ENGLISH HOME LANGUAGE

Grade 5

FABULOUS

Module 10

INTERVIEWING; DIALOGUE; SPELLING

FINDING OUT!

1. How to interview someone successfully

An interviewer needs to ask questions that do not require a yes or a no answer only. When interviewing somebody, your questions should encourage the person to give detailed answers or more information.

The following types of questions can help you when you plan your interview. Select those that you would like to use and complete the questions. Can you add any of your own to the list?

What happened when __?

Can you remember when __?

Where were you __?

Describe your feelings __?

Why did you __?

What do you think will __?

What about __?

Please tell our listeners exactly _

Work with a partner. One of you is the interviewer and must interview the other.

You may select topics of your own. Use current news stories. You may only use one prop each.

Figure 1

[LO 2.1.5; 2.3.2; 2.3.3; 5.2.1; 5.2.2; 5.2.3]

WRITING A DIALOGUE:

Write an interview, or a part of it, in dialogue form. Give it a heading. Allow each person to speak five times.

Interview between ___________________and _______________

AFTER________________

[LO 4.1.2; 4.2.2; 6.4.1]

Words ending in –URE

1. Fill in the missing letters and match the word to the correct picture.

(a) treas___

(b) furnit___

(c) pict___

(d) punct___

(e) temperat___

Figure 2

2. Fill in the missing letters and complete the sentences by filling in the missing words.

(a) The doctor is checking Amy’s leg for a ___

(b) When baking, you must remember to ___ your ingredients accurately.

(c) The professor is giving his students a ___ .

(d) They are following a ___ trail through the forest and up the mountain.

(e) A river rafting experience is a great ___ .

3. Words with double letters

What do each of these words have in common?

Separate the words into three categories according to this similarity.

Select two words and use them in good, clear and explanatory sentences.

[LO 6.1.1]

Assessment

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:

2.1 communicates experiences, ideas and information in different and fairly challenging contexts for different audiences and purposes:

2.1.2 uses language for creative and imaginative self-expression (e.g. expresses feelings and thoughts, dramatises);

2.1.3 shares ideas and offers opinions on less familiar topics and events, using speculation and hypothesis;

2.1.4 describes events, presents feedback, and gives directions clearly and in an understandable way;

2.1.5 asks critical questions which do not have obvious answers, and can respond thoughtfully to such questions;

2.1.6 expresses and justifies own opinion with reasons

2.2 uses interaction strategies to communicate effectively in group situations:

2.2.1 takes turns, stays on topic, asks relevant questions, maintains discussion and responds to other’s ideas with empathy and respect;

2.2.2 gives balanced and constructive feedback;

2.2.3 uses appropriate intonation and facial expressions;

2.2.4 shows sensitivity to the rights and feelings of others during group work.

2.3 uses appropriate body language and presentation skills:

2.3.2 uses appropriate intonation and facial expressions;

2.3.3 adjusts tempo and volume for emphasis.

2.4 uses appropriate language for different purposes and audiences:

2.4.1 uses language with the appropriate register in less familiar situations;

2.4.3 uses language carefully to express complex but common emotions such as anger, impatience, sympathy, admiration.

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:

4.1 writes different kinds of texts for different purposes and audiences:

4.1.1 writes for personal, exploratory, playful, imaginative and creative purposes (e.g. diary, humorous anecdotes, story, poem);

4.1.2 writes informational texts expressing ideas clearly and logically for different audiences (e.g. notices, reports);

4.2 develops and organises ideas through a writing process:

4.2.2 develops the topic by consulting relevant sources, selecting relevant information and organising ideas;

4.3 produces neat and legible work with attention to presentation (e.g. cover page, title, headings, and suitable graphics);

4.4 applies knowledge of language at various levels:

4.4.1 word level;

4.4.3 paragraph level.

LO 5

THINKING AND REASONINGThe learner will able to use language to think and reason, and access, process and use information for learning.

We know this when the learner:

5.2 uses language to investigate and explore:

5.2.1 formulates relevant questions to guide search for information;

5.2.2 uses interviews to gather information;

5.2.3 can rephrase questions to get more relevant information;

5.3 processes information:

5.3.5 organises information into a paragraph, table, timeline, chart or other appropriate written or graphical representation;

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 texts.

We know this when the learner:

6.1 works with words:

6.1.1 uses prefixes, stems and suffixes/extensions to form words;

6.1.3 records words in a personal dictionary;

6.1.4 uses phonics and spelling rules to spell words correctly;

6.2 works with sentences:

6.2.3 identifies and uses nouns, pronouns, prepositions, articles and conjunctions;

6.2.6 consolidates use of punctuation learned so far.

6.4 develops awareness and use of style:

6.4.1 uses language appropriate for the audience, purpose and context (e.g.

formal / informal register);

Memorandum

Spelling

1. add the –ure ending to each given word

2. add the –ure ending to each given word

a. fracture

b. measure

c. lecture

d. nature

e. adventure

3. tomorrow; quarrel; arrest; irritate

dazzle; puzzle; muzzle

suffer; toffee; suffocate