1.2 Story-telling  (Page 4/4)

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 VIEWING The 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

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 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.

Memorandum

Reading and speaking

• Here again, impress upon the learners to find information on at least one more tourist attraction anywhere in our country. The research is the basis for the task and needs to be done well.
• Do not rush this task. The learners need to read their information with concentration, in order to re-tell it successfully. If they struggle with this task, do it over – until they have mastered the skill.
• The two African stories : Allow the learners to lead in the following discussion. You may find that there is more than one interpretation of the story.

Discussion

• What is the moral in each of these stories? What is the lesson that we can learn from each tale?
• How can we apply this lesson to our own lives?
• Suggest a different ending for one of the stories. Tell the rest of the class.

Reading

• It takes practice to read fluently. Impress upon the learners to practise and to pay attention to pronunciation of difficult words and fluency of the piece of 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)

• 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)?

Acrostic poems are fun to do. allow the learners to select their best poem and to rewrite it onto newsprint. display these poems on the pinboards or display them in the corridors for others to read.

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