2.2 To listen for specific information

English first additional language

Grade 9

Group work and music

Module 9

To listen for specific information

Activity 1:

To be able to listen for specific information

[lo 1.3.1]

Listen carefully while your educator reads a story to you.

• She will read the story twice.
• Pick up the main themes on the first reading; the details on the second.

Now see how many questions you can answer from just listening:

• In what grade was Joel?
• What stimulated his interest in musical instruments?
• What is the meaning of ‘vibrate’?
• What instrument did his father play?
• How is a high-pitched sound made in a piano?

What did he intend doing with his new knowledge about instruments and sound?

Explain the use of the commas in,

“ music-producing items include guitars, tambourines, bottles and glasses . .

Change the following into the past tense:

• try
• enjoy
• go
• see
• bring
• find
• make
• drink
• speak
• know

Why is there an apostrophe in “father’s guitar”?

The title “Sounds all Around” uses a poetic device. Give it its real name and explain it in the title.

Activity 2:

To be able to understand poetic elements: sounds and rhythm

[lo 3.2]

Reading rhythm and musical rhythm are very similar. We seem to remember words that form a rhythmic pattern quite easily, e.g. the repetition of ‘m’ and the assonance is attractive in . . .

• Mickey Mouse rocks the house Say this a few times.

Now, as a group, write 6 – 10 lines of poetry that rhyme and make use of repetition.

e.g. The fox hid in the box, hid in the boxin a flurry; in a hurry, hurry, hurryThe goose, the moose, the goosy moosethe kangaroo and you, you, yousat on the mat, sat on the mat to wait for his mate, who came too late!

Now, as a group, rap your poem to the class.

• You will need to do some rehearsing, so look at the next check list to see what you should do.

Activity 3:

To demonstrate ability to write creatively: the haiku and quartet

[lo 4.4.2]

• A Haiku is a poem consisting of THREE lines:

• Line 1: Words totalling 5 syllables
• Line 2: Words totalling 7 syllables
• Line 3: Words totalling 5 syllables

e.g. The sea feels the pullOf the wind and the currentAnd moves to the beach.

A quartet is a poem of four lines, rhyming ABAB or ABBA, usually in iambic pentameter:

This means a poem looking something like this, with the rhyme as follows:

Rhythm is: light-strong/ light-strong / light-strong / light strong / light-strong (5) syllables.

e.g. The sea / comes in / to play / today / for fun

• So a quartet looks like this:

The sea / comes in / to play / today / for fun

The girls / and boys / arrive / and laugh / and run

The dogs / and cats / all seem / to un/ derstand

That play/ and sand / and sun / is real/ ly grand.

Now YOU try:

My Haiku

Rough work:________

Final product:_______

My Quartet_______

Rough work:______

Final product:______

Activity 4:

To be able to read for information and write to communicate information

[lo 3.4.1, 4.1.3, 5.3.1]

In your group, do some research on a music group or music artist.

1. Choose an artist or group

2. THREE sources of reference in your bibliography.

Rough notes: