Eora people began
GR 10 ENG U1 177 TOPIC 3 LESSON 16

a guerilla war against the Europeans.

In 1794, the Eora, whose leader was Pemulwuy, attacked the European
settlement of Brickfield. Thirty-six British and fourteen Eora were killed during
this attack. In the same year the Eora killed a British settler. Then the British
ordered that six of the tribe be killed.

The Aborigines continued to resist the European invaders by burning their

crops and houses, taking food, destroying cattle and killing some settlers. In
1797, they attacked Toongabbie and within a week the farmers had to retreat
and the farms were burned. In that year their leader, Pemulwuy, was
captured by the British but later escaped.

By 1801, many settlers lived in fear of the Eora and the British started a
campaign to destroy Aboriginal resistance. Troopers were sent to kill
Aboriginal fighters and capture Pemulwuy. One year later, settlers killed the
leader in an ambush.

Other great Aboriginal leaders continued fighting against the White settlers.
However, the guns of the British were more powerful than the Aboriginal
spears. The British shot many of the Aborigines and many others died of the
diseases that the British brought.

Deduction

This period of Black resistance in Sydney finally ended in 1816. It is a

significant period in Australian history as it showed the determination of the
Aboriginal people to resist the invasion. It also demonstrated how unjustly the
Aboriginal people were treated by the White invaders.

Activity 3

1. The author of this historical recount is William Jojoga Opeba.

2. The purpose or theme of this historical recount is to document the migration

history of the Sebaga Andere in order to protect the interests of the society as a
whole.

3. This is the reconstruction of the literal meaning of the historical passage:

a. The Sebaga Andere and Yega Bapa were the two clans mainly involved.

b. It happened in the territory of the Yega Bapa.

c. A fight broke out between the Sebaga Andere and Yega Bapa clans
when the Yega Bapa took away the entire fish caught using the Sebaga
Andere‘s fishing net without giving any to them. This led to the exchange
of abusive words followed by the use of sticks and later the blunt end of
GR 10 ENG U1 178 TOPIC 1 LESSON 16

a spear resulting in the accidental death of a Yega Bapa youth which led
to revenge killings between the clans.

d. Brief Outline:
 The Yega Bapa invited the Sebaga Andere to a feast.
 The invitation was not confirmed resulting in the Sebaga Andere not
attending the feast.
 Opeba Jeburu, a Sebaga Andere leader decided to confirm from the
neighbouring village if the sounds of the drum beat were from the
feast.
 Opeba met the Yega Bapa children trying to capture a school of fish
and offered a fish net to help them.
 The Yega Bapa took away the entire fish without sharing it with the
Sebaga Andere.
 The Sebaga Andere disputed their claim and a fight broke out.
 Abusive words were exchanged followed by the use of sticks and the
blunt end of spears.
 A Sebaga Andere youth accidently speared a Yega Bapa youth.
 The Yega Bapa avenged his death and killed a Sebaga Andere man.
 The Sebaga Andere avenged his death by killing a Yega Bapa woman
and eating her.

e. The consequences or outcome of this was that the era of peace ended
and the new and permanent era of cannibalism began, resulting in the
Sebaga Andere leaving their village and scattering to other areas, after
which they were united by the arrival of the white men.
GR 10 ENG U1 179 TOPIC 3 LESSON 17

Lesson 17: Humorous Recounts

Welcome to Lesson 17 of Unit 1. In Lesson 16, you learnt about

historical, its purpose and features, as well as its analysis.
In this lesson you will learn about the importance of humorous
recounts. You will mainly be introduced to its features, purpose
and language aspects.
But first look at the aims of this lesson.

Your Aims:
 define ‗humorous recounts‘
 identify hints for writing humorous recounts.
 understand the steps involved in writing humorous
recounts.

What is a humorous recount?

We all enjoy a little bit of humour now and again whether it be relayed to us orally or
in the form of writing. But what is it that enables one person to capture the humour in
a situation, and how is it that one person can bring out the humour, while another
person describing the same situation might fail? Hopefully by the end of this lesson
we should be able to answer these questions. Let us look at what a humorous
recount is by first of all defining humorous. Humorous refers to any situation that is
funny and entertaining, or anyone showing a sense of humour.

As such a humorous recount is a retelling of something funny or entertaining that

shows the writer or the narrator‘s sense of humor about a particular situation.
Remember that the main aim of a humorous recount is to amuse or entertain the
reader. Therefore, in order to capture the humour in a particular situation requires
one to be able to:
 Select a humorous situation or incident.
 Make use of humorous comparisons and images.
 Select words that convey energy and fun to the reader

Activity 1 Read through the following humorous passage by Clive

James, analyze it by answering the questions that follow.

The Man in the Brown Paper Bag

In Trevor‘s living room my suitcase against the wall served as a headboard. Folded
clothes made a pillow. Beyond, into the centre of the room, stretched the brown
paper bag, forming my bag. Wriggling into it took some time but once inserted I
could settle down in comparative warmth for a long time of turning from one side to
the other. It was the hardness of the floor which compelled frequent movement. A lot
GR 10 ENG U1 180 TOPIC 1 LESSON 17

of this I could do in my sleep because my body, albeit much abused was still young
and supple, and I have always had Napoleon‘s gift of falling asleep at will, although
unfortunately, it has not always been accompanied by his gift of waking up again.

The problem resided not in how the hardness of the floor affected my sleep, but in
how the noise the paper bag made affected Trevor. As he lay there in the dark on
his enviably luxurious convertible divan, it was as if, somewhere nearby, giant
packet of crisps was being eaten by one of those cinema patrons who think that they
are being unobstructive if they take only a few crisps at a time and chew them very
slowly. When Trevor could bear no more he would switch on his modernistic tubular
bedside light, wake me up and tell me to be quiet. Invariably, I would discover upon
waking, that my bladder, which was already showing signs of being weakened by
the steady inundation of cider, demanded emptying. So I had to get out of the paper
bag, go away, pee, come back and get back in, thus creating a double uproar.

When Trevor switched his light off again I would lie there trying not to move. Only a
dead man or a yoga adept can keep that up for twenty minutes. Judging that Trevor
was asleep again, I would essay a surreptitious turn to one side, making more noise
than a shy prospective bride unwrapping a lace-trimmed silk nightgown from its
tissues. This movement completed, for a long time, I would lie there inhaling and
exhaling as shallowly as possible and waiting until the sound of Trevor‘s steady
breathing deepened into the second level of sleep. Only then would I make the
necessary full turn on to the other side. A man tearing up a thin telephone directory
while wading through dead leaves would have been hard put to be so silent. But if,
after these maneuvers, I dropped off to sleep, it was inevitable that an involuntary
shift of weight would sooner or later produce the full effect of a large, empty
cardboard box being attacked by a flock of woodpeckers. I can be sure of this
because sometimes the noise woke me as well.

Source: Enjoying English. Book4.

1. What humorous incident or situation is featured in this recount?

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2. Notice that the writer creates humour by the ridiculous comparisons that he
makes. For example, the sounds of the him carefully moving in the paper bag are
described as ‘a man tearing up a thin telephone directory while wading through
dead leaves would have been hard put to be so silent.’ What other ridiculous, but
graphic images and comparisons does the writer use?
GR 10 ENG U1 181 TOPIC 3 LESSON 17

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Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.

Hints for Writing Humorous Recounts

According to one famous cartoonist Scott Adams, humour goes hand in hand with
danger and risk, as you will be putting a part of your personality on the line when you
do it. So if you are too cautious, writing humour might not come naturally to you.
Nevertheless, the ability to write a humorous recount, whether fiction or non-fiction,
is a talent that can be sharpened by taking to heart some of these simple hints:

1. Be observant. You may find situations that you can relate to funny.
2. Remember that humour is pain. Use painful situations as much as possible as
people often find humour in pain. It is cruel but true.
3. Accentuate the negative. Again it is cruel but it is much easier to find humour in
a negative situation.
4. Surprise people. Be original and creative and avoid clichés.
5. Exaggerate. For instance, writing about dog sitting might not be as funny as
taking care of six dogs while trying to clean the house for a visit from your boss
might be.
6. Confuse. Sometimes all it takes to get a laugh is to be weird. For example,
using surreal imagery like standing in line at the department of motor vehicles
behind a Viking might do the trick.
7. Be specific. Writing ―Iound
f a dog in my room‖ is not as funny as ―Iound
f a mutt
in my shack.‖
8. Use funny sounds. Some words just sound funnier than others.
9. Maintain a comedic structure. Jokes have a set-up and punch line, even if they
are all in one sentence.
GR 10 ENG U1 182 TOPIC 1 LESSON 17

10. Rewrite. If what you‘re writing doesn‘t sound funny, put it aside for a while and
come back later when your mind is clearer.
11. Write everyday if only for a few minutes. Think of it as an exercise for your
funny muscle.
12. Read what you find funny, whether it‘s a joke, screenplay, novel or essay.

Activity 2 For this particular activity, you are required to do a

number of tasks to help you start on your humorous
recount.
1. Think about a funny or humorous situation that you can relate to.
2. Give it a title and write it out at the top of the page in the space provided below.
3. Brainstorm (list down all the ideas or details related to that situation, or any other
ideas which come to your mind when you think about this topic).

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GR 10 ENG U1 183 TOPIC 3 LESSON 17

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.

Now you will look at how to write a humorous recount

How to write a humorous recount

While not everyone who tries to break into writing humour is successful, most people
with a passion for humour can have a great time writing it. The common thread to all
such writing is the element of surprise, which can be clearly seen in the words used,
irony of the recount and in the twisting endings.

Therefore to make your writing experience not only fun and entertaining, but
successful at the same time, here are some important steps to follows:

1. Write out a list of topics that you like to talk about and a familiar with.

2. Select only one of your favourite topics from the list, and give it a title to help you
remember it. It could be an experience in your life, or a topic in the news that you
can relate to.

3. Write an initial set-up for your first bit of writing. The set-up is the part of the story
that comes before the surprise. A set-up on its own is not meant to be funny. For
example, a set up in a classroom humour story could be you trying to locate the
source of a funny smell.

4. Write a punch line. A punch line is a surprising twist that makes your story funny.
For example, in the story about the funny smell in your classroom, a good twist
would be to have the story end with you being overwhelmed by a bad smell near
the rubbish bin before the assessment coordinator says, ‖Oh, sorry John, we
accidently dropped your marked assignment in the rubbish bin, hope you don‘t
mind.‖ The twist here is that your assignment was so badly done that it literally
stunk.

5. Write tag ons. Tag ons are additional punch lines that come after the first punch
lines. For example in the smelly classroom story, a tag on is a line like, ―Oh,and
John, your tutor is confined to his hospital bed for the next 5 days, so if your
performance does not improve we‘re going to have to declare a public health
hazard. Write this type of tag on if you think, you can stretch the punch line out
with different scenarios.

6. Sweeten your act with references to current events. People are likely to see the
humour in a story that involves people and situations they know about. Check the
news for stories about controversial celebrities and politicians and incorporate
these individuals if the stories can be related to the topics you find interesting.
GR 10 ENG U1 184 TOPIC 1 LESSON 17

Activity 3 Write two paragraphs of humorous recount building from

the incident or situation which you have identified and
brainstormed in the previous activity. In this recount, try
to make use of humorous comparisons and images and
select words that convey energy and fun to the reader.
Take into account the steps mentioned above.

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 GR 10 ENG U1 185 TOPIC 3 LESSON 17

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Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.

Summary

You have come to the end of Lesson 17. In this lesson you have
learnt what humorous recounts are, as well as their language
features, and the hints and steps to consider when writing such a
recount.

NOW GO ONTO PRACTICE EXERCISE 17 ON THE NEXT PAGE.

GR 10 ENG U1 186 TOPIC 1 LESSON 17

Practice Exercise: 17

Read this humorous piece of writing and answer the questions that follow.

Relatives gathered in the waiting room of a hospital as their family member lay
gravely ill. Finally, the doctor came in looking tired and somber.

‗I‘mafraid I‘m the bearer of bad news,‘ she said as she surveyed the worried faces.

‗The only hope left for your loved one at this time is a brain transplant. It‘s an
experimental procedure, very risky but it is the only hope. Insurance will cover the
procedure but you will have to pay for the brain yourselves.‘

The family members sat silently as they absorbed the news. After a great length of
time, someone asked her, ‗Well how much does a brain cost?‘
The doctor responded quickly, K5, 000 for a male brain and K 1000 for a female
brain.‘

The moment turned awkward. Men in the room tried not to smile, avoiding eye
contact with the women but some actually smirked.

A man, unable to control his curiosity, blurted out the question everyone wanted to
ask, ‗Why is the male brain so much more?‘

The doctor smiled at the childish innocence and explained to the entire group, ‗It‘s
just standard pricing procedure. We have to mark down the price of the female
brains because they‘ve actually been used.

Source: Kochie‘s best jokes

1. What would be a possible title for this humorous piece of writing?

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2. What is the situation depicted in this humorous piece?

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GR 10 ENG U1 187 TOPIC 3 LESSON 17

3. What is the initial set-up of this humorous piece that comes before the surprise?
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4. What is the punch line or the surprising twist that makes this writing story funny?
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5. Identify the tag-on for this story that follows the punch line.

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6. What current issue can you relate this humorous piece to?

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7. What is the overall theme or underlying meaning of this humorous piece?

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8. What did you enjoy about this humorous piece?

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CHECK YOUR ANSWERS AT THE END OF TOPIC 3.

GR 10 ENG U1 188 TOPIC 1 LESSON 17

Answers to Activities

Activity 1

1. The humorous incident or situation featured in this recount is the very idea of a
young man sleeping in a brown paper bag.

2. The other ridiculous, but graphic images and comparisons the writer uses are:
 …. and I have always had Napoleon‘s gift of falling asleep at will, although
unfortunately it has not always been accompanied by his gift of waking up
again.
 …. it was as if, somewhere nearby, giant packet of crisps was being eaten by
one of those cinema patrons who think that they are being un-distractive if
they take only a few crisps at a time and chew them very slowly.
 When Trevor could bear no more he would switch on his modernistic tubular
bedside light, wake me up and tell me to be quiet.
 …. I would essay a surreptitious turn to one side, making more noise than a
shy prospective bride unwrapping a lace-trimmed silk nightgown from its
tissues.
 …. it was inevitable that an involuntary shift of weight would sooner or later
produce the full effect of a large, empty cardboard box being attacked by a
flock of woodpeckers.

Activity 2

Reflect on any humorous situation or any other situation that you can relate to. Give
it a title and brainstorm ideas for a humorous recount taking into account the hints
mentioned.

Activity 3

Ensure that you have taken into account the steps mentioned and written two
paragraphs of a humorous recount building from the incident or situation you
identified and brainstormed in the previous activity. Check, that you have also made
use of humorous comparisons and images and selected words that convey energy
and fun to your readers.
GR 10 ENG U1 189 TOPIC 3 LESSON 18

Lesson 18: Eyewitness Recounts

Welcome to Lesson 18 of Unit 1. In Lesson 17, you learnt

about humorous recounts including the hints and steps to
follow to write a humorous recount.

In thisYourlesson
Aims: you will learn about the importance of
humorous recounts. You will mainly be introduced to its
features, define ‗e
 purpose yewitness
and language recounts‘
aspects.
 differentiate between a ‗personal recount‘ and an
‗eyat
But first look ewitness recount.‘
the aims of this lesson.
 identify the features of eyewitness recounts


What is an eye-witness recount?

Another type of recount that we will focus on is the eye-witness recount. To be able
to understand what an eye witness recount is, let us first of all define what an eye-
witness is. An eye witness is a person who has personally seen or witnessed
something happen, and can give evidence about it. For example an eye witness
account of a crime or an accident. As such, an eyewitness recount is a detailed
account of what someone has personally. An eyewitness recount unlike the other
types of recounts is purposely written to inform those in authority as well as bear
witness to what someone has seen or witnessed with his/her own eyes.

Activity 1 Answer these questions to help you check your

understanding of what an eyewitness is and what it
involves.

1. Explain what an eye-witness is in your own words.

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2. What is an eye-witness recount?

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3. Apart from crimes and accidents, what can an eye-witness recount give
detailed accounts of? List three (3) of them.

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GR 10 ENG U1 190 TOPIC 1 LESSON 18

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4. What is the main aim of an eye-witness account?
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Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.

The Difference between a personal recount and an eye witness recount

Personal recounts and eye-witness recounts are similar in the sense that they are
both types of recounts and both involve encounters. However, that is as far as the
similarity goes, as they differ from each other in terms of their content. On one hand
a ‗personal recount‘ as mentioned in lesson 14 is a retelling of an experience, an
event, a situation, etc., that has already happened, in which you were involved in this
experience or situation in some way. The important point to note is that ‗you were
personally involved.‘ An ‗eyewitness recount‘ on the other hand, is a retelling of
something that you may not have been personally involved but saw or witnessed
what happened from a distance. For example, being an eyewitness to a car accident
or a crime that took place. As such, both are similar, yet different.

Activity 2 Fill in the graphic organizer below with at least three (3)
characteristics each for a personal recount and an
eyewitness recount.

Personal recount Eye-witness recount

1. 1.

2. 2.

3. 3.

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.
GR 10 ENG U1 191 TOPIC 3 LESSON 18

The Features of Eye-witness Recounts

To write a good eye-witness recount that will give your reader a clearer picture about
what you have witnessed in order to achieve the purpose for which it is required, you
must take into account the following features:
 Use the pronoun ‗I‘ but control your usage.
 Strictly report what happened by stating the facts
 Write objectively and not subjectively.

Subjective – mentions what the eye-witness saw and felt.

For example I was terrified when I suddenly realized that I was in terrible
danger from the speeding car
Objective – mentions only what the eyewitness saw.
For example I heard a shout. Brakes screeched. A car swerved, jumped the
curb, and head directly at me. (Your readers will work out how
terrified you felt).

Activity 3 This activity requires you to do two sets of tasks to help

you better understand the difference between writing
objectively and subjectively when it comes to writing
eyewitness recounts.

1. In each of the following pairs of sentences, circle the letter of the sentence which
is presented objectively, and explain why you say it is written objectively in the
space provided below each pair of sentences.

a. John stopped suddenly, took out his slingshot and whispered to his fellow
hikers, ―I elieve
b that‘s bird of paradise on that dead pine tree.
b. While John was out hiking with his friends, he became excited because he
saw a bird of paradise.

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2. a. Mary opened the letter slowly, read the first three lines, and called to her
mother, ―I‘v
e been accepted to take up law at the University of Papua New
Guinea.‖
b. Although Mary had been worried that she hadn‘t done well in her final exam,
she received a letter of acceptance to study at the University of Papua New
Guinea.

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3. a. Paul was fearful and uncertain as he considered the prospect of presenting

his unsatisfactory report card to his parents.
GR 10 ENG U1 192 TOPIC 1 LESSON 18

b. Paul took his report card in hand, walked slowly to his parents‘ room, put his
hand on the doorknob, dropped his hands, and walked away again, shaking
his head.

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.

Activity 4 This activity requires you to do two sets of tasks to help

you better understand the difference between writing
objectively and subjectively when it comes to writing
eyewitness recounts.

Using the example that follows and the pairs of sentences in the first task of
this activity as a guide, convert three of the following sentences into objective
sentences.

Example:
Subjective Robbie was curious and enjoyed watching the ants.
Objective Robbie kneelt down, put his eye close to the anthill, and grinned
as a procession of leaf-carrying insects marched into the nest.

a. Leah was angry with the umpire.

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b. Mathew was disappointed when he received the letter.

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c. The exhausted man was grateful to the fisherman for saving his life.

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d. Mom was not happy when our cat knocked over a lamp.
GR 10 ENG U1 193 TOPIC 3 LESSON 18

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e. The long distance runners were all tired at the finish line.

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Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.

Summary
You have come to the end of Lesson 18. In this lesson you have
learnt the importance of eyewitness recounts. You have also been
introduced to the features and purpose of eyewitness recounts as
well as understood its significance to your learning.

NOW GO ONTO PRACTICE EXERCISE 18 ON THE NEXT PAGE.

GR 10 ENG U1 194 TOPIC 1 LESSON 18

Practice Exercise: 18

Read this eyewitness recount titled “Runaway Car” carefully, and then answer
the questions that are designed to explore the writer‟s purpose in this piece of
action.

Runaway Car

The car appeared now to be doing about 70mph hurtling terrifyingly down the
long, green hill. One by one the doors burst open till all four flapped wildly and
the car swooped downwards looking like a huge, ungainly bird.

From the open doors, bottles, instruments, bandages, cotton wool cascaded
out onto the turf, leaving a long, broken trail. Now and again a container of
paint and talcum powder would fly out and burst like a bomb, splashing vivid
white against the green.

Tristan threw up his arms. ―L

ook! The bloody thing‘s going straight for the hut.‘

There was indeed one obstruction on the bare hillside – a small building near
the foot where the land leveled out and the Corona Exiv, as if drawn by a
magnet, was thundering straight towards it.

I couldn‘t bear to watch. Just before the impact I turned away.

When I looked back down the hill the building was no longer there. It had been
completely flattened and everything I had ever heard about houses of cards
surged into my mind. On top of the shattered timbers the little car lay peacefully
on its side, its wheels still turning lazily.

From It Shouldn’t Happen to a Vet by James Herriot.

1. From whose point of view is this recount written?

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2. Is this recount written subjectively or objectively? Explain.

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GR 10 ENG U1 195 TOPIC 3 LESSON 18

3. Identify parts of this recount that are written subjectively.

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4. How does the writer achieve his purpose of dramatically describing the course of
the car‘s runaway dash downhill?

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5. What is the writer‘s purpose in this passage? How has he successfully achieved
his purpose?

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CHECK YOUR WORK. ANSWERS ARE AT THE END OF TOPIC 3.

Answers to Activities

Activity 1
1. An eyewitness is someone who has witnesses or seen with his or her own eyes
something that has happened, such as an accident or crime.

2. An eyewitness recount is an account given by someone about what he or she

has seen regarding an accident, crime, etc.

3. Apart from crimes and accidents eyewitness recounts can give detailed accounts
of:
 Natural disasters
 Graduations
 Openings

4. The main aim of an eyewitness account is to inform and testify or give evidence
about something that has happened.
GR 10 ENG U1 196 TOPIC 1 LESSON 18

Activity 2

Personal recount Eyewitness recount

1. It is personalized. 1. It is not personalized.

2. Character is directly involved. 2. Character is not directly involved but

a spectator.

b. It is written subjectively. 3. It is written objectively.

Activity 3

1. The sentences presented objectively in each pair are:

1. a This sentence is presented objectively because it does not make

judgments but describes what John did and said during the hike.

2. a. This sentence is presented objectively because it does not make

judgments but describes Mary‘s actions in opening and scanning the
contents of her letter.

3. a. This sentence is presented objectively because it does not make

judgments but describes Paul‘s actions in not presenting his report card
to his parents in the last minute.

Activity 4

These are possible answers that students can give as objective sentences:

a. Leah reached the first and second bases safely. She reached the home base
safely before being tagged by her opponent guarding the base but was called
out by the umpire.

b. Mathew did well in his internal assessments. He scored better marks than his
friend Andrew. Andrew was accepted for further studies at UPNG. Mathew
received a letter informing him that he did not make it to UPNG.

c. The man was out fishing in his boat. Strong winds turned the waves high. His
boat overturned and was carried away by the tides. He drifted on a piece of
wood for hours until he was rescued by fisherman on a fishing vessel.

d. I lit the lamp and sat in the middle of the room when the lights went out. Our
little kitten came out from under its hiding place and padded towards the lamp.
A beetle was drawn to the lamp by its light and sat chirping outside the glass.
Our kitten jumped to catch the beetle and knocked the lamp over just as mum
was about to serve dinner.
GR 10 ENG U1 197 TOPIC 3 LESSON 18

e. The long distance runners took part in a marathon. The distance they had to
run was twice the distance they usually ran. Instead of running, they walked the
last lag of the marathon to the finish line.
GR 10 ENG U1 198 TOPIC 3 ANSWERS

ANSWERS TO PRACTICE EXERCISES IN TOPIC 3

Practice Exercise 13

1. This recount is a about a female student.

2. This is a personal recount.

3. The name of the ship is MV Sea Lark.

4. This recount would most likely be recorded in a diary as it contains her personal
experience.

5. This recount is about the experiences this female student had at sea on board
MV Sea Lark while on her way to her home province for her Christmas holidays.

6. The peaceful ocean suddenly became rough as a result of a storm.

7. This particular experience took place over the Christmas holiday.

8. The experience took place at sea.

9. (You should be able to identify some of the additional details that you enjoyed
reading about in this recount).

10. Meanings of words as used within the context of the passage:

a. To make a howling sound.
b. The movement of the ship going forward and back ward was caused by the
waves hitting against the ship.
c. The ringing of the bells told the people that the drill was on.
d. We put on our life jackets.
e. The storm died to.

Practice Exercise 14

This is just a sample recount. Students‘ answers may differ.

When I was five years old, I took an extreme liking to my sister's toys. It made little
difference that I had a trunk overflowing with dolls and toys of my own. Her "big girl"
treasures were much easier to break and much more appealing. Likewise, when I
was ten and she was twelve, the earrings and make-up that she was slowly
permitted to experiment with held my attention while my former obsession with
catching bugs seemed to be a distant and fading memory.
Taken from Starlight, Star Bright K Garnett (1998)
GR 10 ENG U1 199 TOPIC 3 ANSWERS

Practice Exercise: 15

Title: Jenny Malbak‟s Weight loss Success

Orientation: (Introduce main characters; plot begins/theme introduced; who,
when, where, what)
 Main characters Jenny Malbak

 Theme Losing weight and keeping fit

 Who Jenny Malbak is 45 years old and works as a

Sales and Marketing Manager with SP
Brewery.
 What She was 185kg so she slimmed down and
built up her fitness by walking and swimming.
 Where Somewhere close to her walk where she
walked, jogged and ran.
 When It took her 3 months of brisk walking and
swimming, and 3 more months of jogs
extended from 3 minutes to 30m minutes.

Events: Outline main events in chronological order or in the order in in which they
occurred.
 Introduce the characters Jenny was 185kg and wanted to lose weight,
problem briefly and because she was unfit, she had to get
physically fit before she started running.
 Action verbs  Took up running

 Take things gently

 Slimming down

 Building up

 Brisk walking and swimming

 Was surprised

 Extended jog intervals

 Could keep jogging

 Lost 50kg

 Happily running

 Action language  Sales and Marketing Manager

 45 years old
GR 10 ENG U1 200 TOPIC 3 ANSWERS

 185kg

 Brisk walking and swimming

 A series of two-minute jogs

 Jog intervals

 Happily running

 Time words  three months

 Three-minute

 Over three months

 30 minutes

 By the time

 A year later

 Actions taken by the She took things gently at first by slimming

character to overcome the down and building up his fitness with three
problem months of brisk walking and swimming. She
then incorporated a series of 3-minute jogs
into his walks. Over the next three months
she extended the jog interval and realized
she could keep jogging for 30 minutes
without a break.

Re-orientation Jenny was able to overcome his weight

problem and lost almost ten kilos which she
was able to do through walking, swimming,
jogging and running.

Jenny Malbak can be seen as a great role

model for those who are overweight. She
has shown that anyone can lose weight and
become physically fit. She is also an
inspiration to others in that, goals can be
achieved with determination and
perseverance.
GR 10 ENG U1 201 TOPIC 3 ANSWERS

Title: Jenny Malbak‟s Weight loss Success

Orientation

Jenny Malbak is 45 years old and works as a Sales and Marketing Manager
with SP Brewery. Her greatest challenge in life was losing weight and keeping
fit. She was 185kg so she took up running to lose the weight

Events

She took things gently at first by slimming down and building up her fitness with
3 months of brisk walking and swimming, somewhere close to her house. She
then incorporated a series of 3-minute jogs into her walks to which she was
surprised after a while by how natural they felt. Over the next 3 months she
extended the jog interval and realized she could keep jogging for 30 minutes
without a break. A year later she was happily running every day.

Re-orientation

Jenny was able to overcome her weight problem and lost 20lbs, which she was
able to do through walking, swimming, jogging and running.

Jenny Malbak can be seen has a great role model for those who are
overweight. She has shown that anyone can lose weight and become
physically fit. She is also an inspiration to others, in that goals can be achieved
with determination and perseverance.

Practice Exercise 16

Write a historical recount about your people or significant events that have happened
within their societies taking into account the features and structure. Use the historical
recount of the Eora, Aborigines or the Sebaga Andere to guide you in writing your
own historical recount.

Practice Exercise 17

1. The title given should relate directly to the humourous piece and must be
attention grabbing.

2. The situation depicted in this humourous piece is that a family member is

gravely ill, probably brain-dead and needs a brain transplant.
GR 10 ENG U1 202 TOPIC 3 ANSWERS

3. The set-up here is that relatives of the gravely ill patient are gathered and
awaiting word from his doctor about his condition. The doctor approaches them
and gives them the news about his state of health, which is not good.

4. The punch line is that the health insurance will cover the procedure but the
family will have to pay for the cost of the brain itself, in which the male brain
costs a lot more than the female brain.

5. The tag on (an attachment) that follows the punch line is that the male brain
costs more than the female brain because it is used less therefore is considered
newer then the female brain.

6. A possible answer:
The current issue that we can relate this humorous piece to is that woman are
considered to use their brains more than men in terms of thinking logically, and
making wise decision. Therefore, their brains may be sought more than the
male brain. (However, other answers within this range of answers can be
considered).

7. The overall theme or underlying meaning of this humorous piece is those

women tend to think things through more than men therefore are considered to
use their brains more than men.

8. A possible answer:
I enjoyed this piece of humorous because it was funny as well as thought
provoking. (However, other answers within this range of answers can be
considered).

Practice Exercise 18

1. This recount is written in the first person, from the writer‘s point of view.

2. This recount is written objectively because much of it describes in detail what

exactly happened without passing too much judgment.

3. The parts of the recount that are written subjectively are:

 One by one the doors burst open till all four flapped wildly and the car
swooped downwards looking like a huge, ungainly bird.

 There was indeed one obstruction on the bare hillside – a small building near
the foot where the land leveled out and the Corona Exiv, as if drawn by a
magnet, was thundering straight towards it.
GR 10 ENG U1 203 TOPIC 3 ANSWERS

 It had been completely flattened and everything I had ever heard about
houses of cards surged into my mind.

4. The writer has achieved its purpose describing in detail each scene leading up to
the car crashing into the small building.

5. The writer‘s purpose in this recount is to inform as well as bear witness to the
reader about what actually took place resulting in the car crashing into the
building

THE END OF TOPIC 3

NOW DO EXERCISE 3 IN ASSIGNMENT 1. THEN GO ON TO TOPIC 4.

GR 10 ENG U1 204 TOPIC 4 INTRODUCTION
GR 10 ENG U1 205 TOPIC 4 TITLE

TOPIC 4

PAMPHLETS, BROCHURES, LEAFLETS

AND POSTERS

In this Topic, you will learn about:

 Newspapers and other publication.

 Pamphlets and brochures.

 Leaflets and posters.

GR 10 ENG U1 206 TOPIC 4 INTRODUCTION

TOPIC 4: SOURCES OF COMMUNITY INFORMATION

Welcome to Topic 4 of Unit 1. This is the last topic in this unit. It is about sources of
community information. There are three lessons in this topic.

Lesson 19 is about Newspapers and Other Publication

In Lesson 20 you will learn about Pamphlets and Brochures

Lesson 21 is about Leaflets and Posters

You may begin with the Lesson 19.

All the best!

GR 10 ENG U1 207 TOPIC 4 LESSON 19

Lesson 19: Newspapers and Other Publications

Welcome to Lesson 19 of Unit 1. In Lesson 18, you learnt

about the past continuous tense. Before moving on, check the
aims below.
Your Aims:
 identify the newspapers available to households in
PNG
 explain the kinds of information available in
newspapers
 list examples of other publications
 explain the kinds of information available in other
publications
 make comparisons about the features in
newspapers and other publications
 enumerate the advantages of reading newspapers
and other publications
 list facts and opinions about a newspaper or a
publication

What are newspapers and other publications?

Take a look at the copies of some newspapers and publications. Most of the papers
are produced in Papua New Guinea.

Copies of newspapers.
GR 10 ENG U1 208 TOPIC 4 LESSON 19

Study the entry from a dictionary about the meaning of a newspaper and a
publication.

A newspaper
A newspaper is a set of large printed sheets containing news, articles,
advertisements, and published every day or every week.
The English daily papers, The National and Post Courier are examples of
newspapers.

A publication
A publication is a book or magazine that has been published.
New Age (in Post Courier), Young Life (in The National) and Paradise (In-flight
Magazine of Air Niugini) are examples of publications produced in PNG.

Activity 1 Read the passage below on newspapers and

other publications.
Newspapers and other publications
The public needs to be informed about what is happening in our country.

The Newspaper
In PNG, there are couple of newspapers. The dailies in English have already been
mentioned.

There are a number of newspapers (in English) that are published weekly and there
is one that is a weekly paper in Tok Pisin (Pidgin) – The Wantok Niuspepa. The
other weekly papers include Sunday Chronicle and Pacific Business Review. A
monthly paper in English called People’s Notice Board is also produced.

Post Courier was the first daily paper published in PNG on June 30, 1969. The
National rolled out its first issue in 1993 while Wantok Niuspepa sold its first issue on
August 5, 1970. Another paper called Niugini Nius ran for sometime out of Lae but
folded up after a few years.

As of December 2011, The National was selling on average 50,000 papers daily
while Post Courier was selling 28,000.

Newspapers are an important source of information for the public. The papers, with
the combined effort of reporters and editors and other support staff collect news and
bring them to the public where it is of need.

Ideally, newspapers (under the journalism code of ethics) strive to be accurate and
fair in their reporting.

The news items could be on local news, international news and they could include
stories on crime, politics, sports, businesses or on development issues.

Other Publications
GR 10 ENG U1 209 TOPIC 4 LESSON 19

Other publications – some weekly or monthly issues – were produced for specific
group of people, not necessarily the general public.

Other publications are not published daily as most popular newspapers. They may
be produced monthly – and sometimes fortnightly or weekly also.
Other publications may have more colourful pages and have a lot more photos and
art work.

Unlike newspapers that are printed on cheap paper, other publications (like
magazines) may be printed on higher quality paper and therefore would cost a bit
more than newspapers.

Airlines produce in-flight magazines. Air Niugini has its own, so as Airlines PNG.
Such magazines have a glossier look with colourful pages to attract people who read
them.
The stories in such magazines are not necessarily news stories and may be much
longer.

Some of the publications also include magazines that are inserts. These papers are
produced by the newspaper companies and put inside the pages of their daily
papers to be distributed to their readers.

New Age Woman and Young Life magazines.

New Age Woman is a monthly magazine and is an insert in the Post Courier. It aims
to inform women on different issues including tips on work and fashion.
Young Life is a children‘s magazine and comes out fortnightly as an insert in The
National newspaper. The activities and stories in the paper target children in primary
schools in PNG.

The advantages of reading newspapers and other publications

GR 10 ENG U1 210 TOPIC 4 LESSON 19

People who read know more than people who do not. People who read newspapers
know what is happening around them – and in the world.

They also get other information like what the government, non-governmental
organisations (NGOs) and companies may want to do in different programmes or
projects.

The government can also use the newspapers to tell them about new policies that it
may want to implement.
Advertisements often tell students or workers about employment offers/position
vacancies or courses that colleges or universities are offering.

Those who read publications also learn a lot. Someone reading a Paradise
magazine may learn about a culture or people in another part of the province. She or
he may plan to visit the place in the future. A student would increase his or her
general knowledge about reading such a magazine.

Activity 2 Answer the following questions by referring to the passage

above.

1. Name the English daily newspapers in PNG.

_____________________________________________________________

2. Name the Tok Pisin paper. Is it a daily, weekly or monthly newspaper?

_____________________________________________________________

3. In which years did Post Courier and The National put out their first issues?

_____________________________________________________________

4. Name two publications mentioned in the passage.

_____________________________________________________________
5. Who produced the publications in Question 4?
_____________________________________________________________

______________________________________________________________
6. How often are the publications in Question 4 published?
______________________________________________________________

7. Paradise is an in-flight magazine produced by Air Niugini. Which audience

would the magazine target?
______________________________________________________________
8. Which audience do daily newspapers target?
______________________________________________________________
9. Which audience does New Age Woman target?
 GR 10 ENG U1 211 TOPIC 4 LESSON 19

______________________________________________________________

10. Why should a student read a publication such as Paradise?

______________________________________________________________

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.

Activity 3 Complete the following tasks.

A. Fill in the table with at least four contrasting characteristics of a

newspaper and another publication like a magazine.

Newspaper Other publication

B. Get a copy of The National and look for these pages. Your attention
should be in the (a) front pages (e.g. 1-10), (b) middle (e.g. 11- 34), or (c)
back pages (e.g. 40-50, or more).

Where is the:

1. Main story of the day? _________________________________________

2. National news stories? _________________________________________
3. International news stories? ______________________________________
4. Sports news? ________________________________________________
5. Public notices? _______________________________________________
6. Comics? ______________________________________________
7. Column 1? ______________________________________________
8. Editorial page? ____________________________________________
9. Business pages? __________________________________________
10. Classifieds? ______________________________________________
GR 10 ENG U1 212 TOPIC 4 LESSON 19

Thank you for completing this activity. Now, you may go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.

Summary
You have come to the end of Lesson 19. In this lesson you have
learnt about newspapers and other publications. You have also
learnt that newspapers are written for the general public, while other
publications may only target a certain group of people and tend to
be more attractive and would not be published as regularly as
newspapers.

NOW DO PRACTICE EXERCISE 19 ON THE NEXT PAGE

GR 10 ENG U1 213 TOPIC 4 LESSON 19

Practice Exercise: 19

A. Refer to the Reading Activity to answer the following questions.

1. Name the two English daily papers in the country.

_______________________________________________________________________

2. What is the weekly newspaper in Tok Pisin?

_______________________________________________________________________

3. Name two weekly English papers.

a. ____________________________________________________________________

b. ____________________________________________________________________

4. What is the average daily sale of The National newspaper (as of

December 2011)?
_______________________________________________________________________

5. What sort of news is reported in the newspapers?

_______________________________________________________________________
6. Take a recent copy of the New Age Woman paper and have a look at its
contents. List down the types of topics that are discussed in the New Age
Woman publication.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

7. Apart from reading the news and newspapers, what information can
student or workers get from buying a newspaper?
_______________________________________________________________________
_______________________________________________________________________

8. List down two similarities between newspapers and other publications.

a. ____________________________________________________________________

b. ____________________________________________________________________
9. List down two differences between newspapers and other publications.

a. ____________________________________________________________________

b. ____________________________________________________________________
10. Spin is a publication put out by The National. How often does it come out?

_______________________________________________________________________
GR 10 ENG U1 214 TOPIC 4 LESSON 19

B. Get a copy of Post Courier and look for these pages.

Your answer should be in the a) front pages (e.g. 1-10), b) middle (e.g.
11-34), or c) back pages (e.g. 40-50, or more).

Where is the:

1. Main story of the day? ______________________________________

2. National news stories? ______________________________________

3. International news stories? __________________________________

4. Sports news? _____________________________________________

5. Public notices? ____________________________________________

6. Comics? _________________________________________________

7. Drum? __________________________________________________

8. Editorial page? ____________________________________________

9. Business pages? __________________________________________

10. Positions Vacant? _________________________________________

CHECK YOUR WORK. ANSWERS ARE AT THE END OF TOPIC 3.

Answer to the Activities

Activity 2
1. Post Courier and The National.
2. Wantok Niuspepa.
3. Post Courier – 1969; The National, 1993
4. New Age Woman, Young Life and Paradise
5. New Age Woman - Post Courier, Young Life - The National and Paradise –
Air Niugini
6. New Age Woman – monthly, Young Life – fortnightly and Paradise – monthly.
7. Tourists and travellers
8. Everyone
9. Women
10. Increase his or her general knowledge.
GR 10 ENG U1 215 TOPIC 4 LESSON 19

Activity 3

A.
Newspaper Other publication
- daily or weekly issues - weekly, fortnightly or monthly issues

- most pages in black and white - has a lot of colour pages with many
pictures
- uses cheap paper - uses higher quality, glossy paper
- uses news stories - uses other types of stories (feature
type)

B.
1. Front
2. Front
3. Middle
4. Back
5. Back
6. Middle
7. Middle
8. Middle
9. Middle
10. Back
GR 10 ENG U1 216 TOPIC 1 LESSON 20

Lesson 20: Pamphlets and Brochures

Welcome to Lesson 20 of Unit 1. In the last lesson you learned

about newspapers and other publications. In this lesson, you
will learn about pamphlets and brochures. First, take a look at
your aims for this lesson.

Your Aims:

 define pamphlets and brochures

 identify the features of pamphlets and brochures
 identify the audience and purpose of pamphlets and
brochures

What are pamphlets and brochures?
A pamphlet is a small booklet that is between, 5 to 48 pages which contains brief
information about issues and topics of interest for the public. In Papua New Guinea
pamphlets are usually produced and distributed by many governmental
organisations, non-governmental organisations, by businesses or industries and by
churches. They usually contain information about health issues, agricultural issues,
law and order issues, environmental issues, social issues. They are circulated and
distributed free of charge so that a lot of people can have quick and easy access to
the information.
A brochure is also a booklet. Unlike a pamphlet it contains descriptive and
advertising material. Brochures are similar in nature and design to pamphlets,
however, they are used mainly by businesses and companies as a tool for
advertising. Brochures are an important advertising tool because it is circulated
widely and is read by many people at once.
The difference between a pamphlet and a brochure is that pamphlets are usually
non-commercial and present an argument to persuade the reader to one point of
view instead of another.

For example, the issue of recycling:

Brochures present a product or service for sale and include travel brochures put out
by government departments. They are often presented on glossy paper with colour
photographs while pamphlets don‘t need to or often don‘t have the money available
to do this.
Now that you know something about pamphlets and brochures work on activity 1 to
check your understanding.
GR 10 ENG U1 217 TOPIC 4 LESSON 20

Activity 1 Read the definitions of pamphlets and brochures again

and answer these questions.

1. What is a pamphlet?
______________________________________________________________
______________________________________________________________

2. What is a brochure?
_____________________________________________________________
_____________________________________________________________

3. What is the difference between a pamphlet and a brochure?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

4. Why is a brochure seen as an important advertising tool by companies and

businesses?
______________________________________________________________
______________________________________________________________
______________________________________________________________

5. Why are pamphlets circulated and distributed freely?

______________________________________________________________
______________________________________________________________

Thank you for completing this activity. You may now go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.

Features of pamphlets and brochures

A pamphlet is a booklet without a hard cover or binding. It may consist of a single
sheet of paper that is printed on both sides and folded in half, in thirds, or in fourths
(called a leaflet), or it may consist of a few pages that are folded in half and saddle
stapled at the crease to make a simple book.

In order to count as a booklet, UNESCO requires a publication (other than a

periodical) to have at least 5 but not more than 48 pages, which do not include the
cover pages.

Brochures are also known as pamphlets and are more expensive to print. A brochure
is generally a standard-size sheet of paper that has been folded lengthwise two
GR 10 ENG U1 218 TOPIC 1 LESSON 20

times to create four panels (bi-fold) or folded three times to create six panels (tri-
fold).
Brochures are more complicated to print because each panel has its own margins,
its own photos and its own headlines. Businesses create millions of brochures each
year and sometimes copywriters are even hired to just write brochure text.

Brochures are opposite of flyers in that throw-away category. That means they are
created especially to be kept and referred to again and again. They‘re handed out at
the end of sales presentations, as take-away information at trade shows and they
are displayed in the racks at banks, doctor‘s offices and cash registers.

It is expected that only people who are interested in learning more about a product
will pick up a brochure.

The purpose of pamphlets and brochures

The purposes of a pamphlet are to:

 make business communications.

 educate, inform, persuade, or entertain your intended audience.
 mobilise people to support your cause.
 advertise a meeting of specific event.
 popularise your slogans and messages.

The purposes of a brochure are to:

 follow up after an initial sales contact.

 give more-detailed information than a flyer.
 follow-up a postcard that was mailed out to generate interest often referred to as
direct mail campaigns.

Pamphlets and brochures are also designed for specific audiences.

Activity 2 Read the sections “Features of pamphlets and brochures”

and “The purpose of pamphlets and brochures” to
answer the following questions.

1. What is the difference in the features of pamphlets and brochures?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
GR 10 ENG U1 219 TOPIC 4 LESSON 20

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. What are the purposes of a pamphlet?

a. _________________________________________________________
_________________________________________________________

b. __________________________________________________________
__________________________________________________________

c. __________________________________________________________
__________________________________________________________

d. __________________________________________________________
__________________________________________________________

e. __________________________________________________________
__________________________________________________________

3. What are the purposes of a brochure?

a. __________________________________________________________
__________________________________________________________
b. __________________________________________________________
__________________________________________________________
c. __________________________________________________________
__________________________________________________________
d. __________________________________________________________
__________________________________________________________

Thank you for completing this activity. You may now go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.
GR 10 ENG U1 220 TOPIC 1 LESSON 20

Summary
You have come to the end of Lesson 20. In this lesson you have
learned about the features and purposes of pamphlets and
brochures. You may now review your aims to see if you have
achieved all of them.

NOW DO PRACTICE EXERCISE 20 ON THE NEXT PAGE.

GR 10 ENG U1 221 TOPIC 4 LESSON 20

Practice Exercise: 20

Study the diagram below and answer the questions.

1. Is the diagram a pamphlet or a brochure?

_____________________________________________________________
_____________________________________________________________
2. What is the target audience for this particular information?
_____________________________________________________________
_____________________________________________________________
3. Is the information advertised for a market audience or a public audience?
_____________________________________________________________
_____________________________________________________________
4. What issue is discussed in the information presented?
_____________________________________________________________
_____________________________________________________________
5. Is the information distributed freely or does it have to be paid by the receiver?
_____________________________________________________________
_____________________________________________________________

CHECK YOUR WORK. ANSWERS ARE AT THE END OF TOPIC 4.

 GR 10 ENG U1 222 TOPIC 1 LESSON 20

Answers to Activities

Activity 1
1. A pamphlet is a small booklet that is between, 5 to 48 pages which contains brief
information about issues and topics of interest for the public.
2. A brochure is a booklet that contains descriptive and advertising material.
3. A pamphlet is non-commercial and is focused on a particular issue, and is
usually distributed freely to a larger audience. A brochure is used for advertising
purposes by businesses or companies for specific audiences.
4. It is circulated widely and is read by many people at once.
5. They contain important information and the free circulation allows a lot of people
to have access to important information.

Activity 2
1. A pamphlet is a booklet without a hard cover or binding. It may consist of a
single sheet of paper that is printed on both sides and folded in half, in thirds, or
in fourths (called a leaflet), or it may consist of a few pages that are folded in half
and saddle stapled at the crease to make a simple book.

Brochures are also known as pamphlets and are more expensive to print. A
brochure is generally a standard-size sheet of paper
that has been folded lengthwise two times to create four panels (bi-fold) or
folded three times to create six panels (tri-fold).

2. The purposes of a pamphlet are:

a. make business communications.

b. educate, inform, persuade, or entertain your intended audience.
c. mobilise people to support your cause.
d. advertise a meeting of specific event.
e. popularise your slogans and messages.

3. The purposes of a brochure are:

a. follow up after an initial sales contact.

b. give more-detailed information than a flyer.
c. follow-up a postcard that was mailed out to generate interest often referred
to as direct mail campaigns.
GR 10 ENG U1 223 TOPIC 4 LESSON 21

Lesson 21: Leaflets and Posters

Welcome to Lesson 21 of Unit 1. In the Lesson 20 you

learned about pamphlets and brochures, their features and
purpose. In this lesson, you will learn about leaflets or flyers,
and posters. First, take a look at your aims for this lesson.

Your Aims:

 define leaflets or flyers and posters

 identify the features of leaflets or flyers and
posters
 identify the audience, purpose and language
used in leaflets and posters
 write a text for a leaflet or draw a poster

What are leaflets or flyers and posters?

Leaflets or flyers and posters are similar to pamphlets and brochures. They all have
the same design and serve the same purpose. They are all compressed information
organised into single sheets of paper or in sections on a single paper known as
panels as in the case of brochures. Leaflets are also known as flyers, and brochures
are also known as leaflets. They are all communication and advertising tools used by
organisations and businesses to pass on information to a wider audience in a short
space of time.

A leaflet is a printed sheet of paper or a few printed pages that are given free of
charge to advertise or give information about something.

A flyer is a small sheet of paper that advertises a product or an event and is given to
a large number of people.

A poster is a large notice, usually with a picture on it that is put in a public place to
advertise something. It is different from the other texts. It is also defined as a printed
paper announcement or advertisement, promoting a product, event or an issue such
as ―Violence Against Women‖. Some are usually put up as billboards.

Leaflets or flyers and posters, just like pamphlets and brochures, are all designed for
specific audiences.

Now that you know the definition of leaflets or flyers and posters work on activity 1 to
check your understanding.
GR 10 ENG U1 224 TOPIC 1 LESSON 21

Activity 1 Study the diagram and answer the questions.

1. Is the diagram a leaflet or a poster?

______________________________________________________________
______________________________________________________________

2. What type of information is presented in this diagram?

______________________________________________________________
______________________________________________________________

3. What do you think about the design of this information?

______________________________________________________________
______________________________________________________________

4. Is it intended for a specific audience?

______________________________________________________________
______________________________________________________________

5. If so, who is the targeted group of audience?

______________________________________________________________
______________________________________________________________
GR 10 ENG U1 225 TOPIC 4 LESSON 21

Thank you for completing this activity. You may now go to the end of this lesson to
check your answers. Make sure you do the necessary corrections before moving on
to the next part of this lesson.

Features and purpose of leaflets or flyers and posters

Leaflet
A leaflet usually has a better design than a flyer. They are printed in colour and on
better quality paper. Flyers are usually printed on A6 paper. Brochures on the other
hand can be printed on A4 or A5 paper. Leaflets are usually made with better quality
than paper flyers and it costs more to print leaflets.

The purpose of a leaflet is

 Handing them out to your targeted market to promote your product, service, or
organisation.
 Inserting them in local newspapers.
 Leaving them in popular places where people are likely to take or see one.
 To catch the attention of your prospective customers and to get your message
delivered convincingly to them.
 Some leaflets give general information on issues such as health.

Flyers
A flyer is also rightly known as a leaflet or a handbill. A flyer is one piece of paper,
usually between the standard of 8 and a half inch and 11 inch (A4). Flyers are best
for small scale marketing, or when you have a small region to cover. Flyers are a
cheap way to get information out to a large number of people.

This type of marketing piece is called throw-away, because they are handed out or
hung in public places with the expectation that some of them will only get a passing
glance before being thrown away. They are poorly printed on low quality paper and
might be used to promote a night club or pizza restaurant.

If you are going to hang up your flyer, you will only print on one side. If you are going
to be handing out your flyer, you can print information on both sides.

The purpose of a flyer is to offer a small amount of information for a limited time at
low manufacturing costs.

Flyers are most often used for:

 Announcements of events, especially concerts, or club meetings.

 Product information such as parts for a new car.
 Fact sheets handed out at trade shows or conferences.

Posters
Posters are designed to immediately catch the attention of the passer by. A
successful poster usually has large print, colour and photos or diagrams in a striking
design. The information is usually brief and to the point. Posters are usually printed
GR 10 ENG U1 226 TOPIC 1 LESSON 21

on A3, A4 or A6 papers. Sometimes on huge sheets of fabric and are hung up for the
public to view.

Now do Activity 2 to check your understanding.

Activity 2 The information below is bi-folded. Study it carefully and

then answer the questions.
GR 10 ENG U1 227 TOPIC 4 LESSON 21

1. What type of information is presented in the diagram?

______________________________________________________________
______________________________________________________________

2. Who has provided this information?

______________________________________________________________
______________________________________________________________

3. Is the overall tone negative or positive? Is it intended to frighten or condemn?

______________________________________________________________
______________________________________________________________

4. Is the language easy or difficult to understand?

______________________________________________________________
______________________________________________________________

5. Does the information attract and interest you personally?

______________________________________________________________
______________________________________________________________

Thank you for completing this activity. You may now go to the end of this lesson to
check your answers with mine. Make sure you do the necessary corrections before
moving on to the next part of this lesson.

Summary
You have now come to the end of Lesson 21. In this lesson you
have learned about leaflets or flyers and posters. You also
learned that these are information targeted for specific
audiences and for specific purposes. They are similar to
pamphlets and brochures.

NOW DO PRACTICE EXERCISE 21 ON THE NEXT PAGE.

GR 10 ENG U1 228 TOPIC 1 LESSON 21

Practice Exercise: 21

Study the poster below to help you design your own poster. Think of an issue
of interest such as “World Environment Day” and design a poster to inform
your community about the event. Remember a poster is an announcement put
on paper. Design your poster in the space provided.
GR 10 ENG U1 229 TOPIC 4 LESSON 21

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

CHECK YOUR WORK. ANSWERS ARE AT THE END OF TOPIC 4.

Answers to Activities

Activity 1
1. Poster
2. Recruitment – requesting for young Americans to join the United States Army
3. It is very striking and eye-catching.
4. Yes
5. Young people who are graduating from college or high school, between the
age of 18 to 21, both gender (males and females).

Activity 2
1. A leaflet about HIV & AIDS
2. National AIDS Council
3. Positive. It is intended to help and educate people about HIV & AIDS.
4. It is easy and appropriate for any literate person to understand.
5. Yes
GR 10 ENG U1 230 TOPIC 4 ANSWERS

ANSWERS TO PRACTICE EXERCISES IN TOPIC 4

Practice Exercise 19

A
1. Post Courier and The National
2. Wantok Niuspepa
3. Sunday Chronicle and Pacific Business Review
4. 50,000
5. New stories mainly
6. Travel, Women Sports, Children, Pregnancy, Home, Health
7. Health, fashion, business and relationship issues
8. Both use print and photos to get information out. They are printed on a regular
basis.
9. Newspapers are published more regularly and printed on cheaper paper than
the other publications.
10. Every Monday (it comes as an insert in The National)

B
1. Front
2. Front
3. Middle
4. Back
5. Back
6. Middle/Back
7. Front
8. Front
9. Middle
10. Back

Practice Exercise 20

1. Pamphlet

2. Parents and families

3. Public audience
GR 10 ENG U1 231 TOPIC 4 ANSWERS

4. Health and child survival

5. Free distribution

Practice Exercise 21

This is just a sample poster. Students‘ answers may vary.

GR 10 ENG U1 232 SUMMARY

UNIT SUMMARY

You have come to the end of Unit 1. This Unit discussed about Home and Society. In
this unit you learned about certain areas in the home and in your society such as how
to write reviews on films and books and learning how to write different recounts. You
also learned how to write different types of song lyrics and how to prepare pamphlets,
brochures, leaflets and posters.
All of these lessons were beneficial as you expanded your knowledge about your
surroundings and how certain things are done.

THE END OF UNIT 1

NOW DO UNIT TEST 1 TO COMPLETE ASSIGNMENT 1. CHECK YOUR

ANSWERS THOROUGLY BEFORE HANDING YOUR ASSIGNMENT BOOK
TO YOUR PROVINCIAL CENTRE FOR MARKING.
GR 10 ENG U1 233 GLOSSARY

GLOSSARY

A
Abducted – captured
Acclaim – commended
Acknowledged – recognised; accepted
Adrenaline – hormone secreted by adrenal glands and by some nerve endings, that
increase the speed and force of heart contraction
Actors – performers
Adaptation – revised copy
Adrenaline – a hormone secreted by the adrenal glands and by some nerve endings
that increases the speed and force of heart
Adventure – exciting activities
Airwaves – radio waves that are used in broadcasting radio and television
Album – a collection of pieces of music released as a single item, usually in CD,
Ambitious – impressive; motivated
Amusing – funny; entertaining
Animated – bring to life
Animated – lively; full of life
Anthropomorphic – characters are described as having human characteristics
Attempt – try; make an effort
Auditioned – tried out
Avenge – take revenge; punish cassette or the internet

B
Baboon – a type of monkey
Banished – sent away
Betray – deceived; tricked
Biblical– relating to or contained in the Holy Bible
Bigotry – the state of feeling, or the act of expressing, strong, unreasonable beliefs
or opinions
Bitt – a post or a pair of posts on the deck of a ship for securing mooring lines
Block and tackle – a piece of equipment for lifting heavy objects, which works by a
Blockbuster – smash hit for a film
Bowled over – amazed
Buoy – an object which floats on the sea or a river to mark the places where it is
GR 10 ENG LANG U1 234 GLOSSARY

Burglar – thief; housebreaker dangerous and where it is safe for boats to go

system of ropes and pulleys

C
Captivating – charming; appealing
Categories – groups; kinds
Choppy – with a lot of small waves; not calm
Chronological – arranged in the order in which they happened
Collapse – fall down
Confront – to challenge or deal with
Conquering – defeating; taking control
Context – background situation
Contradict – say the opposite
Costume – clothing
Cove – a small bay; an area of sea that is partly surrounded by land
Criticisms – assessments; comments
Critics – reviewers; evaluators
Crusader – supporter
Cub – a young lion

D
Daunting – to make feel nervous and less confident about doing; intimidating
Descends – go downhill
Dialogue – conversations in a book, play, or film/movie
Director – manager of the film
Distracting – confuse; divert
Divan – a bed with a thick base and a mattress
Diversity – variety; assortment

E
Edge – end point
Enchanted – charmed; delighted
Encountered – came across
Engross – it is so interesting that you give it all your attention and time
Enrage – to make very angry
Enraged – made angry
Enriched – improved
Ensure – make sure
GR 10 ENG U1 235 GLOSSARY

Era – a period of time, usually in history, that is different from other periods
Eradicate – to destroy or get rid completely
Evaluation – assessment
Exhaustion – overtiredness particular characteristics or events

F
Factual – based on fact
Fantastic – imaginary
Fascinating – interesting; appealing
Fathom – to understand or fin an explanation
Fault – responsible of doing something
Fierce – aggressive
Forbidden – not allowed
Former – last; previous

G
Gaff – a pole with a hook on the end used to pull large fish out of the water
Genre – type; category
Glory – fame; success
Gorge – narrow valley
Gorgeous – good-looking
Graphics – illustrations; pictures
Graveyard – burial ground
Grossing – earning
Guerrilla – a member of a small soldiers group who are not part of an official army
and who fight against official soldiers, usually to try to change the
government

H
Harpoon – a weapon like a spear that you can throw or fire from a gun and is used
for catching large fish
Heir – successor; next in line to the throne
Hiatus – time away
Highest grossing – highest money earned before any usual deductions such as tax
or expenses have been made compared to other projects
Host – presenter of the programme
Humour – funny side
Hyena – a dog-like carnivore common in Africa
GR 10 ENG LANG U1 236 GLOSSARY

I
Indigenous – belonging to a particular place rather than coming to it from somewhere
else
Incidents – events; happenings
Incorporated – included
Influential – powerful; important
Infuriate – to make extremely angry
Inhabitants – occupants; citizens; population
Insight – understanding; awareness
Instalment – in part or section
Interpretations – explanations
Intriguing – interesting; fascinating
Inundation – to give or send so many things that they cannot deal with them all
Irritating– annoying

J
Jot – write
Juvenile – adolescent; teenager

M
Makeup – face paint
Mandrill – is an old species of ape
Maneuver – a planned movement
Mechanics – technicalities; procedure
Meekly – submissively; quietly
Meerkat – a small mammal belonging to the mongoose family
Metaphor – a word or phrase used to describe else, in a way that is different from its
Meticulously – paying careful attention to every detail
Musical – a show or film set on music
normal use

N
Nominated – chosen
Numerous – plenty; many

O
Opinions – personal thoughts; views

P
Pensive – thinking deeply about especially because you are sad or worried
GR 10 ENG U1 237 GLOSSARY

Plantation – cultivated area

Plot – summary; storyline
Plot – the series of events that form the story of a novel, play, film/movie
Portray – represent; interpret
Preach – to give advice on morality or behaviour in an irritatingly tedious or
overbearing way
Prevails – win out
Pride – a group of lions
Prism – a solid figure with ends that are parallel and of the same size and shape,
and with sides whose opposite edges are equal and parallel
Prosperous – well-to-do; flourishing

Q
Quest – go in search of

R
Range – kinds
Realistic – true to life
Recommendation – advice; approval
Reconcile– make peace and be together
Renaissance – a time of new beginning
Rescues – saves
Restore – bring back

S
Sargasso weed – any of a genus of branching brown algae with lateral outgrowths
forming leafy segments
Scene – incident; event in a film
Seagulls – a type of seabirds
Secluded – kept apart
Series – successions
Shaman – wise man
Shortcomings – faults; failings
Signifies – be a sign of
Simile – a word or phrase that compares else, using the words like or as
Skiff – a small light boat for rowing or sailing usually for one person
Soundtrack – all the music, speech and sounds that are recorded for a film/movie
Soundtrack – sound effects; background music
Spare – show mercy
Spectre – something unpleasant that people are afraid might happen in the future
GR 10 ENG LANG U1 238 GLOSSARY

Stampede – a situation in which a group of people or large animals such as horses

Stampede – wild rush of animals
Storms off – leaves or runs away angrily suddenly start running in the same
direction, especially because they are frightened or excited
Surreptitious – done secretly or quickly, in the hope that other people will not notice
Suspenseful – fast-moving; exciting
Swarm – group

T
Taunts – insults; gives verbal abuse
Tracks – follows; traces
Tragic – sad; disastrous
Trilogy – series of three films
Triumphs – successes
Truancy – to stay away from school without permission
V
Vibrant – lively; energetic
Villain – bad character
Violent – forceful; aggressive
Visual – pictorial; visible

W
Wading – soft material that you wrap around things to protect them
Wag – a person who enjoys making jokes
Warthog – is a wild pig that lives in grassland
Wasteland – an area with harsh environment
Wildebeest – a type of a swift-running deer-like animal with smooth hair and upward-
pointing horns, of a group native to Africa and Asia
GR 10 ENG U1 239 REFERENCES

REFERENCES

Baing, Susan. Gr. 10 OBE English Resource Book. Melbourne: Oxford University
Press,2010.

Wikipedia

Kaarina Senior High School | Voivalantie 7-9, 20780 Kaarina, Finland | Sinikka
Laakio-Whybrow 2007

Baing, Susan. Gr. 10 OBE English Resource Book. Melbourne: Oxford University
Press,2010.

Baing, Susan. Gr. 10 OBE English Resource Book. Melbourne: Oxford University
Press,2010.

Thoburn, Tina. Macmillan English Thinking and Writing Processes. New York:
Macmillan Publishing Company, 1987.

The Old Man and the Sea, Hemingway, Triad Panther (1984), Glasgow

Wikipedia
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 FODE SUBJECTS AND COURSE PROGRAMMES

GRADE LEVELS SUBJECTS/COURSES

1. English
2. Mathematics
3. Personal Development
Grades 7 and 8
4. Social Science
5. Science
6. Making a Living
1. English
2. Mathematics
3. Personal Development
Grades 9 and 10 4. Science
5. Social Science
6. Business Studies
7. Design and Technology- Computing
1. English – Applied English/Language& Literature
2. Mathematics - Mathematics Advance /General
3. Science – Biology/Chemistry/Physics
Grades 11 and 12 4. Social Science – History/Geography/Economics
5. Personal Development
6. Business Studies
7. Information & Communication Technology

REMEMBER:
 For Grades 7 and 8, you are required to do all six (6) subjects.
 For Grades 9 and 10, you must complete five (5) subjects and one (1) optional to be certified. Business Studies
and Design & Technology – Computing are optional.
 For Grades 11 and 12, you are required to complete seven (7) out of thirteen (13) subjects to be certified.
Your Provincial Coordinator or Supervisor will give you more information regarding each subject and course.

GRADES 11 & 12 COURSE PROGRAMMES

No Science Humanities Business

1 Applied English Language & Literature Language & Literature/Applied English
2 Mathematics Advance /General Mathematics Advance /General Mathematics Advance /General
3 Personal Development Personal Development Personal Development
4 Biology Biology/Physics/Chemistry Biology/Physics/Chemistry
5 Chemistry/ Physics Geography Economics/Geography/History
6 Geography/History/Economics History / Economics Business Studies
7 ICT ICT ICT

Notes: You must seek advice from your Provincial Coordinator regarding the recommended courses in each
stream. Options should be discussed carefully before choosing the stream when enrolling into Grade 11. FODE
will certify for the successful completion of seven subjects in Grade 12.

CERTIFICATE IN MATRICULATION STUDIES

No Compulsory Courses Optional Courses
1 English 1 Science Stream: Biology, Chemistry, Physics
2 English 2 Social Science Stream: Geography, Intro to Economics and Asia
and the Modern World
3 Mathematics 1
4 Mathematics 2
5 History of Science & Technology

REMEMBER:
You must successfully complete 8 courses: 5 compulsory and 3 optional.