Word games

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

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;

2.3 uses appropriate body language and presentation skills:

2.3.1 shifts eye contact to include as much of the audience as possible;

2.3.2 uses appropriate intonation and facial expressions;

2.3.3 adjusts tempo and volume for emphasis;

2.3.4 pauses at appropriate places and adjusts pace to needs of audience.

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 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;

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

3.2 views and comments on various visual and multimedia texts for different purposes (e.g. advertisements, video/films, television dramas and, where available, computers and CD-ROMs):

3.2.1 discusses message conveyed;

3.7 recognises the different structures, language use, purposes and audiences of different texts:

3.7.1 identifies the way different kinds of texts are organised (e.g. fables, letters, book reviews);

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

3.9.1 identifies main and supporting ideas, notes specific details and summarises information;

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 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 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);

4.1.3 writes and designs visual texts expressing information clearly and creatively (e.g. advertisements, newsletters, map with pictures and labels);

4.4 applies knowledge of language at various levels:

4.4.1 word level;

4.4.3 paragraph level;

LO 5

THINKING AND REASONING The 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:

5.1.1 identifies cause and effect in oral and written texts and explains the relationship;

5.4 uses language to think creatively:

5.4.2 predicts what might happen in an imagined situation.

Memorandum

1. POLLY WANTS A DICTIONARY

We all say it when we’ve had enough – and Alex, an African Grey parrot, is no exception. When he feels his mistress is trying to stuff too many facts into his head, he wastes no time telling her exactly how he feels.

“I’m leaving now,” he declares, and if she dares tell him he’s being silly , he makes his impatience felt with a squawked, “I want to go”, then turns his head away to show his disdain.

Alex doesn’t just learn things parrot-fashion, says Dr Irene Pepperberg, the University of Arizona academic who’s been teaching him for 18 years. “He doesn’t just copy people, he understands what you say and what he says.”

When Dr Pepperberg gives Alex a piece of wood and asks what it is, he moves it around in his curved beak a few times and says, “Wood”. If she’s holding two plastic keys, one smaller blue one and a larger green one and she asks him, “What’s the difference, Alex?” he’ll immediately answer, “Size”. “Which one’s bigger?” she’ll ask. “Green,” he’ll reply.

Alex can identify 50 objects , among them cork – his favourite – water, wheat, plastic , wool, a ball, a toy car and a toy telephone which he calls “beeper.” Dr Pepperberg says he can ask for toys and clothes, recognize size and colour and even count to six.

If he wants to call someone he’ll squawk, “Come here” or “Come back.” He’s very curious and his favourite questions are “What’s that?” and “What colour?”

For the teacher: use this opportunity to discuss various grades of dictionaries and the meanings given. Compare dictionary meanings given.