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Interview report back

Module by: Siyavula Uploaders. E-mail the author

ENGLISH FIRST ADDITIONAL LANGUAGE

Grade 9

HIDDEN TREASURES

Module 12

INTERVIEW REPORT BACK

ACTIVITY 1:

To interact and understand and use direct and indirect speech orally and in writing

[LO 2.2, 6.3]

In this activity you will see how the rules one learns and practises in class are relevant in our daily lives: an interviewer uses direct speech while interviewing someone and then in the report back, the interviewee’s words are in indirect speech.

In fact, have you ever thought about the fact that every time you tell your friend or parents or anyone anything that anyone has told you, you are using indirect speech as you learnt it at school!

Oral:

You are now going to assume the role of interviewer. Consider all the talented learners and educators you come into contact with every day. Choose someone from your school and interview him or her on how he or she discovered and developed his or her talents.

Write the questions you want to ask your interviewee here. You can also record the response here.

It is now time to share this information with the class. In reporting back this valuable information orally, make sure you are following the rules of indirect speech. Your classmates are going to indicate this on the assessment chart (at the end of the direct and indirect speech test).

The following activity will give you a good idea of your ability to change direct speech into indirect speech in writing.

DIRECT AND INDIRECT SPEECH TEST

Read each postcard and then complete the indirect speech which follows.

Dear Sam

Today is the day I am going to interview Leonard, our star soccer player. I have just completed formulating the questions I am going to ask him. I am looking forward to hearing many interesting things about his rise to stardom.

I shall keep you informed!

Regards

Joe

Direct to Indirect:

Sam: I received a postcard from Joe yesterday.

Sue: Really, what did he say?

Sam: He said _______

Dear Sam

It was a great interview!

I never dreamt that Leonard had to work so hard to get where he is.

Unfortunately, I was not watching the time; there was so much more I wanted to know.

Regards

Joe

Direct to Indirect:

Sam: I heard from Leonard again.

Sue: Ah! What did he have to say about the interview?

Sam: He wrote ______

Dear Sam

I always shall be thankful for the opportunity I had of interviewing Leonard.

I shall be watching his every move - he is going to go far.

By this time next year, I shall have developed one of my talents too.

Regards

Joe

Direct to Indirect:

Sam: Joe seems to have gained much from the interviewing exercise he had to do.

Sue: Really?

Sam: Yes, he stated ______

ORAL: REPORTED SPEECH ASSESSMENT CHART:

Table 1
CHANGE Hardly at all Some­times Most times Con­sis­tent­ly
Use of introductory verb        
Correct use of tense        
Correct use of time words / adverbs/ adjectives        
Correct use of pronouns        

ANY MISTAKES NOTED:

Have you now uncovered the treasure of indirect speech?

  • Well done. Plot your next X on the appropriate spot on your Treasure Island map.

ACTIVITY 2:

To collect, record and present information well

[LO 5.3, 2.2]

Let’s now research some of nature’s hidden treasures. Classify the following resources in the table below. This will give you a good idea of what a natural resource is and where it can be found.

Seaweed, oil, natural gas, trees, salt, fish, soil, gold, crops, shells, solar power, iron ore.

Table 2
Underground Above ground From the sea
     
     
     
     
     

Continue as follows:

1. From the list your teacher has written on the board, each member of your group needs to choose one natural resource which he or she would like to research.

2. Once it has been decided which natural resource you are going to research, you will have to find out the following:

  • Where in South Africa is this natural resource found?
  • How is this natural resource obtained and used?
  • Why is this natural resource important?
  • Is it renewable? What does this mean?
  • What reserves of this natural resource does South Africa have?
  • What can be done to conserve this natural resource?

(Consult the RESEARCH SCHEDULE at the end of this activity. This schedule is an agreement between you and your educator concerning the progress and final date you are to hand in your project.)

You can write some of your researched answers here, before integrating them into your project:

3. Consult with members of the other groups (who are working on the same natural resource as you are) to compile a map showing the distribution of your natural resource in South Africa. Take this information back to your home group.

4. When you have gathered your information, consult the rubric to help you put your information together as a project.

5. Can you think of a creative way in which to present this information to your class? (They don’t want another boring Geography lesson!) For example, as a television programme for very small children (with a song or poem).

  • Consult the Oral Presentation Rubric at the end of this activity before doing your presentation so that you know what is going to affect your assessment.

RESEARCH SCHEDULE to be agreed to by educator and learner

Table 3
  Date
  • Topic selected by learner
 
  • Topic approved by educator
 
  • Learner understands the requirements of this project
 

Table 4
Day Yes/No
  • Research is underway
 
  • Have started draft outline
 
  • Have .......... sources of information
 
Day Yes/No
  • Rough draft is complete
 
  • Rough draft edited and revised
 
  • Liaised with other groups (map)
 
Day Yes/No
  • Final product completed
 
  • Handed in or presented
 
  • This is my best effort
 
  Signature:________________________

REASEARCH PROJECT:

Collects, records and presents information across the curriculum.

[LO 2.6, 3.4, 3.5, 5.1, 5.3]

For the list on the board use the items in the list the learners had to classify and any others you wish, e.g. minerals, water . . .

  • Each learner needs to be sure which resource(s) he has to research. Impress upon the learners that the questions in 6.2 should form the basis of their research – they must be familiar with geographical terminology.
  • A RESEARCH SCHEDULE and a RESEARCH ASSESSMENT RUBRIC have been included to encourage systematic research and presentation. The RESEARCH SCHEDULE enables you to negotiate due dates with the learners for sections of the research. This also commits the learners to producing a well-researched project, completed by the due date.
  • JIGSAW CO-OPERATIVE LEARNING STRATEGY (6.3): Once the rough drafts have been completed, learners researching the same natural resource get together. Using the information they have gathered, these learners plot the distribution of their resource on the outline map of S.A. (They can draw their own map or use the map given.) This information is then taken back to the home group who can then compile a map of S.A. showing the distribution of all the resources they have researched.
  • Encourage the learners to make their oral presentation as interesting as possible. It does not have to be a stiff, formal, boring presentation; they can dramatise, role- play, present it in the form of an advertisement – let them be creative.

I________________________ have read and understood the requirements for

this research project. I undertake to abide by the deadlines. My project will be

completed by the due date:_______________________________

Learner: ______________________

Date: ________________________

Educator: _________________________

Date: ______________________________

Parent: ______________________________

Date:_______________________________

Look at the following before you do the oral presentation:

Which two spots does X mark now? (Indicate this on your Treasure Island map)

Consider using the following map for part of your presentation:

Assessment

Table 5
LO 2
SpeakingThe learner will be able to communicate effectively in spoken language in a wide range of situations.
We know this when the learner:
2.2 interacts in additional language;
2.4 debates social and ethical issues by arguing persuasively and responding critically;
2.6 gives a short formal talk or presentation.
LO 3
Reading and ViewingThe learner will be able to read and view for informa­tion and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts.
We know this when the learner:
3.1 reads a text (fiction or non-fiction):3.2 understands some elements of poetry and of the terms used to describe this language;3.3 reads and responds to social texts;3.4 reads for information.
LO 4
WritingThe 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:
4.2 writes for social purposes;
4.4 writes creatively;
4.3 writes for personal reflection;
4.6 treats writing as a process.
LO 5
Thinking and ReasoningThe 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 and literacy across the curriculum;5.2 uses language for thinking:5.2.5 draws ;5.3 collects and records information in different ways.
LO 6
Language Structure and UseThe learner will know and be able to use the sounds, words and grammar of the language to create and interpret text.
We know this when the learner:
6.2 understands and uses the past perfect progressive tense;
6.3 understands and uses direct and indirect speech;
6.8 uses some language to talk about language (meta-language – terms such as paragraph);
6.9 expands vocabulary (e.g. uses prefixes to form new words: autobank, autobiography, automatic).

Memorandum

ACTIVITY 1:

MEMORANDUM: REPORTED SPEECH EXERCISE (this assessment should be done by the educator if it is going to be used as a formal ‘Responding To Texts’ mark.

  1. …that, that was the day he was going to interview Leonard, their star soccer player. He had just completed formulating the questions he was going to ask him. He was looking forward to hearing many interesting things about his rise to stardom.

He ended by saying that he would keep me informed. (15)

  1. …that it had been a great interview and that he had never dreamt that Leonard had had to work so hard to get where he was.

He expressed his regret that he had not been watching the time and that there had been so much more he had wanted to know. (11)

  1. …that he always would be thankful for the opportunity he had had of interviewing Leonard.

He also said that he would be watching his every move as he was going to go far. He added that it had motivated him too and that by that time the following year he would have developed one of his talents too. (14)

X: Reported Ruins [402=20]

ACTIVITY 2:

Encourage the learners to make their oral presentation as interesting as possible. It does not have to be a stiff formal, boring presentation; they can dramatise, role-play, present it in the form of an advertisement – let them be creative. The Oral Rubric is in the learners’ module.

X’s: Research Reeds

Ogre O’s Oratory Orifice

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A lens is a custom view of the content in the repository. You can think of it as a fancy kind of list that will let you see content through the eyes of organizations and people you trust.

What is in a lens?

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What are tags? tag icon

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