3.1 Words and sound

English first additional language

Grade 4

The world of music

Module 26

Words and sound

Activity 1

To resist name calling of any kind [lo 2.5.1]

ROLE- PLAY

1. Sometimes people label certain groups of people and call them names. People who like Boeremusiek, for example, are sometimes called “rock spiders”. There are many more examples. Is this fair? What do you think about labelling people like this?

Split up into groups and plan a play. Although the play is about N ame-calling, the message to the class must be that it is wrong to call people nasty names. You may use a true experience.

Activity 2

To understand rhyme [lo 3.2.1]

To understand words that begin with the same sound [lo 3.2.2]

To understand words which imitate their sound [lo 3.2.3]

1. Read the following poem aloud and listen carefully to the sounds of the words:

The castanets

The swishing skirts

The throbbing beat

The tapping feet

The moon so high

The stars so bright

The gypsies dance and sing tonight.

Flamenco!

2. Look up the following words in your dictionary and, in your own words, write down what they mean:

flamenco …………………………………………………………………………………

castanets …………………………………………………………………………………

swish …………………………………………………………………………………

gypsy …………………………………………………………………………………

3. In which country do you think this scene is set?

This scene is probably set in …………………………………………………………….

4. Which words in the poem rhyme?

a) ……………………….. rhymes with ……………………………

b) ……………………….. rhymes with ……………………………

5. Did you notice that the word “swishing” copies the sound made by the skirts? Find two more words – in the poem - that copy (imitate) sound.

a) ……………………….. imitates ……………………………

1. ………………………. imitates …………………………….

6. Can you make up a word to imitate the sounds that the castanets might make?

……………………………………………………………………………………..

Assessment

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:

2.5 shows awareness of the way language constructs knowledge and identity and positions people:

2.5.1 resists name-calling of any kind (e.g. cruel names, racist names, xenophobic names).

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:

3.2 understands, in a very simple way, some elements of poetry:

3.2.1 rhyme;

3.2.2 words which begin with the same sound (e.g. “Naughty Nomsa never listens.”)

3.2.3 words that imitate their sound (e.g. swish, swish).

Memorandum

Activity 1

This is a sensitive issue. Have a class discussion about different types of name calling and the cruelty thereof.

In the first little poem, emphasis should be placed on the repetition of patterns, some onomatopoeia and also a little vocabulary. Explain what gypsies are. This is a good time to introduce the idea of labelling (e.g. all gypsies steal and one must avoid them, etc.). Also some geography: where are gypsies found? Pupils could dress as gypsies and listen to flamenco music. Find pictures of gypsies and their caravans, etc.

Activity 2

2. Flamenco - fast and exciting Spanish dancing and music

Castanets - a musical instrument made from 2 shells of hard

wood fastened to the thumb by a string and

played by being knocked together by the fingers.

Swish - to cut through the air making a sharp noise.

Gypsy - a member of a people who live in caravans and

wander from place to place.

3. Spain

4. a) Beat – feet

b) bright – tonight

5. a) throbbing

b) tapping

6. use own discretion