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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?
ORAL CHECKLIST TICK
CRITERIA Y N
Did you read and understand the questions?
Did you write down answers to the questions?
Did you choose one key word for each sentence to help you during your interview?
Did you revise your answers so that they are fluent?

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.

STATEMENTS TRUE FALSE
a) The name of the boy telling the story is Masingo.
b) He has short black hair.
c) He has blue eyes.
d) He has a pointy nose.
e) He likes being angry.
f) He is 11 years old.
g) He plays soccer.
h) Mika is cleverer than Masingo.
i) Chawla is beautiful.
j) He has big ears.
k) He loves school.
l) He knows that he can never change himself.

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.

DESCRIPTION ME GROUP
One of my aunts wears spectacles.
One of my cousins is called Peter. He is a doctor.
My grandmother has grey hair and her face is full of wrinkles.
Mary has curly hair.
My father is a businessman and is always in a hurry.
My grandfather is bald.
My uncle is my father’s brother. He has a moustache.
My sister loves wearing make-up.
My mother is a housewife and she can bake lovely cakes.
My brother is seven years old. He has freckles on his nose.
Spotty is our pet. He is really spoilt.
The number of people there are in the photograph.

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

Questions & Answers

how does Neisseria cause meningitis
Nyibol Reply
what is microbiologist
Muhammad Reply
what is errata
Muhammad
is the branch of biology that deals with the study of microorganisms.
Ntefuni Reply
What is microbiology
Mercy Reply
studies of microbes
Louisiaste
when we takee the specimen which lumbar,spin,
Ziyad Reply
How bacteria create energy to survive?
Muhamad Reply
Bacteria doesn't produce energy they are dependent upon their substrate in case of lack of nutrients they are able to make spores which helps them to sustain in harsh environments
_Adnan
But not all bacteria make spores, l mean Eukaryotic cells have Mitochondria which acts as powerhouse for them, since bacteria don't have it, what is the substitution for it?
Muhamad
they make spores
Louisiaste
what is sporadic nd endemic, epidemic
Aminu Reply
the significance of food webs for disease transmission
Abreham
food webs brings about an infection as an individual depends on number of diseased foods or carriers dully.
Mark
explain assimilatory nitrate reduction
Esinniobiwa Reply
Assimilatory nitrate reduction is a process that occurs in some microorganisms, such as bacteria and archaea, in which nitrate (NO3-) is reduced to nitrite (NO2-), and then further reduced to ammonia (NH3).
Elkana
This process is called assimilatory nitrate reduction because the nitrogen that is produced is incorporated in the cells of microorganisms where it can be used in the synthesis of amino acids and other nitrogen products
Elkana
Examples of thermophilic organisms
Shu Reply
Give Examples of thermophilic organisms
Shu
advantages of normal Flora to the host
Micheal Reply
Prevent foreign microbes to the host
Abubakar
they provide healthier benefits to their hosts
ayesha
They are friends to host only when Host immune system is strong and become enemies when the host immune system is weakened . very bad relationship!
Mark
what is cell
faisal Reply
cell is the smallest unit of life
Fauziya
cell is the smallest unit of life
Akanni
ok
Innocent
cell is the structural and functional unit of life
Hasan
is the fundamental units of Life
Musa
what are emergency diseases
Micheal Reply
There are nothing like emergency disease but there are some common medical emergency which can occur simultaneously like Bleeding,heart attack,Breathing difficulties,severe pain heart stock.Hope you will get my point .Have a nice day ❣️
_Adnan
define infection ,prevention and control
Innocent
I think infection prevention and control is the avoidance of all things we do that gives out break of infections and promotion of health practices that promote life
Lubega
Heyy Lubega hussein where are u from?
_Adnan
en français
Adama
which site have a normal flora
ESTHER Reply
Many sites of the body have it Skin Nasal cavity Oral cavity Gastro intestinal tract
Safaa
skin
Asiina
skin,Oral,Nasal,GIt
Sadik
How can Commensal can Bacteria change into pathogen?
Sadik
How can Commensal Bacteria change into pathogen?
Sadik
all
Tesfaye
by fussion
Asiina
what are the advantages of normal Flora to the host
Micheal
what are the ways of control and prevention of nosocomial infection in the hospital
Micheal
what is inflammation
Shelly Reply
part of a tissue or an organ being wounded or bruised.
Wilfred
what term is used to name and classify microorganisms?
Micheal Reply
Binomial nomenclature
adeolu
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Source:  OpenStax, English first additional language grade 4. OpenStax CNX. Sep 18, 2009 Download for free at http://cnx.org/content/col11093/1.1
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