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English home language

Grade 4

Fears and phobias

Module 8

Phobias

Activity 1

To choose words according to own experience [lo 4.4.1]

You might like to find some more scary poems in your library. Ask for these:

Two’s company: by Raymond Wilson

Scary Monsters: by Mick Gowar

It’s Behind You: by David Harmer

The Middle of the Night: by Karla Kuskin

The Adventures of Isabel: by Ogden Nash

The Tale of the Custard Dragon: by Ogden Nash

Darkness: by Stanley Cook

The Room Went Cold: by Sue Stewart

You have heard your class friends tell about the things that scare them. We all have five senses. All of them can be triggered by fear. Take a careful look at the table below and then complete it according to how YOU react to each stimulus. You do not have to eat the stimulus to record your reaction - use your imagination – fear does have a taste too.

Stimulus Colour Sound Touch Smell Taste
Frog
Moth
Thunder
Spider
Darkness
Exams
Shouting
Injections
Confined space
Bungee jumping

B O O !!

Activity 2

To learn new expressions [lo 5.4.3]

Use a dictionary, thesaurus, computer, parent … to find the correct name for each fear listed below:

FEAR OF PHOBIA
1. Spiders
2. Confined spaces
3. Heights
4. Foreigners
5. Water

Once you have identified the phobia, complete the sentences below by filling in the missing phobia.

  1. Little Miss Muffet suffered from like most women do.
  2. I hope I never get stuck in a lift with someone who suffers from

Do you know of any other phobias? Take a look at www.phobialist.com .

Suggestion to teacher: Arrange a musical presentation, either on tape or with the music teacher, to present a variety of atmospheres created by music. Inform learners about the role of music in movies, for example, tell how in the olden days of silent movies, a pianist was employed to play live at the movie theatre to help create the atmosphere. Do not use vocal music. Choose typical scenarios, e.g. The chase (Lone Ranger, Flight of the Bumblebee); romantic, dramatic, tearjerker, scary build-up.

You have watched many movies and the music has often been a pre-warning as to what is about to happen. You know when to hide behind your fingers because the music warns you that something scary is about to happen!

Activity 3

To use language to communicate [lo 2.1.2]

To use appropriate body language and tone [lo 2.3.2, 2.4.1]

Now be creative and choose a scary poem / prose and music to help create the atmosphere you wish your audience to experience. Work as a group and present your poem / prose as a dramatic scene to the class. Costumes may be used to help set the scene. Have fun and frighten up some goose pimples!

Once all the groups have performed, vote for the most successful presentation of a scary atmosphere. Discuss what made this group the best. The next time you WATCH a movie, remember to LISTEN to the atmosphere, too.

Activity 4

To learn to spell correctly [lo 6.1.4]

SPOT THE SPOOKS IN THE SPOOK BOX

S T R P O L T E R G E I S T C S
P R O D C D H S T A R C M P R P
I X T H P O U L M B C W G P O O
R G H L P P L U U D A U H G S O
I A B P H A N T O M C R O E T K
T D L D O S D X L T P O S I F V
V P X R A P S Y T N O P T S W A
V Z T M G T X K R Q L V W T N X
S T O G N H M L E P T D K P T P
R W O M T X O O P L Z P A Q O G
O R V E B O T U U X E O M C R R
A A K C T I C A L V V T T I R E
P P S O H L E L P A W T O P N M
P S P P C L P G E T I S T N O L
A P U R N C Q R A V Z E T R O I
R E V T V A M P I R E W V E Q N

Search across, down and diagonally in the SPOOK BOX for the following spooks:

Learn how to spell them so that they do not haunt you!

Assessment

LEARNING OUTCOME 2: SPEAKING The speaker is able to communicate effectively in spoken language in a wide range of situations.

Assessment Standard

We know this when the learner:

2.1 communicates experiences, ideas and information in different contexts for different audiences and purposes:

2.1.2 uses language with ease for interpersonal communication in everyday conversation.

2.3 uses appropriate body language and presentation skills:

2.3.2 uses appropriate gestures and facial expressions;

2.4 uses appropriate words and structures for different purposes and audiences:

2.4.1 uses language with the appropriate degree of formality (register) in different situations (tone, choice of words and style, body language).

LEARNING OUTCOME 4: WRITING The learner is able to write different kinds of factual and imaginative texts for a wide range of purposes.

Assessment Standard

We know this when the learner:

4.4 applies knowledge of language at various levels:

4.4.1 word level.

LEARNING OUTCOME 5: THINKING AND REASONING The learner is able to use language to think and reason, as well as to access, process and use information for learning.

Assessment Standard

We know this when the learner:

5.4 uses language to think creatively:

5.4.3 finds different ways to express ideas using a thesaurus and discusses nuances in meaning.

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:

6.1 works with words:

6.1.4 uses phonics and spelling rules to spell words correctly.

Memorandum

Activity 1

Stimulus Colour Sound Touch Smell Taste
Frog x x
Moth x x
Thunder x x x X
Spider x x x
Darkness x x x x
Exams x x x x
Shouting x x x x
Injections x x
Confined space x x x
Bungee jumping x x x x

Activity 2

Fear of Phobia
Spiders arachnophobia
Confined spaces claustrophobia
Heights acrophobia / illyngophobia
Foreigners xenophobia
Water aquaphobia

1. arachnophobia

2. claustrophobia

Activity 4

S P O L T E R G E I S T S
P P
I G O
R H O
I P H A N T O M O K
T S
S T
Z G K
O H E
M O L
B U E
I L T
E O
N
V A M P I R E

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Source:  OpenStax, English home language grade 4. OpenStax CNX. Sep 18, 2009 Download for free at http://cnx.org/content/col11092/1.1
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