Entrepreneurship 4

2005 SIELE:
SUMMER INSTITUTE FOR ENGLISH LANGUAGE

EDUCATORS FROM SOUTH AFRICA
ENTREPRENEURSHIP EDUCATION
LEARNER CONTENT UNITS AND

EDUCATOR GUIDES
These materials were developed under a grant awarded to the University of Pennsylvania by
the United States Department of State Bureau of Educational and Cultural Affairs. Grant
Reference: ECA/A/E/AF-05-01
Entrepreneurship Education:
African Inspiration
The following individuals produced these units with support from Ms. Joanna Ghosh,
Language Specialist and the English Language Programs at the University of Pennsylvania.
Participant Affiliation
Jo Botha Deputy Chief Education Specialist
Free State Education Department
Lawrence Danso Deputy Chief Education Specialist
Vanessa Minnaar First Education Specialist
Western Cape Education Department
Mandisa Mkwanazi First Education Specialist
Mpumalanga Education Department
Granville Stander First Education Specialist
2005
ENTREPRENEURSHIP
EDUCATION
LEARNER’S MANUAL
AFRICAN INSPIRATION
The following individuals produced these units with support from Ms. Joanne Ghosh,
lecturer at the English Language Programs of the University of Pennsylvania.




INDEX
1 OVERVIEW
2 UNIT OUTCOMES
3 LEARNER’S TASKS AND WORKSHEETS
Task 1 Reading
Activity 1.1 Reading and “annolighting” text to identify the
factors to be considered before starting a business.
Activity 1.2 Reading and using Key Concept Synthesis to
paraphrase the factors to be considered before
starting a business.
Activity 1.3 Discussing and sequencing the factors to be
considered before starting a business.
Task 2
Activity 2.1 Learning about different types of questions.
Activity 2.2 Identifying different types of questions by listening to
an interview.
Activity 2.3 Writing questions to use when interviewing a local
entrepreneur.
Activity 2.4 Conducting an interview with a local entrepreneur and
recording the responses.
Task 3 Writing
Activity 3.1 Writing in reported speech
Activity 3.2 Investigating the meaning of “expose”(Optional)
Activity 3.3 Learning about expository essays.
Activity 3.4 Writing expository essays.
4 GLOSSARY
5 BIBLIOGRAPHY
1. BROAD OVERVIEW
Dear Learner
This manual will assist you in improving your English language skills as well as investigating
entrepreneurial skills. By listening, speaking, reading and writing, you will discover important
aspects about starting a business and maybe you could become an entrepreneur one day!
Your interaction with your classmates and people in your community will enhance your own
skills. You will be given feedback with the assessment tasks. On completion of all the tasks,
you should have a very good idea of what you need to start a business and your use of the
English language would also have improved.
Have fun and enjoy it!
2. UNIT OUTCOMES
LANGUAGE LEARNING OUTCOMES
RNCS LANGUAGE LEARNING OUTCOME 3
Learners will be able to read information texts
ASSESSMENT STANDARDS
We will know this when the learner:

• is able to read texts and be able to identify the main factors related to starting a
business
• is able to paraphrase the factors identified in the texts.
• is able to analyze the factors for importance.
The learner will know and be able to use words to formulate “WH”- questions to use it in an
interview.
We know this when the learner:

• is able to formulate and compile an interview questionnaire consisting of at least ten
“WH”- questions.
.
RNCS: LANGUAGE LEARNING OUTCOME 4
Learners will be able to present their research findings in the form of an expository essay.
We know this when a learner:

• is able to understand the structure of an expository essay.
• is able to write an expository essay based on the interview they had conducted.
CONTENT LEARNING OUTCOMES
RNCS: ECONOMIC AND MANAGEMENT SCIENCES: LEARNING OUTCOME 4
Explore different factors that need to be considered before starting a business.

• is able to identify the various factors to be considered when starting a business from
three sets of given texts.
• is able to discuss the factors that he/she identifies.
• is able to list at least five of the factors in order of importance.
RNCS: ECONOMIC AND MANAGEMENT SCIENCES: LEARNING OUTCOME 4
Learners will research and discuss the origin of various business ideas/opportunities
identified by entrepreneurs from their local community.
• is able to research various businesses in his/her local community.

• is able to demonstrate an understanding of the content of their research findings in an
expository essay.
3. LEARNERS TASKS AND WORKSHEETS
INTRODUCTION
Are you an entrepreneur? Do you know or know about a successful entrepreneur or
entrepreneurs? Have you always dreamt of making a success of your hobby or pastime?
Are you always making plans or doing extra work to earn some pocket money? Would you
like to have your own successful business? Would you like to have more money?
If the answer to any of these questions is YES, you are at the right place at the
right time.
TASK 1 BUSINESS INSPIRATION
In this task you are going to learn about the factors you must consider before starting you
own business. To do this you will be reading texts, identifying key concepts using
“annolighting” and evaluate the concepts using Key Concept Synthesis. You will also be
asked to discuss your findings in a group and place the factors in sequence of importance
Ok Class, what do you think are the I’ll be the boss..

most important factors to consider
Capital… hmm,
when starting a business?
maybe its
location? Or,
marketing?
Study the comic and then try to answer the following questions:
What is the meaning of the word “Factors” as used in the comic?

What factors can you identify in the comic?
Can you add more of these factors?
Activity 1.1 Factors to be considered before starting a business
Language Activity: Reading and Annolighting text
WHAT MUST I DO?
1. Work individually and “Skim” read the text given to you by your teacher.
2. In a second reading, using the telegraphic approach, highlight the main

ideas, factors to be considered before starting a business..
3. Write down your annotations in the adjacent column.
Do you still remember how to

“annolight”? NO?
Read “Learning how to “Annolight”

text
Learning how to “Annolight” text
• Determine the focus, highlight only the targeted

information
• Do not highlight on a first reading of a text
• Eliminate every single unnecessary word in a
sentence by using a "telegraphic" approach
Adapted from: "Annolighting" a text;

www.greece.k12.ny.us/instruction/
Text 1 How To Start A Small Business – Inspirational Lessons And
Ideas From The Third World
TEXT ANNOTATIONS
Starting a small business is for many an irresistible challenge. Creating

and running your own business can be immensely rewarding in various
ways: personal fulfillment, self-discovery, financial independence, a way
to make your mark in life, and also to make a positive contribution to your
local community or chosen business area. While these lessons, tips and
guidance give simple help on how to start up a small business in the third
world, the principles and techniques apply to starting a small business
anywhere in the world.
It may therefore surprise you that in some respects, there are things we
ourselves might learn from looking at the way in which people in a
country like (in our example) Malawi set themselves up in business. For
these people generating an income can prove to be literally the difference
between life and death. And as this model shows, almost all the skills
needed to start a successful small business can be extrapolated from the
experience of a small group of women in Malawi.
Many businesses start ups fail because of inadequate market research.

Overcrowded sectors, insufficient customer awareness, wrong location
- the list of potential pitfalls is almost endless. In Malawi however the

situation is very simple.
People need food, and people need clothes, and to a limited extent
people need things like fishing lines and firewood.
Agnes Mwaremware lives in a village located 5 km down a deeply rutted

dirt track. To get to the main road villagers had to walk this distance and
then travel to the nearest trading centre crammed into the back of a
heavily overcrowded pick up truck. One or two of her neighbors had
bought an old bicycle, but found themselves at a loss when the chain
broke, or the brakes failed, or (as often as not) the whole thing fell apart.
Agnes spotted her niche and now runs a stall supplying bicycle spares to
her community. This is not the sort of market research that would move
mountains, but it is nevertheless based on sound analysis and common
sense. It is not surprising therefore that her business is doing well.
How often do would-be entrepreneurs come up with a terrific idea only to

have it fail because they cannot negotiate change of use for a premises,
permission for alterations or construction, or they fail to observe the
necessary rules of environmental health and local planning
requirements? In Malawi, no-one would dream of setting up a business
before first consulting the local chief or village head man.
True, this may be a matter of common courtesy rather than a legal
requirement, but understanding the permissions that a business needs to
trade is an important piece of the start up framework.
The same principles, although more complex and extensive (health and
safety, equal rights, to name just two examples) apply in the developed
world.
The choice of where to trade in Malawi is again governed by simple rules.

It has to be somewhere that people can get to. It has to be somewhere
that needs the product or service. And (importantly) it has to be
somewhere from which the trader can easily obtain his or her raw
materials or commodities. Often the simplest choice turns out to be best.
Adija Msw for example borrowed R 75 and started selling tomatoes on a

makeshift table outside her mud hut. Her home is several kilometers from
the nearest trading centre and in the middle of a well populated village
settlement. She knew that she would have a ready market because her
villagers often complained about having to walk into town to buy their
supplies. Adija is Malawi's answer to the corner shop and the profits from
her business support a family of 12 dependents. She now sells fish and
firewood as well.
In the age of e-commerce and sophisticated distribution models,

identifying a location and route to market is just as crucial for business
start-ups in the developed world.
‘To become a company director in the UK requires completion of a

certain amount of paperwork but needs no evidence of understanding or
experience in business itself. People can and do set up in business
without being able to read a balance sheet or prepare and cost a
business plan. Elementary business know-how is one of the cornerstones
of the MicroLoan Foundation's philosophy and success. Would-be
borrowers are required to demonstrate that they can manage money by
saving up a small sum themselves - 10-15% of the loan they seek -
before receiving their money. They then receive business training over a
six week period in which they are taught to run meetings, elect their own
chair, secretary and treasurer, keep records, bank money, manage their
cash-flow, budget for their business and ensure that they make a profit.
They don't have calculators and some cannot read and write so all their
sums are done by means of good old fashioned mental arithmetic.
The inescapable and harsh financial realities of the Third World create a
level of accountability for small business start ups that is far less forgiving
than typically found in the modern corporate world. In relative terms we
have it very easy indeed.
Adapted from:
http:/www.microloanfoundation.org.uk
Text 2 Factors to consider when starting a business
Text Annotations
But what type of business should you start, most prospective

entrepreneurs visiting my office keep asking me?
Most people who want to open their own shop have a specific business
idea. Others have only a general idea or no idea at all. Business experts
often suggest choosing something that you love.
For example, if you love cooking, you may consider starting a catering
business, if you love children you may want to try your hand at a day care
centre or a toy shop.
It is important to choose a business idea that you know you will enjoy
developing. You don't want to spend millions of Rands and work day and
night setting up a business that you don't like.
But liking it should not be your only reason for selecting a particular
venture - there are several other factors to consider.
Never assume that just because you have a unique idea you will
automatically succeed. Give thought to the following factors before you
take the plunge:
Most successful business ideas have found a market niche.

Part of choosing a good business is defining what consumers need. Let's
assume you want to open an exclusive ladies' wear outlet. Here you need
to be clear on who your target market will be. You may decide to focus on
age and income bracket of your potential customers and their buying
patterns.
It is also useful to know how much each individual target group will
contribute to your business.
No matter what type of business you choose, you are bound to face
competition, and some businesses are more competitive than others. So
how many competitors will your business be forced to contend with?
Conducting market research will identify your competitors, define their
strengths and weaknesses and suggest the measures you should take to
ensure that your business stays afloat.
What seems like a good idea on paper may not be a good idea in
practice. Some business ideas may be too costly to pursue.
When deciding on a particular business idea, consider how much money
you will need to get started, and what other resources will be required to
make your idea 'take off'.
Will you need a special research team to gather information about the
product/service? Will you have to extensively train your staff to operate
special machinery or equipment?
Your product / service should offer customers something they cannot get
anywhere else, but you need to develop an original idea or invention. You
can improve on somebody else's product /service.
How many hair salons, phone shops and video shops are in your area?
Probably too many to count. When selecting your business idea, consider
market saturation. You may have a great idea, but there may not be
enough room in the industry for you because 10 000 other people are
already providing a similar product/service.
In the mid 1990s, almost every Zimbabwean wanted to purchase their

own commuter omnibus, a good example of a market-saturated service
at that time, until the banks stopped financing that sector.
Conducting extensive market research will provide you with a wealth of

information about possible business opportunities. If money is not a
problem, you can hire a market research consultant to locate potential
business ideas for you. But if you are like most prospective
entrepreneurs, your budget will not allow such a luxury. This means you
will have to conduct the research yourself
Adapted from:
The Financial Gazette; Southern African Leasing Business and Financial
Newspaper 1/8/2004
Text 3 Starting a business
Text Annotations
Rule number one: it's not enough to simply have a good idea to start a
business. Successful entrepreneurs must first look at the market, plan
realistically, and mobilize their troops to achieve their objectives.
In practice, vision is only one part of the requirement; it is just as

important to know how to deal with concrete problems and to be able to
market yourself in a competitive environment. Here are just some of the
basics:
In most cases, you should introduce your products or services to a young

and fast-growing market. In already established markets, you will need to
be competitive to stay in the market, i.e. product or service innovation,
great customer service, or the right price point.
That means you should research and gather as much information as you
can to define your potential market, such as your competitors' strengths
and weaknesses and the development time required to get your product
off the ground. Keep in mind that during this time,
you will not be making any sales.
People on your management team should have skills that complement

one another. The best leaders ensure that they recruit the top experts for
each area of operations. You should not be afraid to hire people who
have, in their respective fields, more expertise than you do
If you don't have the resources to set up a board of directors, you can
also opt for a strategy committee and invite an expert to act as a
sounding board for your business decisions. In advanced technology,
there are more and more incubators that offer a wide range of assistance
for increasing your chances of success.
In the end, the true test is the market. To reach customers quickly and
efficiently, you should think about hiring marketing specialists at the
outset. Marketing, while often neglected, is critical to the success of any
business.
New businesses are often financed by the savings of their founders (as
well as the savings of families and friends). In many cases, it may be
necessary to look for outside capital.
Be sure you do your homework and know what investors expect from
you. One businessman once said, "If you knock on a door prematurely,
you run the risk of it being closed to you later, particularly at the time
when you are really ready to enter it."
Most businesses take time to get established, which means there will be
periods when business is slower. The key is to make good use of that
down time by networking, for example by:
• Entering a business plan contest for young entrepreneurs;

• Participating in trade shows or exhibitions;
• Tapping into the business community by joining a business
organization in your community.
There are many rules, some very technical, which are absolute
requirements for your business’ continued existence. For instance, you
must decide what legal form your business will take, design an
accounting system, and comply with regulations covering labour
practices, occupational health and safety, and training.
In business and industry, you can start a business in your own name. A
group can form a registered partnership or an public company with a
different set of rules, privileges and responsibilities. If you have several
partners, you should draw up a partners’ agreement to define a mutual
code of conduct. Or you could decide to form a cooperative or not-for-
profit organization.
Be sure that your business plan incorporates all of the above. Your plan
must be concise, specific, and describe your business project accurately.
Write it yourself, as it is your vision. And expect to do several rewrites
before you achieve your final plan.
Don't be afraid to get assistance if you need it. Show it to experts, such
as accountants and lawyers or to other experienced entrepreneurs. Keep
in mind that a business plan is more than an accounting document; it
must sell your idea to a potential financial institution
Adapted from: http:/bde.ca/en/my project

Language Activity: Reading and Key Concept Synthesis
WHAT MUST I DO?
1. Listen to your teacher explaining

• Why it is important to be able to do “Key Concept Synthesis”
• How to do “Key Concept Synthesis”
2. Read the information block on “Learning about Key Concept Synthesis”.
3 Individually use the annotations you already made in Activity 1.1, and complete
worksheet 1.2:
Why Key Concept Synthesis?
If you had to explain a reading to

someone who had not read the
text, how would you identify the
concepts you would want him/her
to understand?
Learning about Key Concept Synthesis
It is a strategy we can use to provide a framework for reading by creating a focus on the key
concepts.
The process involves:

1 identifying the key concepts as you read
2 putting those concepts in your own words and
1. explaining why the concept is important and/or making connections to other concepts.
How to do Key Concept Synthesis
Here are some elements that will help you in the identification of key concepts:
• Examining the text structure for any elements that the writer may have used to indicate
major divisions in the subject matter (e.g. titles, subtitles, bold headings, and supportive
graphics or visuals)
• Decide which sentence in a paragraph is the topic sentence; as texts get more
sophisticated, you need to recognize that frequently it may not be the first sentence in
the paragraph.
• Learning to identify statements that “forecast” main ideas or key concepts that will
come at some point later on in the reading.
• Recognizing that transitions may sometimes help to identify a main idea or a possible
shift in the writer’s thinking. (e.g. when compared to, or another possibility is, or in
contrast, etc.)
• Examining the summary statements in the paragraphs and/or the conclusions that
summarize each section of the reading may help to verify and condense the main ideas or
key concepts.
Adapted from : Key Concept Synthesis Strategy ; www.greece.k12.ny.us/instruction/

Activity 1.2:
Directions: Use a highlighter or underline and make marginal notes to identify important concepts as you read,
read and then
complete the table once you have completed the reading.
Text no.: ______________________ Title: _________________________________________
Five Key Factors Put the Factor in Your Own Words Explain Why the Factor is Important &
Make Connections to Other Concepts
1.
2.
3.
4.
5.
Adapted from Key Concept Synthesis Strategy ; www.greece.k12.ny.us/instruction/

Language Activity: Discussion concepts
WHAT MUST I DO?
1. Your teacher will divide you into groups.
2. Determine group roles and then discuss and agree on the 5 main factors that were
identified by all and rank them , with motivation, in order of importance.
Discuss briefly: What do you think are the most important factors to consider before starting
a small business?
WORKSHEET 1.3 LIST OF FACTORS
1. ____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________
4. ____________________________________________________________________
5. ____________________________________________________________________
Motivation for this specific sequence:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
How do I politely, give my opinion, agree and disagree?”
Read the tips in the box

below before starting.
Learning about agreeing and disagreeing

Giving opinions and agreeing are relatively easy tasks. However, when disagreeing it is easy
to insult or offend the speaker , so it is important to disagree in a polite and respectful
way. You may want to consider the following expressions.
Giving Opinion Agree Disagree

I think…. Yes, I see what you mean Yes, but….
I feel… Yes, that’s true I agree but …
It seems to me that… I agree That may be, but…
As far as I’m You are right You may be right but…
concerned Yes, I think so too I see your point but…Yes, but
In my opinion I completely agree don’t you think that…
Exactly! Yes, but you have to remember…
That’s a good idea I don’t quite agree
Me neither/I don’t What about…
either(when agreeing I’m not sure I agree…
about a negative idea) You have a point but…
I cannot share this view
I am of a different opinion
Having all members of a group participate actively is not enough to ensure a successful discussion.
Tips for discussion:

You require a group leader to make sure that the discussion has an aim, remains focused, keeps
going and comes to an acceptable conclusion (a group leader also makes sure that everyone
expresses their opinion)
• You also need a scribe to take notes
• You need a timekeeper
• You need a resource manager e.g. pens, and equipment that need to be handed out
• You need someone to give feedback of the findings of the group
NOTE: Group members must always take turns..
Adapted from: So this is mass communication? http;//kaye.trammel.com/blog/2005/06/agree-to-
disagree.html
TASK 2 ASKING QUESTIONS
In all communities in South Africa we find entrepreneurs that are earning a living
and creating jobs by buying and selling goods, rendering services,
making/manufacturing items, etc.
Examples of such entrepreneurs are found in all walks of life, from children
washing cars for pocket money to men and women making a living out of selling
goods and providing a service on a street corner.
To learn from the experiences of already established entrepreneurs, you must

plan and conduct interviews with various entrepreneurs. In order to do this you
must be able to write and ask the proper questions.
Activity 2.1 Asking questions

Language Activity: Reasoning skills; Writing “WH”-questions
WHAT MUST I DO?
1. Listen to the teacher explaining the different types of questions.

Answer the questions posed by the teacher.
2. Work individually and complete the following questions,
3. Check your answers, using the memorandum provided by your teacher.
Do you need more information on

how to write “WH”-questions?
Read “Information on how to

write questions
INFORMATION ON “WH”-QUESTION
Words that may be used when making Other words that may be used
“WH”-questions to inquire about specific
information
WORD MEANING WORD MEANING

When? Time Which(one)? Choice of alternatives
Where? Place Whose? Possession
Who? Person Whom? Person
Why? Reason How much? Price, amount (non-
How? Manner count)
What? Object/Idea/Action How many? Quantity(count)
How long? Duration
http://www.eslgold.com/site.jsp?resourc How often? Frequency
e=pag_stu_grammar_expl_exa_exer_l How far? Distance
b_wh_ques What kind (of)? Description
WORKSHEET 2.1 NAME ………………………..

COMPLETING “WH”- QUESTIONS
Complete the following questions, choosing the correct words.
What Who Why How Where Which

1. ……………………………….cooks dinner every day? (person)
2. ………………………………much does it cost? (amount)
3. ……………………………..do you feel now? (manner)
4. ……………………………..photo do you like best? (Choice of

alternatives)
5. …………………………….other languages do you speak? (Choice of

alternatives)
6. …………………………….often do you go to the movies? (frequency)
7. ……………………………do you live? (place)
8. ……………………………long does it take you to drive home? (duration)
9. ……………………………did you not attend classes yesterday? (reason)
Adapted from: http://www.eslgold.com

Language Activity: Reasoning skills; Identifying different types of
questions.
WHAT MUST I DO?
1. Listen to the interview.
2. Complete the attached worksheet individually. (Your teacher will tell you
which questions to answer.)
3. Share the answers in the group and complete the rest of the worksheet.
WORKSHEET 2.2 NAME:………………………..
1. How many “yes-no” questions were asked?..........................................
2. Was any information obtained by the “yes-no”- questions? If so, what

information?
_____________________________________________________________________
_____________________________________________________________________
3. Identifying “WH”- questions:
3.1 How many different “WH”-questions did you recognize? ______________
3.2.1 Was any information obtained by asking “WHEN” questions?______
3.2.2 If so, what information was obtained?

_____________________________________________________________________
_____________________________________________________________________
3.3.1 Was any information obtained by asking “WHERE” questions?______

_____________________________________________________________________
_____________________________________________________________________
3.4.1 Was any information obtained by asking “ HOW” questions?_______

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3.5.1 Was any information obtained by asking “WHAT” questions? _______

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3.6 Was information obtained by using any other “WH”-question other than
these mentioned above? If so, which “WH” word(s) was/were used and what
information was obtained?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3.7 In Task 1, we focused on the factors that need to be considered when

starting a business. Which of these factors were addressed in the interview?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Language Activity: Reasoning skills; Writing questions for a questionnaire
A well known entrepreneur in your local community has sponsored a new

computer laboratory at your school and is visiting your school for the opening
ceremony.
You are the news reporter of your school’s newspaper and must interview
him/her.
You need to get information from him/her regarding his/her success story, his/her
business plans for the future, the characteristics of a good entrepreneur, etc.
WHAT MUST I DO?
1. Choose a partner and write at least 7 “WH”-questions that you would ask
him/her. (Worksheet 2.3.1)
Consider the following criteria when you formulate/write the questions:

A Questions must be asked to establish the name of the
person/business
B Questions must be asked to enquire into at least 5 factors that need
to be considered when starting a business.
C Each of the following words must be used at least once
2. Do a 3 group Round Robin activity, using worksheet 2.3.1, adding or

writing comments to improve the questions.
3. Study the comments/advice of the other groups and compile a list of at

least 10 questions to ask the local entrepreneur.(Worksheet 2.3.2)
4 Present the questions to the class by reading them aloud.
5. Submit the final questionnaire (Worksheet 2.3.2) to your teacher for

assessment.
Do you still remember how to do a
Round Robin activity? NO?
Read: “How to do a Round Robin

activity”
INFORMATION ON HOW TO DO A ROUND ROBIN

ACTIVITY
• Each group completes the task on the worksheet.

• The answers are then shared with other groups by passing the
worksheet around.
• The other group writes comments/advice regarding the answers
in the space provided.
• The original group then uses the inputs to complete/improve the
answers.
WORKSHEET 2.3.1 ROUND ROBIN GROUP ………………….
QUESTION 1 ______________________________________________________________________________________
QUESTION 2: _____________________________________________________________________________________
QUESTION 3: _____________________________________________________________________________________
QUESTION 4: _____________________________________________________________________________________
QUESTION 5: _____________________________________________________________________________________
QUESTION 6: _____________________________________________________________________________________
QUESTION 7: _____________________________________________________________________________________
COMMENTS /SUGGESTIONS
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
WORKSHEET 2.3.2 QUESTIONNAIRE GROUP ………………….
QUESTION 1 ______________________________________________________________________________________
_________________________________________________________________________________________________
QUESTION 2: _____________________________________________________________________________________
_________________________________________________________________________________________________
QUESTION 3: _____________________________________________________________________________________
_________________________________________________________________________________________________
QUESTION 4: _____________________________________________________________________________________
_________________________________________________________________________________________________
QUESTION 5: _____________________________________________________________________________________
_________________________________________________________________________________________________
QUESTION 6: _____________________________________________________________________________________
_________________________________________________________________________________________________
QUESTION 7: _____________________________________________________________________________________
_________________________________________________________________________________________________
QUESTION 8: _____________________________________________________________________________________
_________________________________________________________________________________________________
QUESTION 9: _____________________________________________________________________________________
_________________________________________________________________________________________________
QUESTION 10 _____________________________________________________________________________________
_________________________________________________________________________________________________
Language Activity : Conducting interviews and recording responses.
WHAT MUST I DO?
1. Work in a group of 4.
2. Conduct interviews with 2 local entrepreneurs using the questionnaire you

developed in class. Your teacher will guide you.
3. You must take turns doing the interviews and recording the answers.
4. Try to use the polite way to conduct the interview.
5. Use Checklist 2.4 to do peer assessment
6. Record the answers and ask for clarity if necessary. Remember, the responses, will
be used in the next activity.

conduct an interview? NO?
Read “How to conduct a

Interview”
HOW TO CONDUCT AN INTERVIEW
• Make an appointment with the person to be interviewed.
• Be on time for the interview.
• Try to learn a little bit about the person before you go for the interview.
• Write out your questions in advance.
• Do not feel you must adhere to the written questions only, change and ask
NEW questions if needed.
• Do not be afraid to ask questions based on given answers.
• Do not use inappropriate/incorrect language.
• Greet the person politely, introduce yourself and state the reason for
the interview.
• Avoid “Yes-No” questions. You want the person to talk instead of giving
one word answers.
• Take notes or record the interview (only after asking for permission )
Adapted from: How to Conduct a Newspaper Interview; Jen Millar,http:/www.n2arts.com
CHECKLIST 2.4 NAME:…………………………………
CRITERIA YES NO
1 He/she/ introduced himself/herself politely.
2 He/she stated the reason for doing the interview
3 He/she asked the questions using correct language.
4 He/she asked the questions clearly..
5. He/she asked “new” or different questions based on answers

given.
6. He/she interacted with the person by being interested in all
answers and interacted with the person.
7 He/she asked about at least 5 factors to be considered when
starting a business
8
10
WORKSHEET 2.4 RESPONSE OF THE INTERVIEW GROUP ………………….
QUESTION 1 ______________________________________________________________________________________
RESPONSE_______________________________________________________________________________________
_________________________________________________________________________________________________
QUESTION 2: _____________________________________________________________________________________
RESPONSE: ______________________________________________________________________________________
_________________________________________________________________________________________________
QUESTION 3: _____________________________________________________________________________________
RESPONSE_______________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
QUESTION 4: _____________________________________________________________________________________
RESPONSE_______________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
QUESTION 5: _____________________________________________________________________________________
RESPONSE_______________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
QUESTION 6: _____________________________________________________________________________________
RESPONSE_______________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
QUESTION 7: _____________________________________________________________________________________
RESPONSE_______________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
QUESTION 8: _____________________________________________________________________________________
RESPONSE_______________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
QUESTION 9: _____________________________________________________________________________________
RESPONSE_______________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
QUESTION 10 _____________________________________________________________________________________
RESPONSE_______________________________________________________________________________________
_________________________________________________________________________________________________
TASK 3 REPORTING ON FINDINGS OF INTERVIEWS
Congratulations, you are on your way to becoming familiar with what it takes to become
a successful entrepreneur!
You have now identified the most important factors that need to be considered before
starting you own business, and also learnt from the success stories of local
entrepreneurs. You must consolidate all your findings in a report that could be used to
inspire other Grade 8 learners to engage in entrepreneurial activities.
In this task you will learn how to write expository essays, using reported speech and the
information you acquired in your study of the factors (Task 1) as well as the results of
the interviews. (Task 2)
Activity 3.1 REPORTING FINDINGS

Language Activity: Writing in Reported Speech
WHAT MUST I DO?
1. Revise how to write in reported speech by reading the information in the box and/or
listening to the explanation given by your teacher
2. Complete the worksheet on reported speech, individually.
3. Do a peer assessment using the memorandum supplied by your teacher.

write in reported speech? NO?
Read “Learning how to report”
LEARNING HOW TO REPORT

• Reported speech is used to express what others have said. It is also useful when
you are writing a report on an interview you conducted..
• In this case, you must summarise what different people have said.
• To make sentences in reported speech you need verbs like say or tell.
• The tense used to express an idea is also an important factor.
Direct Speech Reported Speech

• Julia:"I have my own business". • She said that she had her own
• Nick:"I am going to employ more women business.
in my business". • He said he was going to employ more
• Linda and John: "We can't come to the women in his business.
launch of the new products next week". • They said they couldn't come to the
launch of the new products the
following week.
Remember : Reported speech is a paraphrase of what someone said. The exact

words are not important. The idea is more important than the exact words
Adapted from: Reported Speech http://www.geocities.com/gob72/reportedspeech.html

WORKSHEET 3.1 NAME:……………………
You asked the local entrepreneur certain questions. The following are some of the
probable answers he/she gave you.
Individually, write the sentences in reported speech.
.
1. “I am at present building a new shop.:
Use all the words( said, he, was, new, he, that , present, at, shop, he, building, a)
______________________________________________________________________
______________________________________________________________________
2. “I am working on a few new ideas”.

Use all the words (he, ideas, new, was, he working, said, he, that, on, few)
______________________________________________________________________
______________________________________________________________________\
3. “To see the global picture is important.”
______________________________________________________________________
______________________________________________________________________
4. "I could see the potential that this thing had”
______________________________________________________________________
______________________________________________________________________
5. “My first customer was a learner from your school, not an adult”
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Activity 3.2 (optional) REPORTING FINDINGS
Language Activity:Writing Expository Essays.
WHAT MUST I DO?
1. Work in a group of 4-5

2. Brainstorm the meaning of the word “expose” and write down a group definition.
3. Look up the meaning of the word in a dictionary and revise the group definition.
4. Write down words/phrases that have got the same meaning as “expose”.
5. Think about things that can be exposed, e.g. crime.
WORKSHEET 3.2
1. Group definition: Expose means:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2.1 Meaning of the word “expose” as found in the dictionary:
______________________________________________________________________
______________________________________________________________________
2.2 Revised group definition: Expose means:
______________________________________________________________________
______________________________________________________________________
4. Words/phrases with the same meaning as “expose”.
______________________________________________________________________
______________________________________________________________________
5. Things that can be exposed:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Language Activity:Learning about Expository Essays.
WHAT MUST I DO?
1. Listen to your teacher explaining the concept: “Expository Essay”.
2. Study the notes on “Learning how to write an Expository Essay”.
3. Complete the questionnaire on the structure of an “Expository Essay”.
4. Do a self assessment using the memorandum given to you by your teacher.
5. Ask the teacher to clarify any uncertainties.

Learning how to write an Expository Essay
• An expository essay gives information about and/or explains a topic/situation or

defines something.
• An expository essay uses facts and statistical information: e.g. it is factually

written without emotion. The pronoun “ I” is usually not found within the essay.
Introduction:
• The introduction is like a sign post at the beginning of a trail. It tells the readers
where you are going to take them, and what they will see along the way.
you are giving the outline of your essay
you are telling the reader what the essay is about
Body
• Each paragraph must focus on one topic and all other sentences must factually
relate directly to it. The reader must be able to follow the essay and the logic in
it.
Conclusion
• The conclusion restates the main supporting ideas. Finish with the statement that
reinforces your position in a meaningful and memorable way.
• Never introduce new material in the conclusion.
Editing/Revising the essay

• Find the precise words to express your thoughts
• Correct spelling and grammatical errors
• Sequence the paragraphs
• Make sure that all facts are in logical order
Adapted from: www.essayinfo.com/essays

WORKSHEET 3.3
STATEMENT FALSE TRUE

1 An expository essay is telling the reader what the writer’s
opinion is about a situation.
2 An expository essay must tell the reader about the details of
a topic.
3 An expository essay does not tell us about the writer’s own
arguments regarding a situation.
4 An expository essay may explain a situation
5 Before writing an expository essay about a subject, you must

first analyse the subject
6. An expository essay has an introduction, body and
conclusion, just like any other essay.
7 The introduction of an expository essay explains the opinion
of the writer on the particular subject
8. In an expository essay a paragraph may focus on more than
one topic as long as it is logical.
9. The paragraphs of an expository essay must all be of equal
length.
10. The paragraphs of an expository essay may be placed in any
sequence, as long as it is logical.
11. When writing the conclusion the writer must restart the main
supporting ideas, but may also introduce new ideas.
Language Activity:Writing a draft Expository Essays.
WHAT MUST I DO?
1. Read the guidelines for the writing of the essay.
2. Study the rubric your teacher is going to use to assess your essay
3. As a group, brainstorm the different topics that will be addressed in the essay. If
needed see “Hints to how to write the easy”
4. Write down the facts that will be included in the introduction, body and conclusion
of your essay in the table below.
INTRODUCTION BODY CONCLUTION
5. For homework, individually, write a first draft of the essay.
6. Bring the draft to school and do a peer assessment, using Checklist 3.4.
GUIDELINES FOR THE WRITING OF THE ESSAY
1. Decide on a suitable title for your essay
2. Topics that may be addressed in the essay are e.g. Inspiring ideas; factors that
must be considered before starting a business, problems experienced by small
entrepreneurs, etc.
3. The essay must consist of:

3.1 A introduction of 2 to 3 sentences, stating the main ideas.
3.2 A body consisting of at least 3 paragraphs, each paragraph only addressing one
topic and consisting of 4 to 6 sentences.
3.3 A conclusion of 2 to 3 sentences, restating the main ideas.
6. The paragraphs must be in logical sequence
CHECKLIST 3.4
CRITERIA YES NO
Introduction:
Does it consist of 2-3 sentences?
Is it stating the main ideas?
Body
Does it consist of at least 3 paragraphs?
Does every paragraph consist of 4-6 sentences?
Does each paragraph only address one topic?
Are the facts in each paragraph in logical sequence?
Are the paragraphs in logical sequence?
Conclusion
Does it consist of 2-3 sentences?
Does it restate the main ideas?
Are any “new” ideas introduced?
Do you need some ideas on how
to write the essay?
Read the tips on writing the

essay
Tips on writing the essay
These are tips on writing your expository essay:

Introduction
Introduce the reader to the local entrepreneur you interviewed
State the location of the business, as well as the type of business he/she is
managing
Body
Write at least three paragraphs on the factors identified in the interview
and used by the entrepreneur for the success of his/her business.
Conclusion
Restate the main ideas discussed in the body.
DO NOT INTRODUCE NEW IDEAS.
.
RUBRIC FOR ASSESSING THE ESSAY
EXPOSITORY LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

ESSAY
Structure of the Completely No introduction + Essay has either Essay has clearly
essay. jumbled body OR introduction + body defined introduction,
conclusion OR body and
Body and conclusion
conclusion
Introduction Less than 2 or Less than 2 or 2-3 sentences, 2-3 sentences
more than 3 more than 3 introducing the introducing the
sentences. sentences. topic topic.
No information Information on Information on Information on topic

on the topic of topic not clear. topic clear but no clear and the outline
the essay; Outline not clear or outline given given.
No outline given. not given. OR
Information not
clear but outline
given
Body Less than 3 Less than 3 At least 3 At least 3

paragraphs paragraphs. paragraphs, paragraphs
At least 2 At least 2 Of the 3 All 3 paragraphs

paragraphs, each paragraphs, each paragraphs at least consist of 4-6
consisting of 4-6 consisting of 4-6 2 consist of 4-6 sentences.
sentences. sentences. sentences.
All 3 paragraphs
No paragraph Only 1 paragraph At least 2 of the only addressing one
addressing only addressing only paragraphs topic each.
one topic. one topic. addressing only
one topic each
Conclusion No conclusion Restated less than Restated at least Restated all the
OR half of the main half of the main main ideas as
No ideas (as ideas discussed in ideas as discussed discussed in the
discussed in the the essay. in the essay. essay. AND
essay) restated OR AND no new ideas introduced no new
OR Restated at least introduced ideas.
new ideas half of the ideas OR
introduced discussed in the Restated All the
essay BUT also main ideas as
introduced new discussed in the
ideas. essay AND
introduces new
ideas.
Reported speech Used past tense, Used past tense, Used past tense, Used past tense, 3
3 rd person and 3 rd person and 3 rd person and rd person, and time
time changes time changes time changes changes
More than 9 Not more than 9 Not more than 6 Not more than 3
mistakes mistakes mistakes mistakes
Spelling, grammar Spelling, Spelling: Spelling: Spelling :

and punctuation 20 or more 7 -19 spelling Not more than 6 Not more than 2
spelling mistakes mistakes spelling mistakes. spelling mistakes.
………………… ……………………. ……………………. ……………………..
Grammar: Grammar: Grammar: Grammar:
More than 8 7-8 grammatical Not more than 5 Not more than 3
grammatical errors grammatical errors grammatical errors
errors
………………….. …………………… …………………… ………………………
Punctuation: Punctuation: Punctuation: Punctuation:
8 or more 4-5 punctuation or Not more than 3 No punctuation or
punctuation, capitalization punctuation or capitalization
capitalization mistakes capitalization mistakes.
mistakes. mistakes

Language Activity: Writing a Expository Essays.
WHAT MUST I DO?
1. Use the outcome of the peer assessment to revise your essay
2. Write the final essay in class and submit to your teacher for assessment,
4. GLOSSARY
Word Meaning
Accountability The ability to identify who or what was responsible for
taking a particular action
Afloat Stays functional
Automatically In a reflex manner; "he answered automatically"
Catering A business that prepares food for serving on the
premises of a client.
Competitive Being able to compete
Complement A good that is used in together with another good.
Concise Expressing much in few words
Convenience A convenience is a luxury that is intended to save a
consumer time or frustration. A convenience store, for
example, sells items that have nothing to do with
gasoline or petrol, but it saves the consumer a stop or
separate trip to the grocery store
Critical Urgently needed; absolutely necessary
Exclusive Not divided or shared with others; "they have
exclusive use of the machine"; "sole rights of
publication"
Expertise Knowledge and skills gained from both/either training
and/or experience, i.e., practice wisdom
Extensively To a great extent
Extrapolated Infer from the known facts
Governed Directed or controlled
Immensely To a very great degree
Incubators Share an array of services (different types of
services).
Inescapable Impossible to avoid or evade
Irresistible Too attractive or strong to resist
Literally Word for word; actual true
Mobilize Make ready for action or use; "marshal resources”
Networking Using contacts made in business for purposes
beyond the reason for the initial contact. For
example, a sales representative may ask a customer
for names of others who may be interested in his
product
Niche A position particularly well suited to the person who
occupies it; "he found his niche in the academic
world"
Opt Choose: select as an alternative; choose instead;
prefer as an alternative
Particular Detail: a small part that can be considered separately
from the whole
Plunge Embark on a risky enterprise
Potential pitfalls Possible hidden difficulty or danger
Prospective Expected
Rutted Furrow made by wheels
Saturation A condition in which a quantity no longer responds to
some external influence
Techniques Method or skill used for a particular task
Typically True to type, characteristic
Unique Being the only one of its kind
6. BIBLIOGRAPHY
How to start a small business-Inspirational lessons and ideas from the Third
World
2004: Lynette Dobbin http:/www.microloanfoundation.org.uk
Factors to consider when starting a business

The Financial Gazette; Southern African Leasing Business and Financial Newspaper 1/8/2004
Starting a business
http:/bde.ca/en/my project
Learning about key concept synthesis

http://www.greece.k12.ny.us/instruction/ela/ 6-12/Reading/
Learning about agreeing and disagreeing

Hermert A; and O’Connel Ged: Skills for academic speaking communicating on campus; Alta
Book Center Publishers, 1998.
So this is mass communication?
http;//kaye.trammel.com/blog/2005/06/agree-to-disagree.html
Information on “WH” question

Htt://www.eslgold.com/site.isp?resource+pag stu grammar expl exa l b wh ques
Learning how to report

http://www.geocities.com/gob72/reported speech.html
Learning how to write an expository essay.

http://rubrics4teachers
2005
ENTREPRENEURSHIP
EDUCATION
TEACHER’S MANUAL
AFRICAN INSPIRATION
The following individuals produced these units with support from Ms. Joanne Ghosh,
lecturer at the English Language Programs of the University of Pennsylvania.




INDEX
1. OVERVIEW
2. RATIONALE
3. UNIT OUTCOMES AND ASSESSMENT

STANDARDS
4. TASK CHAINS
5. UNIT MAP
6. DAY BY DAY PLANNING
7. LEARNERS MATERIAL
8. TEACHERS MATERIAL
1. OVERVIEW
This manual should be used in conjunction with the learner’s manual.
The manual covers Learning Outcomes for English First Additional Language viz. 3,4
and 6 from the RNCS. The content outcomes are LO 4 from EMS, from the RNCS.
The concept or theme used is African Inspiration, but the learning outcomes used may
be applicable to any other concept or theme. The focus is on entrepreneurship and how
a business can be started. Learners will be exposed to texts dealing with
entrepreneurship, oral and listening experiences as well as writing about their
experiences.
The objectives in this unit have been synergized with the Learning Outcomes of the
RNCS viz. Learning Outcomes and Assessment Standards for Grade 8 for English FAL
and EMS.
This unit will assist the learners in investigating entrepreneurial skills and improving their
English language skills. Both language skills and content knowledge will improve. They
will interact with their classmates and people in their community which should enhance
and improve their own skills. Both teacher and fellow-learners will give feedback on the
assessment tasks. On successful completion of all tasks, the learners would have very
good insight into what is needed to start a business and their use of the English
language would also have improved. This unit will also provide ideas about possible
entrepreneurial opportunities which learners might want to pursue.
2. RATIONALE
Underpinning the development of this manual are the Critical Outcomes which form the
basis of the RNCS. The following Critical Outcomes are to be used in conjunction with
this unit and learners should ideally be made aware of them.
Learners should be able to:

• work effectively with others as members of a team, group, organization and
community;
• communicate effectively using visual, symbolic and/or language skills in various
modes;
and the Developmental Outcomes which envisage learners who are able to:
• explore education and career opportunities; and

• develop entrepreneurial skills.
This manual was designed as a knowledge and skills development unit that will assist
learners in improving language skills and content knowledge. English language learning
is integrated with EMS content in a relevant context. These skills and knowledge can be
transferred to other learning areas in the RNCS.
3. UNIT OUTCOMES AND ASSESSMENT STANDARDS
The outcomes below drive the unit design. They are derived from the Learning
Outcomes of the Revised National Curriculum Statement (GET) Grade 8; First
Additional Language and Economic and Management Sciences. The assessment
will be based on each learner’s performance on the specific tasks described and
Assessment Standards for the learning outcomes.
4.1 LANGUAGE LEARNING OUTCOMES
Learners will be able to read informative texts
We will know this when the learner:

• is able to read texts and be able to identify the main factors related to
starting a business
• is able to paraphrase the factors identified in the texts.
• is able to analyze the factors for importance.
The learner will know and be able to use words to formulate “WH”- questions to
use it in an interview.

• is able to formulate and compile an interview questionnaire consisting of at
least ten “WH”- questions.
.
Learners will be able to present their research findings in the form of an

expository essay.
We know this when a learner:

• is able to understand the structure of an expository essay.
• is able to write an expository essay based on the interview they had
conducted.
4.2 CONTENT LEARNING OUTCOMES
RNCS: ECONOMIC AND MANAGEMENT SCIENCES: LEARNING

OUTCOME 4
Explore different factors that need to be considered before starting a business.

• is able to identify the various factors to be considered when starting a
business from three sets of given texts.
• is able to discuss the factors that he/she identifies.
• is able to list at least five of the factors in order of importance.
RNCS: ECONOMIC AND MANAGEMENT SCIENCES: LEARNING

OUTCOME 4
Learners will research and discuss the origin of various business

ideas/opportunities identified by entrepreneurs from their local community.
• is able to research various businesses in his/her local community.

• is able to demonstrate an understanding of the content of their research
findings in an expository essay.
5. TASK CHAINS
Task Chain 1
READING
Introduction:
The reading task chain activities were developed to help learners to develop their
reading abilities.
The reading activities focus on vocabulary development and enrichment and
work on revising “annolighting” and introducing Key Concept Analysis which
will help learners to deal with authentic texts. The task chain uses task based
exercises as much as possible to keep learners engaged in the learning process.
The learners will engage with texts giving information regarding the factors that
need to be/are considered when starting a business.
Task Chain 2
LANGUAGE STRUCTURE AND USE

Introduction
The language activities are developed to help learners to develop the ability to
set different types of questions to obtain information.
The reasoning activities focus on setting of “WH”-questions while engaging in
research on small, local business entrepreneurs, their business ideas, the
management of their businesses as well as the factors to be considered when
starting businesses.
Task Chain 3
WRITING
The writing task chain provides the learners with the opportunity to improve their
writing skills. The ability to write in reported speech is revised and the ability to
write expository essays are developed, using the information gained from the
results of the interviews, conducted in Task 2.
6. UNIT MAP
TASK 1
READING OUTCOME:: Learners will be able to read texts , identify and paraphrase factors and sequence factors.
Vocabulary
TEXT SOURCE ASSESSMENT ACTIVITIES ASSESSMENT
Grammar
Speaking
Listening
TIME
Reading
Viewing
Writing
STANDARD
1. How to start a 1. Adapted from: * The learner will be 1.1 Pre reading activity Teacher does informal assessment
small business- http:/www.microloanfo able to read 3 texts to letting each learner revise 45 by observing progress. X
Inspirational undation.org.uk
lessons and identify factors “Annolighting using only one min
ideas from the 2. Adapted from: of the texts.
Third World The Financial
2004: Lynette Gazette; Southern * Learners will 1.2 Groups of 3 learners do a * Teacher introduces the concept of
Dobbin African Leasing
paraphrase factors jigsaw reading activity, 35 Key Concept Synthesis, X
Business and
2.Factors to Financial Newspaper Using annolighting to identify min completing the given worksheet.
consider when 1/8/2004 main ideas. Self assessment: Checking own
starting a
business * Vocabulary building to understanding
3. Adapted from
http:/bde.ca/en/my
enhance the meaning of 30
3. Starting a
project different concepts, using Key min X
business
Concept Synthesis.
Notes on * Learners will 1.3 Learners discuss the 30 * Rank the concepts with X
annolighting and Adapted from analise the factors for different concepts in a group min motivation.
key concept www.greece.k12.ny importance.
.us/instruction/
(of 3) and analyse them for
synthesis
importance. *Self assessment done using a
given checklist
Notes on Adapted from:
agreeing and
disagreeing
TASK 2
LANGUAGE OUTCOME: Learners will be able to formulate “WH”- questions to be used in an interview
Vocabulary
Grammar
Speaking
Listening
Reading
TIME
Viewing
Writing
STANDARD
Information Adapted from:

on setting http://www.eslgol *Learners will be able 2.1 Introduction to “WH”-
questions d.com/site.jsp?re to complete and set questions. 30 Self assessment using X
source=pag_stu_ questions Learners will complete min memorandum X x
grammar_expl_e exercises on setting X
xa_exer_lb_wh_q * Learner will be able questions
ues to identify WH
questions listening to 2.2 Learners will listen to an
a text. interview where different 45 Identification of “WH”- questions.
Information Adapted from: types of questions are used, min Self assessment using a checklist X
on doing How to Conduct * The learner will be identifying and noting down
interviews a Newspaper able formulate WH the “WH”- questions.
Interview; Jen questions to be used
Millar,http:/www.n in an interview. 2.3 Learners formulate ”WH”- 30
2arts.com questions to be used in an min
interview. List of questions assessed by X
2.4 Groups of learners do Out teacher using rubric.
interviews (out of class). of X
Peer assessment using class
checklists
TASK 3
WRITING OUTCOME: Learners will be able to present their research findings in the form of an expository essay.
Vocabulary
Grammar
Speaking
Listening
Reading
Viewing
TIME
Writing
STANDARD
Learners will be able 3.1 Revising “Reported 30

Information Adapted from: to write in reported speech” min Peer assessment using a X
on reported Reported Speech speech Learners will complete a memorandum
speech http://www.geociti worksheet on reported
es.com/gob72/re Learners will be able speech.
portedspeech.ht to
ml *Understand the 3.2 Optional: 2 Introduction
structure of a to the concept: Expository
expository essay Essay
*write an expository
Information essay based on the 3.3 Introduction to the X
on the Adapted from: interview. concept: Expository Essay. 30 Self assessment using a
Expository www.essayinfo.c Completing a questionnaire min memorandum.
Essay. om/essays on the expository essay.
3.4 Writing aN expository 30 X

essay: pre-writing brainstorm min Peer assessment using given
and first draft with peer + checklist
assessment home
work
X
3.5 Writing final essay in Final essay assessed by teacher
class. 60 using a rubric.
min
7. DAY TO DAY PLANNING
TASK 1
Introduce the task by letting the learners read the comic and briefly discuss possible
answers. ( 5-10 minutes)
ACTIVITY 1.1
TEACHER TIME LEARNERS
• Revise how to do“ annolighting”. NOTE: Remind 5 min • Read texts and
• Divide the learners into groups of 3, 6 or 9 learners and/or annolight “key”words
• Explain to learners that they will do activities explain to learners (factors)
1.1, 1.2 and 1.3 using the Jigsaw method. what it entails to do a 5 min
• Introduce the task by asking each learner to “Jigsaw” reading
read and annolight only one of the three texts
Additional information : Annexure 1.1 35 min
ACTIVITY 1.2
*
• Explain why it is important to be able to do Introduce the 35 min • Identify key factors
Key Concept Synthesis and how to do it concept of Key
• Let learners individually identify key factors in Concept Synthesis • Paraphrase key
the text. * Do informal concepts.
assessment 30 min
• Let learners individually paraphrase key
factors in the text.
Additional information : Annexure 1.2
ACTIVITY 1.3
• Divide learners in groups of 3/6. * Remind learners of • Discuss, and

• Ensure that all groups have “experts” on all 3 the polite way to 30 min analise key factors
texts. agree/disagree. • Sequence key
factors in order of
importance.
•
TASK 2
Introduce the task to learners by letting them read the introduction. Explain of
necessary.
ACTIVITY 2.1
* Listen to teacher
• Introduce the task by explaining to learners * Introduce different 5 min explaining.
that they will interview local small business types of questions. * Answer questions
entrepreneurs and must therefore learn to asked.
write proper questions * Ask learners * Ask questions for
• Organize with small business entrepreneurs different yes-no and clarity. Read
to be interviewed. “WH”-questions. information block
• Give learners handouts on Questions
(Annexure 2.1 A ) if necessary. * Reinforce the 15 min
• Learners complete Worksheet 2.1 concept of “WH”-
questions by putting
the “WH”-words up
against the wall/
Blackboard and ask * Complete the
learners to formulate Worksheet 2.1
• Provide the learners with the memorandum questions. individually and do
(Annexure 2.1 B ) to do self assessment of 10 min self assessment
the worksheet. using the
memorandum
provided by the
teacher.
ACTIVITY 2.2
• Pre-listening Activity: Ask questions on * Ask learners simple • Revise the
types; questions to focus on 5 min different types of
the different types of questions by
• Learners complete Worksheet 2.2 questions addressed answering the
Identification of questions. in 2.1 teachers
* Ask learners to questions.
NOTE: See Annexure 2.2 A and B for tips on listen for the number
organizing the activity as well as the transcript of the of “yes-no” questions 10 min • Individually
interview. as well as the identify possible
information yes-no questions;
• Play the audio-tape for the first time(once) obtained from them. complete
to identify possible “yes-no” questions worksheet.
* Ask learners to
• Divide learners into groups of 4 for the next listen for specific WH • Identify specific
activity questions as well as 20 min “WH” questions as
the information well as the
• Play the audio-tape a second time to obtained from them. information
identify and evaluate the different WH- (Let each group only obtained from
questions identify 2 different them
types , and then • Complete
share with the class; worksheet.
• Groups share
• Play the audio-tape for a third time to clarify information.
any differences that may occur between the * Ask groups to • Listen to the
groups. briefly report on 10 min tape again to
• Groups report briefly , each groups just number of questions clarify
adding, not repreating. and information
obtained.
ACTIVITY 2.3
* Individually,
• Divide learners in pairs * Let learners read learners read the
• Give each pair a copy of Worksheet 2.3.1 the scenario . 2 min scenario
• Give each the criteria for formulating the Answer questions of
questions. clarity.
* Learners
* Tell the pairs to formulate at least 7
formulate at least 7 10 min “WH”-questions to
“WH”-questions to ask the local
ask the local entrepreneur.
entrepreneur.
* Learners do a 3
* Explain how a group Round Robin
Round Robin activity 10 min activity, writing
is done and let 3 comments/new
• Learners finalise 10 questions pairs do the activity questions.
Worksheet 2.3.2 amongst them.
* Each group
• Divide learners into groups of 4. * Tell each group to 10 min compiles a list of 10
finalise a list of at + questions to ask
least 10 questions to Home the local
ask a local work entrepreneur.
NOTE: See Annexure 2.3 for worksheets 2.3.1 and
2.3.2 entrepreneur. Do a self
* Assess the assessment using
questions using a a checklist.
rubric.
TASK 2.4
* *
• Confirm the appointments with selected small Revise the notes on Out of *Groups conduct
business entrepreneurs conducting class. interviews with
• Allocate different groups to interview local interviews. different people.
small business entrepreneurs Members of the
• Use Worksheet 2.4 to record responses group share the
* responsibility of
A maximum of two groups per entrepreneur. Read through the asking the
* Each group will interview 2 different people. self/peer assessment questions
* Learners will be given about 5 days to complete checklist with the * Members of group
the interviews and bring the responses to class. learners. Let the do a self
class add more assessment
• Give the learners the self/peer assessment criteria.
checklist 2.4 (Annexure 2.4)
TASK 3
Introduce the task by letting learners read the introduction
ACTIVITY 3.1
• Learners
• Revise direct and indirect speech * Tell learners to work complete
• Learners complete Worksheet 3.1 individually individually 30 min worksheet on
• Give learners the memorandum (Annexure direct and
3.1)for peer assessment indirect speech
• Learners do
NOTE: Additional information in reported speech: peer
Annexure 3.1 assessment
using a
memorandum.
ACTIVITY 3.2 (Optional)
• Learners work in
• Divide learners in groups of 4-6 a group and
• Introduce the activity. complete the
worksheet.
ACTIVITY 3.3
• Introduce the concept of Expository Essay. * Explain the concept: • Learner listen to
• Let learners complete Worksheet 3.3 Expository Essay. 60 min the teacher
• Give learners the memorandum (Annexure * Ask and answer explaining
3.3) to do self assessment questions for clarity. • Learners read
the notes on
Expository
essay.
• Learners
complete
questionnaire on
expository essay
• Learners do self
assessment
using
memorandum
ACTIVITY 3.4
• Learners read
• Learners work in a group of 4-6 * Tell learners to read the guidelines
the guidelines on 30 min for writing the
writing the essay. essay.
* Tell learners to • Learners
study the rubric that brainstorm ideas
will be used for
assessing the final
essay.
• Learners individually complete a draft essay Out of Learners complete

for homework class. a draft essay for
homework.
• Give learners Checklist 3.4 to do peer
assessment 10 min Learners do peer
assessment using
Checklist 3.4
ACTIVITY 3.5
• Learners write an expository essay Tell learners to write • Individually

individually, using the draft essay and the the essay 60 min learners write an
outcome of the peer assessment. individually. expository essay
• Asses the learners using the rubric in the in class.
Learner’s manual.
7. LEARNERS MATERIAL
The learner manual consists of all the relevant texts, worksheets, exercises and assessment
activities.
8. TEACHER MATERIAL
The teacher’s manual contains instructions for the implementation of the lessons, as well as
assessment.
The different annexure contain memoranda, completed checklists, etc. for the teacher.\ to
use.
ANNEXURE 1.1
TASK 1 ACTIVITY 1.1
Additional information on “annolighting” with an example.
"Annolighting" A Text
Targeted Reading Skills:
Use this Strategy: • Formulate questions in response to text
• Analyze and interpret elements of poetry or
Before Reading prose
During Reading • Draw conclusions and make inferences
After Reading based on explicit (literal) and implicit
(figurative) meaning
What is it?
We have all had the experience of suggesting that students highlight the text that they are
reading, only to watch them indiscriminately highlight nearly every word on the page. It is clear
that learning how to highlight a text as a part of a reading strategy requires some instruction,
including some modeling and guided practice. If done well, highlighting can become a very
effective reading tool; if done poorly, it is most likely a waste of a student’s time, energy and
ink. "Annolighting" a text combines effective highlighting with marginal annotations that help to
explain the highlighted words and phrases.
The following lists provide a simple set of goals and guidelines that students could use to
increase the effectiveness of their annolighting and, as a result, improve their comprehension
and understanding of a text.
Purposes/Goals of Annolighting
• Capture main ideas / key concepts / details of a reading

• Target, reduce and distill the needed information from a text
• Cut down on study and review time when you return to the material increasing your
effective and efficient use of time and effort
• Strengthen your reading comprehension
What does it look like?
1. Choose a focus or framework for your highlighting. Ask yourself: What is the purpose or
intended goal of this particular reading? (e.g. Main ideas only? Supportive details for an
interpretive claim you are making? Definitions and examples of key vocabulary? Culling
examples of the writer’s craft? etc.) After you determine the focus, highlight only the
targeted information.
2. If possible, do not highlight on a first reading of a text. Rather, divide a page into
manageable chunks and read a section once. Then skim the section again and highlight on
the second reading. If you try to highlight on the first reading, you may not have a clear
sense of the key ideas/concepts or important/relevant details.
3. Eliminate every single unnecessary word in a sentence by using a "telegraphic" approach

to highlighting. "Telegraphic highlighting" should still allow you to make sense of a sentence
or section when you reread it. It may sound picky to take 6—20 words out of each
sentence, but the longer the reading, the more it will cut down on unnecessary information
as well as re-read time when you return to your highlighted text for review. Rarely should
you highlight entire sentences unless it is absolutely necessary based on your targeted
focus. (See illustration of "telegraphic highlighting" below.)
4. You may want to use multiple colors in your highlighting process. For instance, choose one
color for main ideas and another color for supportive detail that may help in sorting the
information when you study the material or collect information for a paper, exhibition or
project. You may want to use a color to indicate facts or concepts on which you would like
clarification or pose as questions.
Below is an excerpt of a reading titled, Shakespeare’s Hamlet and the Nature of Tragedy.
Students were asked to identify the basic elements of tragedy in regard to the hero or
protagonist. Note the "telegraphic approach" to the highlighting; when the highlights are
read, they should make sense to the reader. Notes on the right side represent possible
summary annotations.
Highlighted Text Reader Annotations

"Towards the end of the sixteenth century, a new The hero/protagonist:
tragic pattern began to emerge, very much richer and
deeper than the old one, sounding intimately the depths of • Admirable
the human mind and spirit, the moral possibilities of • High society
human behavior, and displaying the extent to which men’s • Actions affect many
destinies are interrelated one with another. • Makes choices that involve
According to this scheme, an ideal tragedy would him/her in a web of
concern the career of a hero, a man great and admirable circumstances
in both his powers and opportunities. He should be a
person high enough placed in society that his actions Caused by:
affect the well being of many people. The plot should
show him engaged in important or urgent affairs and • Mere circumstance
should involve his immediate community in a threat to its • Ill luck
security that will be removed only at the end of the action • Enemies
through his death. The hero’s action will involve him in • Character flaw
choices of some importance which, however virtuous or • Supernatural agency
vicious in themselves, begin the spinning of a web of
circumstances unforeseen by the hero which cannot then Results:
be halted and which brings about his downfall. This hostile
destiny may be the result of mere circumstance or ill luck, • Realizes too late
of the activities of the hero’s enemies, of some flaw or • Creates despair
failing in his own character, of the operation of some
supernatural agency that works against him. When it is • Destruction or death
too late to escape from the web, the hero-victim comes to
realize everything that has happened to him, and in the
despair or agony of that realization, is finally destroyed."
How could I use, adapt or differentiate it?

• Sometimes, I would ask students to take home a copied reading and highlight only the first
few pages. The next day in class, in partners or small groups, they would briefly show what
they highlighted. More often than not, they would highlight far too much without any frame
of reference. I would then go over the Guidelines for Effective Annolighting and give them
some time for guided practice in class. For homework, they would complete the
annolighting on the rest of the reading.
• As suggested earlier, you may want them to practice differentiating between main
ideas/key concepts and specific details by having them use two different colors in the
annolighting process.
• Consider using this strategy with the annotating acronyms associated with the "Annotating
a Text" reading strategy.
Adapted from: "Annolighting" a text; www.greece.k12.ny.us/instruction/
ANNEXURE 1.2
TASK 1 ACTIVITY 1.2
Additional information on Key Concept Synthesis
Key Concept Synthesis

Use this Strategy: Targeted Reading Skills:
Before Reading • Condense or summarize ideas from one or more texts
During Reading • Distinguish between relevant and irrelevant information
After Reading • Compare/contrast information from one or more texts
• Make text-to-text, text-to-self, and/or text-to-world
connections
What is it?
When students are given “dense” reading material, they often become frustrated and remark, “I
read it, but I don’t get it!” or “I didn’t know what was important and what wasn’t.” For many young
readers, this frustration builds and they approach difficult texts feeling defeated before they even
begin. One strategy we can use is to provide a framework for the reading by creating a focus on
the key concepts. The process involves identifying the key concepts as they read, putting those
concepts in their own words and explaining why the concept is important and/or making
connections to other concepts.
What does it look like?
Using this strategy requires helping students to use a number of textual clues that will help them
determine the key concepts in a reading. Some elements that will aid students in the identification
of key concepts are:
• Examining the text structure for any elements that the writer/publisher may have used to
indicate major divisions in the subject matter (e.g. titles, subtitles, bold headings, and
supportive graphics or visuals)
• Determining which sentence in a paragraph is the topic sentence; as texts get more
sophisticated, students need to recognize that frequently it may not be the first sentence in
the paragraph.
• Learning to identify statements that “forecast” main ideas or key concepts that will come at
some point later on in the reading.
• Recognizing that transitions may sometimes help to identify a main idea or a possible shift
in the writer’s thinking. (e.g. when compared to, or another possibility is, or in contrast,
etc.)
• Examining the summary statements in the paragraphs and/or the conclusions that
summarize each section of the reading may help to verify and condense the main ideas or
key concepts.
Providing models and guided practice where students have opportunities to identify and explain
the above elements is crucial. Once students can understand and recognize these elements,
provide them with sections of the current text they are reading and have them practice
independently as preparation for the next class. As students become more proficient in
recognizing these elements as they read, a powerful addition is to have them identify these
elements in their own writing.
Key Concept Synthesis
Directions: Use the following graphic organizer to identify the five most important concepts (in
the form of single words or phrases) from the reading. Think about identifying the five most
import concepts this way: If you had to explain the reading to someone who had not read the
text, what are the five most important concepts you would want them to understand? Use a
highlighter and marginal notes to identify import concepts as you read, and then complete the
graphic organizer once you have completed the reading.
Five Key Concepts Put the Concept in Your Explain Why the
(with page #s) Own Words Concept is Important &
Make Connections to
Other Concepts
1.
2.
3.
4.
5.
How could I use, adapt or differentiate it?
• If this is a new strategy for your students, it is helpful to make copies of a section of the text
so that they can highlight and annotate; this process alone will encourage a close reading
of the text even before they complete the graphic organizer.
• When first using this strategy with your students, you may want to have them identify the
various elements that helped them to zero in on the main ideas or key concepts. This
could be noted in the Key Concept column under the concept or in the margins of the
annotated text.
• For students that are more visual and/or artistic, they may want to use a mind map to
capture the key concepts and their connections.
• Once students have completed the graphic organizer, they can share their ideas with other
students to discuss how/why they identified the key concepts they selected.
Adapted from : Key Concept Synthesis Strategy ; www.greece.k12.ny.us/instruction/

TASK 1.1 AND 1.2
Annolighting and annotations
Text 1
ANNOTATIONS
TEXT
How To Start A Small Business – Inspirational Lessons And Ideas From The Third
World
Starting a small business is for many an irresistible challenge. Creating and running your
own business can be immensely rewarding in various ways: personal fulfillment, self-
discovery, financial independence, a way to make your mark in life, and also to make a
positive contribution to your local community or chosen business area. While these
lessons, tips and guidance give simple help on how to start up a small business in the
third world, the principles and techniques apply to starting a small business anywhere in
the world.
It may therefore surprise you that in some respects, there are things we ourselves might
learn from looking at the way in which people in a country like (in our example) Malawi set
themselves up in business. For these people generating an income can prove to be
literally the difference between life and death. And as this model shows, almost all the
skills needed to start a successful small business can be extrapolated from the
experience of a small group of women in Malawi.
Many businesses start ups fail because of inadequate market research. Overcrowded Market research
sectors, insufficient customer awareness, wrong location - the list of potential pitfalls is Overcrowded sectors
almost endless. In Malawi however the situation is very simple. Insufficient customer awareness Wrong
location
People need food, and people need clothes, and to a limited extent people need things
like fishing lines and firewood.
Agnes Mwaremware lives in a village located 5 km down a deeply rutted dirt track. To get
to the main road villagers had to walk this distance and then travel to the nearest trading
centre crammed into the back of a heavily overcrowded pick up truck. One or two of her
neighbours had invested in the ultimate convenience, an exceedingly elderly bicycle, but
found themselves at a loss when the chain broke, or the brakes failed, or (as often as not)
the whole thing fell apart. Agnes spotted her niche and now runs a stall supplying bicycle
spares to her community. This is not the sort of market research that would move
mountains, but it is nevertheless based on sound analysis and common sense. It is not Market research
surprising therefore that her business is doing well.
How often do would-be entrepreneurs come up with a terrific idea only to have it fail Terrific idea
because they cannot negotiate change of use for a premises, permission for alterations or
construction, or they fail to observe the necessary rules of environmental health and local Observe the necessary rules of
planning requirements? In Malawi, no-one would dream of setting up a business before environmental health and local planning
first consulting the local chief or village head man. True, this may be a matter of common
courtesy rather than a legal requirement, but understanding the permissions that a
business needs to trade is an important piece of the start up framework.
The same principles, although more complex and extensive (health and safety, equal
rights, to name just two examples) apply in the developed world.
The choice of where to trade in Malawi is again governed by simple rules. It has to be
somewhere that people can get to. It has to be somewhere that needs the product or
service. And (importantly) it has to be somewhere from which the trader can easily obtain Somewhere that needs the product or
his or her raw materials or commodities. Often the simplest choice turns out to be best. service
Adija Msw for example borrowed R75 and started selling tomatoes on a makeshift table
outside her mud hut. Her home is several kilometers from the nearest trading centre and
in the middle of a well populated village settlement. She knew that she would have a
ready market because her villagers often complained about having to walk into town to
buy their supplies. Adija is Malawi's answer to the corner shop and the profits from her
business support a family of 12 dependents. She now sells fish and firewood as well.
In the age of e-commerce and sophisticated distribution models, identifying a location and Identifying a location and route to market
route to market is just as crucial for business start-ups in the developed world.
‘To become a company director in the UK requires completion of a certain amount of

paperwork but needs no evidence of understanding or experience in business itself.
People can and do set up in business without being able to read a balance sheet or
prepare and cost a business plan. Elementary business know-how is one of the Saving up a small sum themselves
cornerstones of the MicroLoan Foundation's philosophy and success. Would-be
borrowers are required to demonstrate that they can manage money by saving up a small Business training
sum themselves - 10-15% of the loan they seek - before receiving their money. They then
receive business training over a six week period in which they are taught to run meetings,
elect their own chair, secretary and treasurer, keep records, bank money, manage their
cash-flow, budget for their business and ensure that they make a profit. They don't have
calculators and some cannot read and write so all their sums are done by means of good
old fashioned mental arithmetic.
The inescapable and harsh financial realities of the Third World create a level of
accountability for small business start ups that is far less forgiving than typically found in
the modern corporate world. In relative terms we have it very easy indeed.
Getting a good second opinion when setting expectations, and monitoring performance, is
helpful for everyone in business, everywhere. No-one in business knows all there is to
know about themselves - we need the advice and opinions of others to help us fill in the
gaps and to understand the full picture.
It also means that if one member of a group gets into trouble, the others are both willing
and prepared to help her out. This is particularly important where, for example, one
member of a group becomes ill. Although in the case where a group member dies before
her loan is repaid the loan is written off, where someone is suffering from an illness from
which she is likely to recover other members of the group take personal responsibility for
carrying her through the period of her ill-health
Adapted from: http:/www.microloanfoundation.org.uk

Text 2
TEXT ANNOTATIONS
Factors to consider when starting a business
But what type of business should you start, most prospective entrepreneurs visiting my
office keep asking me? Most people who want to open their own shop have a specific
business idea. Others have only a general idea or no idea at all. Business experts often
suggest choosing something that you love. Specific business idea
For example, if you love cooking, you may consider starting a catering business, if you
love children you may want to try your hand at a day care centre or a toy shop.
It is important to choose a business idea that you know you will enjoy developing. You
don't want to spend millions of Rands and work day and night setting up a business that
you don't like.
But liking it should not be your only reason for selecting a particular venture - there are
several other factors to consider. Never assume that just because you have a unique idea
you will automatically succeed. Give thought to the following factors before you take the
plunge:
Most successful business ideas have found a market niche.

Part of choosing a good business is defining what consumers need. Let's assume you
want to open an exclusive ladies' wear outlet. Here you need to be clear on who your
target market will be. You may decide to focus on age and income bracket of your What consumers need
potential customers and their buying patterns.
It is also useful to know how much each individual target group will contribute to your Target market
business.
No matter what type of business you choose, you are bound to face competition, and
some businesses are more competitive than others. So how many competitors will your
business be forced to contend with? Conducting market research will identify your
competitors, define their strengths and weaknesses and suggest the measures you
Competition
should take to ensure that your business stays afloat.
Market research
What seems like a good idea on paper may not be a good idea in practice. Some
business ideas may be too costly to pursue.
When deciding on a particular business idea, consider how much money you will need to
get started, and what other resources will be required to make your idea 'take off'.
Will you need a special research team to gather information about the product/service? How much money
Will you have to extensively train your staff to operate special machinery or equipment? Other resources
Your product / service should offer customers something they cannot get anywhere else,
but you need to develop an original idea or invention. You can improve on somebody
else's product /service. Product / service
How many hair salons, phone shops and video shops are in your area? Probably too
many to count. When selecting your business idea, consider market saturation. You may
have a great idea, but there may not be enough room in the
industry for you because 10 000 other people are already providing a similar
product/service.
In the mid 1990s, almost every Zimbabwean wanted to purchase their own commuter
omnibus, a good example of a market-saturated service at that time, until the banks
stopped financing that sector.
Conducting extensive market research will provide you with a wealth of information about
possible business opportunities. If money is not a problem, you can hire a market
research consultant to locate potential business ideas for you. But if you are like most
prospective entrepreneurs, your budget will not
Conducting extensive market research
allow such a luxury. This means you will have to conduct the research yourself
Adapted from:
The Financial Gazette; Southern African Leasing Business and Financial Newspaper
1/8/2004
Text 3
Text Annotations
Starting a business
Rule number one: it's not enough to simply have a good idea to start a business. A good idea
Successful entrepreneurs must first look at the market, plan realistically, and mobilize The market
their troops to achieve their objectives.
In practice, vision is only one part of the requirement; it is just as important to know how to Vision
deal with concrete problems and to be able to market yourself in a competitive
environment. Here are just some of the basics: Products or services to a young and fast-
growing market
In most cases, you should introduce your products or services to a young and fast-
growing market. In already established markets, you will need to be competitive to stay in Need to be competitive
the market, i.e. product or service innovation, great customer service, or the right price
point.
That means you should research and gather as much information as you can to define
your potential market, such as your competitors' strengths and weaknesses and the
development time required to get your product off the ground. Keep in mind that during
this time, you will not be making any sales.
People on your management team should have skills that complement one another. The Recruit the top experts
best leaders ensure that they recruit the top experts for each area of operations. You
should not be afraid to hire people who have, in their respective fields, more expertise
than you do
If you don't have the resources to set up a board of directors, you can also opt for a
strategy committee and invite an expert to act as a sounding board for your business
decisions. In advanced technology, there are more and more incubators that offer a wide
range of assistance for increasing your chances of success.
In the end, the true test is the market. To reach customers quickly and efficiently, you Reach customers quickly
should think about hiring marketing specialists at the outset. Marketing, while often
neglected, is critical to the success of any business.
New businesses are often financed by the savings of their founders (as well as the
savings of families and friends). In many cases, it may be necessary to look for outside Outside capital
capital such as Angels (private investors), venture capital funds, assistance funds, or
social economy funding agencies.
Be sure you do your homework and know what investors expect from you. One
businessman once said, "If you knock on a door prematurely, you run the risk of it being
closed to you later, particularly at the time when you are really ready to enter it."
Most businesses take time to get established, which means there will be periods when
business is slower. The key is to make good use of that down time by networking, for
example by:
• Entering a business plan contest for young entrepreneurs;

• Participating in trade shows or exhibitions; Entering a business plan contest for
young entrepreneurs;
Tapping into the business community by joining a business organization in your
community. Participating in trade shows or
There are many rules, some very technical, which are absolute requirements for your exhibitions;
business’ continued existence. For instance, you must decide what legal form your
business will take, design an accounting system, and comply with regulations covering Tapping into the business community by
labour practices, occupational health and safety, and training. joining a business organization in your
community
In business and industry, you can start a business in your own name. A group can form a
registered partnership or an incorporated company with a different set of rules, privileges Rules, some very technical
and responsibilities. If you have several partners, you should draw up a partners’
agreement to define a mutual code of conduct. Or you could decide to form a cooperative Business plan
or not-for-profit organization.
Be sure that your business plan incorporates all of the above. Your plan must be concise,
specific, and describe your business project accurately. Write it yourself, as it is your
vision. And expect to do several rewrites before you achieve your final plan. Don't be
afraid to get assistance if you need it. Show it to experts, such as accountants and
lawyers or to other experienced entrepreneurs. Keep in mind that a business plan is more
than an accounting document; it must sell your idea to a potential financial institution
Adapted from: http:/bde.ca/en/my project
ANNEXURE 2 1 A
TASK 2 ACTIVITY 2.1
Additional information on Wh-questions
Wh - Questions
Wh- Questions
Wh- Questions allow a speaker to find out more information about topics. They are as follows:
When? Time
Where? Place
Who? Person
Why? Reason
How? Manner
What? Object/Idea/Action
Other words can also be used to inquire about specific information:

Which (one)? Choice of alternatives
Whose? Possession
Whom? Person (objective formal)
How much? Price, amount (non-count)
How many? Quantity (count)
How long? Duration
How often? Frequency
How far? Distance

What kind (of)? Description
The “grammar” used with wh- questions depends on whether the topic being asked about is the
“subject” or “predicate” of a sentence. For the subject pattern, simply replace the person or thing
being asked about with the appropriate wh-word.
(Someone has my baseball.) Who has my baseball?
(Something is bothering you.) What is bothering you?
For the predicate pattern, wh- question formation depends on whether there is an “auxiliary” verb
in the original sentence. Auxiliary or “helping” verbs are verbs that precede main verbs. Auxiliary
verbs are italicized in the following sentences.
I can do it.
They are leaving.
I have eaten my lunch.
I should have finished my homework.
To make a question using the predicate pattern, first form a yes/no question by inverting the
subject and (first) auxiliary verb. Then, add the appropriate wh- word to the beginning of the
sentence.
(You will leave some time.) … will you leave
When will you leave?
(He is doing something.) … is he doing
What is he doing?
(They have been somewhere.) … have they been
Where have they been?
If there is no auxiliary and the verb is “be,” invert the subject and verb, then add the appropriate
wh- word to the beginning of the sentence.
(He is someone.) … is he
Who is he?
(The meeting was some time) … was the meeting
When was the meeting?
If there is no auxiliary and the verb is not “be,” add do to the beginning of the sentence. Then add
the appropriate wh-question word. Be sure to “transfer” the tense and number from the main verb
to the word do.
(You want something.) … do you want
What do you want?
(You went somewhere.) … did you go (past tense)
Where did you go?
She likes something.) … does she like (third person –s)

What does she like?
Adapted from
http://www.eslgold.com/site.jsp?resource=pag_stu_grammar_expl_exa_exer_lb_wh_ques
ANNEXURE 2 1 B
WORKSHEET 2.1 MEMORANDUM
COMPLETING “WH”- QUESTIONS
Complete the following questions, choosing the correct words.
1. …WHO……….cooks dinner every day? (person)
2. …HOW………much does it cost? (amount)
3. …HOW……..do you feel now? (manner)
4. …WHICH…..photo do you like best? (Choice of alternatives)
5. WHAT/WHICH. other languages do you speak? (Choice of alternatives)
6. …HOW…….often do you go to the movies? (frequency)
7. …WHERE…do you live? (place)
8. …HOW…long does it take you to drive home? (duration)
9. …WHY…did you not attend classes yesterday? (reason)
Adapted from:
http://www.eslgold.com/site.jsp?resource=pag_stu_grammar_expl_exa_exer_lb_
wh_ques
ANNEXURE 2 2
TASK 2 ACTIVITY 2.2
A: Suggested organization of the listening activity.
• Learners work in groups of 4.
• The first time the tape is played All learners listen, individually, and write
down the answers (Questions 1 and 2). The group then checks their
answers.
• The second time the tape is played the group is divided as follows:
Member 1: Listens for “When” and “Where” (Questions 3.2 and 3.3)
Member 2: Listens for “How” . (Question 3.4)
Member 3: Listens for “What”. (Question 3.5)
Member 4: Listens for other “WH” questions (Question 3.6)
The group then share their answers and everybody completes the
worksheet.
• The third time the tape is played the group listens to clarify any
uncertainties and complete Questions 3.1 and 3.7
NOTE: If no tape recorder is available the teacher will read the dialogue to the
learners. The dialogue MUST NOT be given to the learners to read themselves.
B Transcript of the dialogue
LAWRENCE: Hi, Good morning Madam. My name is Lawrence. I am a student

from the local college. I love coming to this neighborhood. People
around here appear to be very warm. How are you doing today?
VANESSA: I’m fine and how can I assist you?
LAWRENCE: Would you mind if I could take a little bit of your time?
VANESSA: Sure, you’re welcome!
LAWRENCE: I am doing a project on entrepreneurship and I felt you could be of

great help if I approached you.
VANESSA: That wouldn’t be a problem.
LAWRENCE: I am here to conduct a short interview with you. The responses I

am going to get from you will enable me to complete a project that I
have been assigned to by my institution. Please feel very free to
refuse to answer any of the questions that I may ask you if you are
not comfortable.
What is your name Madam and what type of business are you
running?
VANESSA: You’re welcome. My name is Vanessa Mathebula and I am the
owner of this laundry called Siyaya Laundry.
LAWRENCE: Your business appears to have a neat environment. When did you
start
this business and what inspired you to start it?
VANESSA: I started this business about two years ago. “Siyaya” means we are
moving. About two and half years ago, my family and I moved to this
place which had just been built by the local municipality. Surprisingly,
neither shops nor basic facilities such as laundries had been built. I
realized the need for such services in the area. After a careful
survey, I found out that many of the residents worked from 8:00 to
17:00 each day of the week and did not have sufficient time to do
their laundry. Coupled with that I also noted that our winters have
severe cold temperatures and as a result, washing even at week
ends did not dry. I concluded from my survey that there was a need
for laundry facilities.
LAWRENCE: I see a lot of customers going in and coming out of your business
premises. It seems business is good for you. How many customers
do you think you service on average per day?
VANESSA: On average I service 100 customers per day. This is because my
business hours are from 7:00 till 21:00.My business is close to the
taxi rank and the train station, so it is very convenient for people to
drop off their washing in the morning en route to work and pick it up
in the evening.
LAWRENCE: That sounds pretty good. Which resources did you need to start this
business?
VANESSA: Besides all the municipality regulations and a business plan which I
already had, I needed capital. Initially I had R10 000, 00 but
because of the huge capital outlay, I borrowed an additional R100
000, 00 from the bank.
LAWRENCE: How many employees do you have at the moment to help you run
the business?
VANESSA: Besides myself, I have three employees to assist me. Occasionally
there is a request for ironing and we seem to be managing very
well.
LAWRENCE: Apart from the competition you get from the similar businesses in
town (in the city centre), which other challenges do you experience
as an entrepreneur?
VANESSA: Because I use electrical equipment I need to have them serviced
regularly and I also need to do plumbing maintenance. This is the
main challenge which can stop my business from functioning
efficiently.
LAWRENCE: You appear to be a very popular entrepreneur in this community.
How did you become this popular?
VANESSA: Customer relations and service delivery are important components
of a business as well as ploughing back into the community and
that is exactly what I am doing. Example when local institutions
have functions in the area, I assist by laundering their table cloths
or giving them donations when approached.
LAWRENCE: There is every indication to suggest that your business is doing

well. Do you see your business expanding?
VANESSA: Not for now but definitely in the next two to three years.
LAWRENCE: What advice do you have for an aspirant entrepreneur?

VANESSA: Inspiration, hard work, dedication, discipline are vital to the success
of a business.
LAWRENCE: You have really spoken at length. Is there any other thing that you
want to tell me about your business?
VANESSA: Nothing as at now but let me indicate that such visits and interviews
motivate me to work harder.
LAWRENCE:: Thank you very much Madam for your time. I appreciate the
information you have given me. I pray that your business keeps on
flourishing in the years ahead.
May I please a picture of you for publication in our college
magazine?
ANNEXURE 2 3
TASK 2 ACTIVITY 2.3 ROUND ROBIN
WORKSHEET 2.3.1 GROUP ………………….
QUESTION 1 _____________________________________________________________________________________
QUESTION 2:_____________________________________________________________________________________
QUESTION 3:_____________________________________________________________________________________
QUESTION 4:_____________________________________________________________________________________
QUESTION 5:_____________________________________________________________________________________
QUESTION 6:_____________________________________________________________________________________
QUESTION 7:_____________________________________________________________________________________
COMMENTS AND/OR MORE DIFFERENT QUESTIONS
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
TASK 2 ACTIVITY 2.3 QUESTIONNAIRE
WORKSHEET 2.3.2 GROUP ………………….
QUESTION 1 _____________________________________________________________________________________
________________________________________________________________________________________________
QUESTION 2:_____________________________________________________________________________________
________________________________________________________________________________________________
QUESTION 3:_____________________________________________________________________________________
________________________________________________________________________________________________
QUESTION 4:_____________________________________________________________________________________
________________________________________________________________________________________________
QUESTION 5:_____________________________________________________________________________________
________________________________________________________________________________________________
QUESTION 6:_____________________________________________________________________________________
________________________________________________________________________________________________
QUESTION 7:_____________________________________________________________________________________
________________________________________________________________________________________________
QUESTION 8:_____________________________________________________________________________________
________________________________________________________________________________________________
QUESTION 9:_____________________________________________________________________________________
________________________________________________________________________________________________
QUESTION 10 ____________________________________________________________________________________
________________________________________________________________________________________________
ANNEXURE 2.4 TASK 2.4
CHECKLIST 2.4 NAME:…………………………………
CRITERIA YES NO
1 He/she/ introduced himself/herself politely.
2 He/she stated the reason for doing the interview
3 He/she asked the questions using correct language.
4 He/she asked the questions clearly..
5. He/she asked “new” or different questions based on answers

given.
6. He/she interacted with the person by being interested in all
answers and interacted with the person.
7 He/she asked about at least 5 factors to be considered when
starting a business
8
10
ANNEXURE 3.1 TASK 3 ACTIVITY 3.1
Additional information on how to write in reported/indirect speech
LEARNING HOW TO REPORT
Reported speech is used to express what others have said. It is also useful
when you are writing a report on an interview you conducted..
In this case, it involves paraphrasing and summarizing what different people

have said.
In spoken conversations there are certain rules to follow. First of all, to

make sentences in reported speech you need verbs like say or tell.
On the other hand the tense used to express and idea is also an important
factor. Take into consideration the following chart

• Present Tense • Simple Past Tense
• Future with "Going to" • Past with "Going to"
• Present Perfect • Past Perfect
• Sentences with "Can" • Sentences with "Could"
• Future with "Will" • Sentences with "Would"
Look at the following examples:

• Julia: "I have my own business". • She said that she had her own
• business.
• Nick: "I am going to employ more • He said he was going to employ
women in my business". more women in his business.
• Tom: "I have studied Italian for a • Tom said he had studied Italian for
year". a year.
• Linda and John: "We can't come to • Linda and John said they couldn't
the launch of the new products next come to the launch of the new
week". products the following week.
• Terry: "I'll write as soon as I get • Terry said that she would write as
there". soon as she got there.
Adapted from: Reported Speech http://www.geocities.com/gob72/reportedspeech.html

WORKSHEET 3.1 MEMORANDUM
You asked the local entrepreneur certain questions. The following are some of
the answers he gave you.
Individually, write the sentences in reported speech.
.
1. “I am building a new shop.:
Use all the words( said, he/she, was, new, he/she, that, shop, he/she, building, a)
He/she said that he/she was building a new shop
2. “I am working on a few new ideas”.

Use all the words (he/she, ideas, new, was, he/she, working, said, that, on, few, a)
He/she said that he/she was working on a few new ideas.
3. “To see the global picture is important.”
He/she said that it was important to see the global picture.
4. "I could see the potential that this thing had”.
He/she said that he/she could see the potential that thing had.
5. “My first customer was a learner from your school, not an adult”
He/she said that his/her first customer was a learner from their school, not
an adult.
___
ANNEXURE 3.3
TASK 3 ACTIVITY 3.3
MEMORANDUM
STATEMENT FALSE TRUE

1 An expository essay is telling the reader what the writer’s
X
opinion is about a situation.
2 An expository essay must tell the reader about the details of
X
a topic.
3 An expository essay does not tell us about the writer’s own
X
arguments regarding a situation.
4 An expository essay may explain a situation
X
5 Before writing an expository essay about a subject, you must
X
first analyse the subject
6. An expository essay has an introduction, body and
X
conclusion, just like any other essay.
7 The introduction of an expository essay explains the opinion
X
of the writer on the particular subject
8. In an expository essay a paragraph may focus on more than
X
one topic as long as it is logical.
9. The paragraphs of an expository essay must all be of equal
X
length.
10. The paragraphs of an expository essay may be placed in any
X
sequence, as long as it is logical.
11. When writing the conclusion the writer must restart the main
X
supporting ideas, but may also introduce new ideas.

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2005 SIELE:

SUMMER INSTITUTE FOR ENGLISH LANGUAGE

LEARNER CONTENT UNITS AND

Lawrence Danso Deputy Chief Education Specialist

Vanessa Minnaar First Education Specialist

Mandisa Mkwanazi First Education Specialist

Granville Stander First Education Specialist

3 LEARNER’S TASKS AND WORKSHEETS

Have fun and enjoy it!

RNCS LANGUAGE LEARNING OUTCOME 3

Learners will be able to read information texts

We will know this when the learner:

RNCS LANGUAGE LEARNING OUTCOME 6

We know this when the learner:

We know this when a learner:

CONTENT LEARNING OUTCOMES

RNCS: ECONOMIC AND MANAGEMENT SCIENCES: LEARNING OUTCOME 4

Explore different factors that need to be considered before starting a business.

We know this when the learner:

RNCS: ECONOMIC AND MANAGEMENT SCIENCES: LEARNING OUTCOME 4

We know this when the learner:

• is able to research various businesses in his/her local community.

TASK 1 BUSINESS INSPIRATION

Ok Class, what do you think are the I’ll be the boss..

What is the meaning of the word “Factors” as used in the comic?

WHAT MUST I DO?

2. In a second reading, using the telegraphic approach, highlight the main

3. Write down your annotations in the adjacent column.

Do you still remember how to

Read “Learning how to “Annolight”

Learning how to “Annolight” text

• Determine the focus, highlight only the targeted

Adapted from: "Annolighting" a text;

Starting a small business is for many an irresistible challenge. Creating

Many businesses start ups fail because of inadequate market research.

- the list of potential pitfalls is almost endless. In Malawi however the

Agnes Mwaremware lives in a village located 5 km down a deeply rutted

How often do would-be entrepreneurs come up with a terrific idea only to

The choice of where to trade in Malawi is again governed by simple rules.

Adija Msw for example borrowed R 75 and started selling tomatoes on a

In the age of e-commerce and sophisticated distribution models,

‘To become a company director in the UK requires completion of a

But what type of business should you start, most prospective

Most successful business ideas have found a market niche.

In the mid 1990s, almost every Zimbabwean wanted to purchase their

Conducting extensive market research will provide you with a wealth of

Text 3 Starting a business

In practice, vision is only one part of the requirement; it is just as

In most cases, you should introduce your products or services to a young

People on your management team should have skills that complement

• Entering a business plan contest for young entrepreneurs;

Adapted from: http:/bde.ca/en/my project

Activity 1.2 Factors to be considered before starting a business

WHAT MUST I DO?

1. Listen to your teacher explaining

2. Read the information block on “Learning about Key Concept Synthesis”.

Why Key Concept Synthesis?

If you had to explain a reading to

The process involves:

How to do Key Concept Synthesis

Adapted from : Key Concept Synthesis Strategy ; www.greece.k12.ny.us/instruction/

Text no.: ______________________ Title: _________________________________________

Adapted from Key Concept Synthesis Strategy ; www.greece.k12.ny.us/instruction/

Text no.: Title: ___________________