1.1 A boy name mika

English first additional language

Grade 4

How do you do?

Module 3

A boy named mika

Activity 1

To give short answers to questions [lo 2.1.2]

Formal oral - interviewing a friend

As you grow older you will be expected to give talks or give presentations to large groups of people. Many people are shy or become nervous in this situation. The more one practises speaking to a group, the easier it becomes. Preparation is also very important. The better you know what you want to say, the less nervous you have to be.

When people are interviewed on television or on the radio, they are given the questions before the time so that they can think about the answers before the interview.

At the start of your interview, make the person you are interviewing feel at home. Plan this beforehand.

QUESTIONS

• What is your favourite colour?
• What Learning Area at school is your favourite?
• How do you want to celebrate your next birthday?
• What is your favourite sport and why?
• Who are your hero and heroine?
• What is your favourite television programme?
• What pet would you choose?
• Where do you and your family go for an outing or holiday?
• What do you hope to be one day?

Activity 2

To use a personal dictionary [lo 6.6.3]

PARTS OF MY FACE

Name all the parts of the face that you can see in each frame. Use a dictionary to make sure that you have spelt the words correctly. Try to find TEN!

Activity 3

To answer literal questions [lo 1.1.1]

LISTENING SKILL

Your teacher will read you a story about a young boy. After listening to it carefully, twice, answer the twelve questions that follow. Just tick below TRUE or FALSE to show the answer you prefer.

Activity 4

To read diagrams [lo 3.3.4]

Family photograph

Look at the photograph that was taken of Mika and his family. Then decide who each one is. Link the description below to the number next to the person in the picture. First do it on your own and then as a group.

Assessment

Learning outcome 1: listening

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

Assessment standard

We know this when the learner:

1.1 understands stories (told or read to learners):

1.1.1 answers literal questions.

Learning outcome 2: speaking

The learner will be able to communicate effectively in spoken language in a wide range of situations.

Assessment standard

We know this when the learner:

2.1 interacts in additional language:

2.1.2 gives short answers to questions.

LEARNING OUTCOME 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.

Assessment standard

We know this when the learner:

3.3 reads for information:

3.3.4 reads diagrams, graphs and charts (e.g. a family tree).

LEARNING OUTCOME 6: LANGUAGE STRUCTURE AND USE

The learner will know and be able to use the sounds, words and grammar of the language and interpret texts.

Assessment standard

We know this when the learner:

6.6 develops own vocabulary:

6.6.3 uses personal dictionaries.

Memorandum

Activity 1

• Teach learners how to plan their responses and to use key words to help them.
• Explain that in interviews we never ask yes/no questions or questions that lead to the conversation dying.
• Although learners are being interviewed, they must attempt to include the wider audience – the other learners in the class by using good eye contact and volume and by speaking clearly.
• Discuss the criteria in the checklist and assessment rubric in detail, before they start.
• Give the learners the opportunity to prepare answers to the questions at home. Back at school they can form groups of two and interview each other by asking each other the questions.

Activity 2

The 10 parts are:

1. Eyebrows; eyes; eyelashes; eyelids

2. Nose; nostrils; freckles

1. Ears
2. Lips; teeth

Activity 3

Read the passage, twice (Not too fast)

I am a ten-year-old boy. My name is Mika. I have two big, blue eyes and short, brown hair. I have two sturdy legs and two, strong-arms which I use when I play rugby. When I smile you can see my lovely white teeth. My nose is pointy and I have two big ears with which I hear.

I am a happy child and I love going to school. Sometimes I also become angry or sad. I do not like myself very much when I am unhappy.

Sometimes I wish that I was as clever as my friend, Massing or as beautiful as Chula, but I know that I shall always just be me!

• Answers: F; F; T; T; F; F; F; F; T; T; T; T
• Literal Questions are questions that do not involve analysing, reading between the lines etc. They are questions with answers that are explicit in the text.

Activity 4

• Learners may not alter their answers once they have discussed the photograph with the group.
• Answers: 2; 4; 8; 1; 6; 9; 3; 7; 5; 10; 11; 10