ACTIVITY 1

TO SUGGEST AN ALTERNATIVE ENDING FOR THE STORY [LO 1.1.5]

TO RETELL INFORMATION / A STORY [LO 1.1.6]

TO RECOUNT AN EVENT WITH SUPPORT [LO 1.4.2]

TO LISTEN TO OTHERS AND ENCOURAGE THEIR ATTEMPTS TO SPEAK AN ADDITONAL LANGUAGE [ LO 1.5.2]

TO UNDERSTAND THE MORAL OF A STORY [3.1.2]

TO READ FOR PLEASURE – NON-FICTION AT AN APPROPRIATE READING AND LANGUAGE LEVEL [ 3.6.1]

Find information on at least one more tourist attraction anywhere in our country. Read about it. Paste your information on the back of this page.

Make sure that you know the contents well.

Turn to your partner and retell what you have read.

Listen to your partner retell what you have told him/her, to you.

Which one of you was most accurate in re-telling the information?

OR

Find a story/fable/folktale about something that can fly. Think wide: birds, ‘planes, space ships, hot air balloons – even rocket-propelled people – can fly. Make sure that you know what you have read, then turn and tell your partner the story. Listen to your partner telling the story (-ies) he has read.

NOW

Retell one of the following stories to your classmates.

(1)

Who is the Best ?

(an East African fable)

One day the animals were quarrelling about who was the best animal.

“I am,” roared the lion, “for I am the most feared. Everyone is terrified of me.”

“No, I am,” trumpeted the elephant, “because I am the biggest!”

“No, I am,” hissed the snake, “for I am the deadliest. No-one will survive my poison.”

“Am I not the one who flies the highest ?” cried the eagle.

This argument went on for a long time, each one claiming to be very important. The cheetah claimed that he was the fastest creature, the giraffe insisted that he was the tallest, the python stated that he was the longest, and the sheep was adamant that he was the most patient.

Finally they agreed to call Man and let him be the judge. Man came and said, “The best of all the animals is the cow because she is the most useful to me!”

(2)

The Bees and the Tortoise

(a fable from Mali)

The bees had made a new drum, and as bees love dancing, they danced and hummed for hours in celebration on that day. All the animals heard the noise coming from the hive and they came along, hoping to be invited to join in, but the bees kept their celebration all to themselves. The lion, the elephant, the leopard, the hartebeest, the buffalo, the antelope, the hog and even the tortoise were there.

After listening for a while, the animals grew so fond of the sound of the new drum that they decided to steal it. First the lion tried but he was stung by a hundred bees and had to run away. All the animals tried to steal the drum but none of them succeeded.

Then, at last, the tortoise offered to try. All the animals laughed heartily at this, but the tortoise went into the hive and told the bees that he was a master drummer. He played beautifully after the bees had given him permission to drum for a little while. Suddenly the drum disappeared! The clever tortoise had hidden it underneath his shell. He excused himself and walked away quietly. The bees were so angry that they tried to sting him, but to no avail – he was too well protected by his shell. That is why he had the confidence to try when everyone else had failed.

(Stories taken from Fables from Africa, collected by Jan Knappert)

Discussion

ACTIVITY 2

TO READ FOR PLEASURE NON-FICTION AT AN APPROPRIATE READING AND LEVEL

[LO 3.6.1]

It takes practice to read fluently.

When you were very small and just learning to ride your bike, it took time andendless practice before you could ride with confidence.Reading is no different. You will need to practise your piece over and over again,making sure you know how to pronounce challenging words and even know theirmeanings, before you can read confidently and fluently.

TASK:

Prepare a piece of reading of your own choiceto read to the class and to your teacher.Choose some interesting dialogue in an interesting passageand practise using different voices.

ACTIVITY 3

TO UNDERSTAND SOME ELEMENTS OF POETRY:

RHYME; WORDS BEGINNING WITH THE SAME SOUND; IMITATION OF

SOUNDS [LO 3.2.1; 3.2.2; 3.2.3]

TO WRITE CREATIVELY [LO 4.3.3]

Some people believe that poems need to be learnt or that you have to read them seriously … but poems can be fun, too!

Do you still remember this nursery rhyme?

Can you sing it?

SING A SONG OF SIXPENCE

Sing a song of sixpence,

A pocket full of rye;

Four and twenty blackbirds,

Baked in a pie.

When the pie was opened,

The birds began to sing;

Was that not a dainty dish,

To put before the King?

(Taken from Traditional Nursery Rhymes, Brown Wells and Jacobs, 1985)

Points to ponder:

Which words rhyme with each other?

Are there words in the same line, or lines which follow each other, starting with the same sound?

Who would read this poem with enjoyment (the target audience)?

Now, try to write your own poem!

Choose a word. Write the letters vertically on your page. Write a word next to each letter, describing your topic. Look at the example.

And this one:

Now try some of your own. Choose any of the following:

astronaut ; balloon ; butterfly ; owl ; eagle ; train (or any other).

(1) (2)

I enjoyed this task. Why?

I did not enjoy this task. Why not?

ACTIVITY 4

TO RESPECT OTHER LEARNERS, GIVE THEM A CHANCE TO SPEAK AND ENCOURAGE THEIR ATTEMPT SO SPEAK THEIR ADDITIONAL LANGUAGE [LO 1.5.1; 1.5.2]

TO ASK AND ANSWER QUESTIONS IN THE ADDITIONAL LANGUAGE

[LO 2.1.1]

TO EXPRESS AN OPINION AND GIVE A REASON FOR IT [LO 2.1.3]

Help !

I’m in desperate need of a change of scenery … !

Where to go … ?

Obtain a few brochures from your local travel agent. Study these brochures in your groups and discuss the following.

Notes :

Design your own brochure

ACTIVITY 5

TO WRITE A SHORT DESCRIPTION OF A PLACE [LO 4.1.5]

TO EXPRESS AN OPINION IN WRITING AND GIVE REASONS [LO 4.1.6]

TO DESIGN A BROCHURE, INCORPORATING MEDIA (PICTURES) AND TEXT [LO 4.4.1]

TO WRITE A ROUGH DRAFT [LO 4.5.1]

TO GET FEEDBACK FROM A CLASSMATE [4.5.3]

TO REWRITE THE DRAFT AFTER FEEDBACK [LO 4.5.4]

TO SPELL FAMILIAR WORDS CORRECTLY [LO 4.5.5]

TO USE A WIDE RANGE OF PUNCTUATION [LO 4.5.6]

Use this space for your ideas and notes.

Use this space for your final draft. After your writing effort has been edited and checked by a friend, write your final draft as per instructions.

LO 1

LISTENINGThe learner will be able to listen for information and enjoyment, and respond appropriately and critically in a wide range of situations.

We know this when the learner:

1.1 understands stories (told or read to learners):

1.1.1 answers literal questions;

1.1.2 responds personally;

1.1.5 suggests an alternative ending for the story;

1.1.6 retells the story;

1.1.7 summarises the story with support;

1.4 understands recounted events:

1.4.2 recounts the same events with support;

1.5 respects other learners:

1.5.1 gives other learners a chance to speak;

1.5.2 listens to them and encourages their attempts to speak their additional language.

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 interacts in additional language:

2.1.1 asks and answers questions;

2.1.3 expresses an opinion and gives a reason for it;

2.3 uses additional language to communicate information:

2.3.5 talks about a familiar topic with preparation.

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 understands in a simple way some element of stories:

3.1.2 the moral of a story, where appropriate;

3.2 understands, in a simple way, some elements of poetry:

3.2.1 rhyme;

3.2.2 words which begin with the same sound;

3.2.3 words which imitate their sound;

3.3 reads for information.

3.6 reads for pleasure:

3.6.1 reads fiction and non-fiction at an appropriate reading and language level;

3.6.4 solves word puzzles;

3.7 uses reference books and develops vocabulary:

3.7.1 uses a dictionary.

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 to communicate information:

4.1.5 writes a short description of a person, object or simple process;

4.1.6 expresses an opinion in writing and gives a reason for it;

4.3 writes creatively:

4.3.3 uses some techniques for creative writing: repeating the same structure to create a poetic rhythm and pattern;

4.4 designs media texts:

4.4.1 designs a simple poster and/or notice;

4.5 treats writing as a process, and uses developing knowledge or language structure and use:

4.5.1 writes rough drafts;

4.5.3 gets feedback from the teacher and classmates;

4.5.4 rewrites after feedback;

4.5.5 begins to understand differences in writing style;

4.5.6 spells familiar words correctly;

4.5.7 uses a wider range of punctuation.

Reading and speaking

Discussion

Reading

Poems

ACTIVITY 3

Points to ponder: discuss the following with the learners (Use other examples as well – those which the learners bring to school)

Allow the learners to choose their own topics if they wish.

ACTIVITY 4

Once again, the research is important. Use the samples brought by the learners in the discussion re layout. (see points 1 – 6)

The Brochure

Very clear instructions are listed for the learners to note.

Follow the guidelines laid down for written work. Ensure that the learner’s mind-map their ideas, put these ideas into sentences and paragraphs, write a rough draft which is edited – before writing a final draft. Use the space provided in the module. If this is not sufficient, allow the learners to work on blank paper or lined folio. Include this into the module.

ACTIVITY 5