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Next, YOU will be looking at RELATIONSHIPS
The way that people deal with each other is complicated. YOU know that.
You either experience it yourself or see how others sometimes struggle.
The relationship between a child and the parent is sometimes fine but often tense.
Feelings come into play. How sensitive one is affects the relationship.
Feeling good about yourself certainly helps.
And knowing HOW to deal with certain problems also helps.
THE PARENT AND THE CHILD
How-many-times-do-I-have-to-tell-you-the-same-thing-If-only-you-listened-there-would-be-peace-in-this-house-besides-why-do-you-leave-your-clothes-lying-all-over-the-room-WHO-do-you-think-is-going-to-pick-them-up-I’m-not-here-to-be-your-slave-and-please-take-your-hands-out-of-your-pockets-after-all-it-is-polite-to-greet-older-people-Answer-me-when-I-speak-to-you-but-you-don’t-have-to-shout-I’m-not-deaf-it- is- rude-to-answer-back-Because-I-say-so!-Why-do-you-not-wipe-your-feet-before-you-come-into-the-house-and-another-thing-Come-back-here-I-have-not-finished-with-you-yet-Don’t-eat-with-your-mouth-open-Don’t-yawn-without-putting-your-hand-in-front-of-your-mouth-and-why-can’t-you-close-the-door-Were-you-born-in-a-cave-or-what-and-switch-off-the-light-money-does-not-grow-on-trees-and--eat-your-food-What-about-the-starving-children-in-China?
What should this mother do to improve her relationship with her child?
THE EDUCATOR AND THE LEARNER
Morning!
Sit down!
Get out your grammar books!
Turn to page 38!
Do exercise 3 (a) (I) (ii) and (iii) and 4 (a) - (j)!
John, turn around!
Sally, where is your homework book?
Sipho, you are in detention for poor work!
James, stop talking. Now!
Nothando, stop eating in class!
Fritz, concentrate on your work!
Work, class! WORK!
John! OUT! – NOW!
Why do YOU think the teacher does not get co-operation from her class?
Why do you think the mother’s speech is written with so many dashes?
Why are so many exclamation marks used in the teacher’s speech?
Reminder:
Leave a line open between speakers
Do not use inverted commas in play-form
Try to let both parties speak at least 5 times each.
Give instructions after the colon.
Here is an example:
Give your playlet a title and hand in any rough work with the final product.
20.1 How do YOU think colour influences our lives?
20.2 What was the little boy drawing at the start of this song?
20.3 What was the little boy drawing at the end of this song?
20.4 What caused him to change?
20.5 Do you prefer the first teacher or the second? Why?
20.6 Is it important to be imaginative? Why?
Forum discussion
A FORUM DISCUSSION is a planned conversation in a group, where you can share your views with the rest of the group.
Remember to have the following in place:
A Chairman: S(he) introduces the topic ;introduces the team;keeps the conversation flowing;asks some questions;asks a speaker to say something.Also gives his/her view.Sums up at the end.
B Two pupils on either side of the chairmanThe outer two pupils half face the audience and half face the group.The inner two pupils face the audience but also the group.The Chairperson sits in the middle
C The idea is to see whether everybody in the group takes part in the conversation
D The aim is to tackle the subject as widely as possible.
E You may disagree with someone but do it politely, yet firmly.
F Try to move the conversation along with a remark like,“ There is something else we haven’t thought about . . .”“ To change the subject, what about . ..”“ Another aspect to consider is . ..”
G There should be some indication when time is up.3 minutes is a good period to choose for each team.
The educator will suggest some topics. Hold a forum discussion and enjoy conversing with others, questioning, enquiring and chatting naturally.
TIP: Take some paper and a pencil with you when you go out to discuss your topic briefly.
And now, for something completely different!
A science fiction story with a moral!
Science fiction is really strange, yet we can recognise the peculiar characters and the strange places and the funny times too, because we are used to many pictures and films dealing with outer space.
The NEXT STORY deals with two men who come from different zones.
They both deal with communication (talking to each other), in totally different ways.
Remember, the teacher will help you with certain words you might not understand.
You are still dealing with communication and relationships and should see if you can feel the relationship between these two men and whether you can grasp why they might have difficulty in communicating.
THE COMMUNICATION GAP
The flight in space had been quick and the capture of the alien had been easy.
But now Chief-Engineer Bruce sat with a problem: He had captured a foreign being and as he was on his own, the interrogation would not be easy to handle.
He was used to travelling through space by himself, doing his rounds of broken-down satellites. He enjoyed finding out why some satellites were faulty, then fixing them and seeing them whirl off into space again, happily on orbit, as scheduled.
Bruce turned to his captive, who was speaking into a mouthpiece. The language the alien used was strange. Stilted somehow. But Bruce understood it. He realized that the alien only used important words and left out most smaller words. Spoken with a definite inflection, the meaning of the words was clear.
“YOU?” barked the alien at Bruce.
Bruce knew he was being questioned. “Well . . . ,” Bruce tried to explain, diplomatically.
” I am a pilot for the United States of Africa . . . and, I think . . .er . . .” He was about to explain that there had been an awful mistake and that things could be sorted out quite quickly and satisfactorily, when the alien burst out in disbelief.
“WHAT THINK?” The alien looked totally puzzled as if he had heard a word he did not know.
Bruce considered how best to cope with this extraordinary conversation and came to the conclusion that straight talking would be best.
“Well . . . to think is . . . er . . . to reason, to come to a conclusion after following certain logical steps.” He stopped long enough to gauge the alien’s response, and when there was none, he continued,” . . er. . . to use previous knowledge sensibly.” Bruce then rushed a question at the alien.
“How do YOU come to conclusions?”
The alien indicated the blinking machinery that surrounded them and moved closer to a large flashing machine as if for back up.
“WE NOT THINK. EASIER. NOT MAKE DECISIONS. NOT COMMIT. NOT CONSIDER ISSUES. NOT THINK ABOUT PROBLEMS. NOT SOLVE. NOT CONSIDER OTHERS. NOT WORRY ABOUT IGNORANCE. NOT USE KNOWLEDGE. NOT BE IMAGINATIVE. NOT THINK OUT FEARS. NOT MAKE CALCULATIONS. NOT DEBATE. NOT GET INVOLVED.”
“But it is impossible not to think,” Bruce interrupted. “ I mean, I must work out the time. I must think about my past and present in order to cope with the future!”
The alien looked at Bruce patronisingly. “WE TOLD TIME. TOLD RESULTS OF CALCULATIONS. PSYCHOLOGICAL PROBLEMS SOLVED. NOT GET INVOLVED.”
The alien sank into a chair as if he had just won a game.
Bruce wondered which system was better: His system of open, thoughtful communication or the alien’s system of automatic question and answer.
As he stepped into the Interviewing Room with the alien, he knew which system he preferred.
[LO 6.1.2, 6.2.5]
Word choice
Bruce, the flight engineer, has written a report to his superiors back home. Certain words are missing.
“I captured a / an ________ alien yesterday. He was very _________ when we first met, but afterwards he became very .__________ I found his language extremely ________ at first, but later it was not _____________ to understand. The clothes he was wearing were _____________ and his head was rather _________________His fingers were
________________ and his eyes, _________The tone of his voice was very ___________ .
From the choices given, select and underline the word, phrase or clause which is most true.
Bruce had taken a long time / a short time to get into space.
He had trouble / no trouble in capturing the alien.
He was a qualified / unqualified man.
The alien spoke in an abrupt / smooth manner.
Bruce’s manner was polite / impolite.
The alien hadno will to choose / had the ability to choose for himself.
The two men found it difficult / easy to communicate with each other.
The alien was a free / captive being.
The alien’s response was mechanical / personal.
ACTIVITY 3: Listening to a reading
This is a song by Harry Chapin about a boy’s first day at school, and how a teacher affects him.
“FLOWERS ARE RED AND GREEN LEAVES ARE GREEN”
The little boy went first day in schoolHe got some crayons and he started to drawHe put colours all over the paperFor colours were what he saw
And the teacher said, “What’re you doing, young man?”“I’m painting flowers,” he said.She said, “It’s not the time for art, young manAnd anyway, flowers are green and red.There’s a time for everything, young manAnd the way it should be done.You’ve got to show concern for everyone else‘Cause you’re not the only one.”
And she said, “ Flowers are red, young man, and green leaves are green. There’s no need to see flowers any other way Than the way they always have been seen.”
But the little boy said, “There are so many colours in the rainbow.So many colours in the morning sun.
So many colours in the flowerAnd I see every one.”
The teacher said, “You’re sassy!There’s ways that things should beAnd you’ll paint flowers the way they areSo repeat after me:”And she said, “ Flowers are red, young man, and green leaves are greenThere’s no need to see flowers any other wayThan the way they always have been seen.”
But the little boy said, “There are so many colours in the rainbow. So many colours in the morning sun. So many colours in the flower And I see every one.”
The teacher put him in a corner.She said, “It’s for your own good.And you won’t come out till you get it right.And are responding like you should.”Well, finally he got lonelyWriting it up in his headAnd he went up to the teacherAnd this is what he said:
And he said, “Flowers are red. And green leaves are green.There’s no need to see flowers any other way
| LO 4 Writing |
| The learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes. |
| We know this when the learner: |
| 4.1 writes a range of imaginative texts: |
| 4.1.1 to express imagination, ideas and feelings about self and others; |
| 4.1.2 to explore the creative, critical and playful use of language by means of narrative and descriptive compositions, dialogues, poems, songs and letters; |
| LO 5 Thinking and Reasoning |
| The learner will be able to use language to think and reason, as well as to access, process and use information for learning. |
| We know this when the learner: |
| 5.1 uses language to think and reason: |
| 5.1.1 applies thinking and reasoning skills in a variety of contexts across the curriculum; |
| 5.3 processes information: |
| 5.3.3 extracts and synthesises information, using listening, reading, writing and viewing skills; |
| 5.3.5 summarises information or ideas by selecting generalising, categorising and editing, and reflects critically on the product. |
| LO 6 Language structure and use |
| language structure and useThe learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts. |
| We know this when the learner: |
| 6.1 works with words: |
| 6.1.1 uses a range of different strategies to spell unfamiliar words; |
| 6.1.2 creates personal spelling list and dictionary of words across the curriculum and discusses which words give problems; |
| identifies and uses the components of a sentence such as subject, verb, direct and indirect object, main and subordinate clauses; |
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Last edited by Siyavula Uploaders on Apr 12, 2009 4:37 pm -0500.