| << Chapter < Page | Chapter >> Page > |
Rough bibliography: (as above)
Include a content page for your fact file to help you plan.
e.g. His / their childhood and background
Rough notes:
4. Include drawings or illustrations (but must not outweigh the content) with captions. (Do these on your own paper).
5. Hand in a pre-determined progress report with dates:
Date for starting project
Date for completing fact-finding
Date for completing illustrations
Date for completing bibliography
Date for handing in
Rough work evaluation
Final product:
Bibliography:
5/6 different aspects of the artist or group: Give the separate headings:
Choose one of the following ways of interviewing or any other choice of your own:
Panel discussion / Radio interview (without phone-ins) / Oprah Winfrey-type interview
First prepare your questions:
Rough notes on the types of questions to ask:
TIPS:
Now do the actual interview:
Your group has performed in a large venue for thousands of fans.
Write two reviews: One praising the concert; one slating it.
Use the following to check whether you have covered every aspect of the concert:
| CRITERIA | PositiveTick | NegativeTick |
| Who, what, where, when | ||
| Audience response | ||
| Backstage support | ||
| Costumes | ||
| Lighting | ||
| Sound effects | ||
| Dancing | ||
| Stage personality | ||
| Musicality | ||
| Backing | ||
| Highlight / low point | ||
| Recommendation(s) |
Extra notes to assist you
Please look at the following note on editing: they will help you:
Editing (the post-writing phase) is very important.
It has three main functions:
1. To correct grammatical mistakes
2. To find out if you followed the instructions
3. To correct the writing structure
Editing becomes second nature after a while.
Now that you have done all the activities in this module, re-draw the graph you completed at the start of this module.
The difference between your two lines is what you have learnt! Well done!
For fun, here is space for you to write the words of your own song. If you are satisfied, ask a friend who can write music to put your words to music. You never know – you could be famous one day!
| Learning Outcomes(LOs) |
| LO 1 |
| ListeningThe learner is able to listen for information and enjoyment, and respond appropriately and critically in a wider range of situations. |
| Assessment Standards(ASs) |
| We know this when the learner: |
| 1.3 listens for specific information: |
| 1.3.1 takes own simple notes; |
| 1.3.2 uses information to complete a table or chart, or label a diagram. |
| LO 2 |
| SpeakingThe learner will be able to communicate effectively in spoken language in a wide range of situations. |
| We know this when the learner: |
| 2.1 translates and interprets: |
| 2.1.2 translates or interprets messages; |
| 2.2 interacts in additional language: |
| 2.2.1 uses language for a range of functions; |
| 2.4 debates social and ethical issues by arguing persuasively and responding critically: |
| 2.4.4 expresses opinions and supports them with reasons; |
| 2.5 is interviewed by someone: |
| 2.5.1 anticipates the questions that will be asked and prepares for them; |
| 2.5.2 answers questions. |
| LO 3 |
| Reading and ViewingThe learner will be able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts. |
| We know this when the learner: |
| 3.1 reads a text: |
| 3.1.1 identifies purpose, audience and context; |
| 3.2 understands some elements of poetry and of the terms used to describe this language: |
| 3.4 reads for information: |
| 3.4.1 reads information texts; |
| 3.4.2 reads diagrams, graphs and charts of increasing complexity; |
| 3.4.4 summarises information. |
| LO 4 |
| WritingThe 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: |
| 4.1.1 writes longer texts of several paragraphs, describing processes and procedures, giving explanations, advantages, disadvantages, arguing for and against; |
| 4.1.3 does a survey and writes it up (e.g. as a report); |
| 4.4 writes creatively: |
| 4.4.2 shows development in the ability to write stories, poems and play-scripts (e.g. by working with design); |
| 4.6 treats writing as a process: |
| 4.6.1 drafts, reads and discusses own writing critically; |
| 4.6.3 uses knowledge of grammar, spelling, etc., to edit. |
Notification Switch
Would you like to follow the 'English first additional language grade 9' conversation and receive update notifications?
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|