PEOPLE WITH PASSION!

Most people are interested in something.

Some people, however, are quite fanatical about their hobbies and interests.

Do a survey in your class about hobbies and interests

JUST A THOUGHT!

Many of today’s famous sportsmen and women started out by just enjoying the game!

[LO 2.1.3; 3.10; LO 5.3.1]

SAY YOUR SAY!

Select one of these inventions and state your point of view as to whether

-- it is the best / worst invention ever

-- and why.

Figure 1

You might not necessarily agree with what other people say.

What should your reaction be when you disagree with someone?

And when you agree?

[LO 2.1.1; 2.4.2; 3.11; 5.1.3]

Match each invention listed below, to its use:

Figure 2

instrument for listening to the sounds made within the body.

[LO 3.11; 6.1.3]

READ ALL ABOUT IT!

Figure 3

What is your opinion?Send us your point of view for publication.

‘Cricket Cruncher’ Causes Chaos

Mr Ivan Idea’s newest invention to eliminate crickets has caused much dissention amongst insect and animal lovers.

His ‘cricket cruncher’ shoes, designed to squash (in his words) “those little black monsters”, have cynics smiling and insect and animal lovers irate. “The man is cruel!,” is the general feeling of the public.

Select an interesting news article.

Read it and tell what you have read to your partner, the group or your class.

Is it a good article?

Why?

Why did you choose it?

What is it about?

If you were a journalist, how would you change the angle of the article?

[LO 2.1.2; 2.1.3. 3.11; 5.4.4]

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:

2.1.1 uses language thoughtfully for interpersonal communication (e.g. praising someone’s efforts, disagreeing with someone);

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;

2.2 uses interaction strategies to communicate effectively in group situations:

2.3 uses appropriate body language and presentation skills:

2.4 uses appropriate language for different purposes and audiences:

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

2.4.2 uses grammatical structures and idioms that are appropriate for the purpose;

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

2.4.4 identifies and challenges discriminatory use of language.

LO 3

READING AND VIEWINGThe learner will be able to read and view for information and enjoyment, and to respond critically to the aesthetic, cultural and emotional values in texts.

We know this when the learner:

3.1 reads a variety of South African and international fiction and non-fiction for different purposes (e.g. peoms, book reviews, short novels, newsletters, reference books);

3.1.1 reads independently, selecting appropriate reading and comprehension strategies for the purpose;

3.1.2 skims to get the general idea;

3.1.3 scans for specific details;

3.1.5 uses previous knowledge or textual clues to determine meaning and make inferences;

3.1.6 predicts content or ending;

3.1.8 reads aloud clearly, adjusting speed according to purpose and audience;

3.3 describes and analyses emotional response to texts;

3.9 understands and responds appropriately to a range of information texts:

3.9.2 reads and carries out fairly complex instructions, and follows directions with minimum assistance;

3.10 interprets and discusses more complex visual texts (e.g. tables, charts, posters, bar graphs, maps) and can change text from one form to another (e.g. a table of data into a graph);

3.11 selects relevant reading material and applies reseach skills to find information in dictionaries, reference books and textbooks from community sources or electronic media (where available).

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:

5.1 uses language to think and reason:

5.1.3 distinguishes between advantages and disadvantages of something and explains why;

5.3 processes information:

5.3.1 collects and categorises relevant ideas and explains the reasons underlying the categorisation;

5.3.3 organises information under different headings;

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

5.3.6 evaluates and draws conclusions and can explain basis;

5.3.7 evaluates and draws conclusions and can explain basis;

5.4 uses language to think creatively:

5.4.4 experiments with visual and sound effects of language;

5.4.5 explores associations of words and concepts to get new angles on topics.

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:

6.1.3 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.

6.3 works with texts:

6.3.3 shifts from one tense to another consistently and appropriately;

6.6 uses meta-language (terms such as articles, conjunctions, topic sentence, audience, tense, personification).

Inventions :