1.1 Maturity  (Page 4/4)

5.3.3 extracts and synthesises information, using listening, reading, writing and viewing skills;

5.3.5 summarises information or ideas by selecting generalising, categorising and editing, and reflects critically on the product.

LO 6

language structure and use

The learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts.

We know this when the learner:

6.1 works with words:

6.1.1 uses a range of different strategies to spell unfamiliar words;

6.1.2 creates personal spelling list and dictionary of words across the curriculum and discusses which words give problems;

6.1.3 uses the dictionary and thesaurus competently for vocabulary and spelling research;

6.1.5 uses word families and words of the same field to develop vocabulary in context

6.2 works with sentences:

identifies and uses the components of a sentence such as subject, verb, direct and indirect object, main and subordinate clauses;

uses a range of punctuation appropriately.

Memorandum

ACTIVITY 2:

This passage can lead to pupils opening up and this should be encouraged, especially by letting them understand the value of calm and rational conversation. Pay close attention to their answers about friends. Friends that are cultivated in high school can decide the future of any pupil! Allow them to understand about Freedom of Speech but that the MANNER in which one airs views is crucial!

• It might be a good idea to discuss the quote: Speech is the index of the mind . P. 2Here you can introduce the idea of “register” again i.e. registering to whom you are speaking and where you are when you speak!

One can also briefly discuss the poor practice of loud noise, profanity, crudeness and rudeness. “We are what we speak” / “Who we are is how we speak” in other words.

ACTIVITY 2:

• FEARS: Go over these slowly so that you can involve every learner who might have a fear that (s)he is not expressing.

Here are suggested SOLUTIONS to some of the fears ; others are dealt with in the course of this module.

MONOTONY

Take a simple sentence and STRESS certain words. This will make your voice go up immediately. Learn to allow the tone to move up and down so that it does not stay on the same tone (mono-tone). e.g. But WHY do you choose THAT colour? Oh PLEASE ! DON’T be so ri di culous!

PACE

Use a timer. Let them say so-many words in so-many minutes and actually time them. Then some learners will realize that they are talking too slowly or too fast. But you will have to have a standard time to work against.

AUDIBILITY

Once you have taught learners how to OPEN their mouths when they speak, sound should come out. The problem is getting the sound out of the throat! So allow them to say, individually, to someone at the back of the class: “ Go away!!” in a loud, firm voice. Or take the class outside so that they can learn to project the sound by throwing their voice over a distance. The learners should feel that the person they are addressing is standing far away and try to make him understand a message. Then they will understand about projection.

POSTURE and

Allow the pupils to stand incorrectly and let the class decide what is wrong: Hands crossed over the chest; legs apart; hands behind the back; arms akimbo; etcPupils should stand legs together, one slightly in front of the other and arms held loosely at the side.

EYE-CONTACT

Help them overcome this by just going through the motion of sweeping the eyes from the back of the class to the front and from left to right. Encourage lifting the head during orals.

LACK OF ENTHUSIASM

Teach them to stress certain words and to raise the tone when necessary as if a bubble is about to burst!

GESTURES

These should be used to help convey meaning to the words that are used. Discourage over- or under-use.

BEING DISORGANIZED

Encourage planning, rehearsing and the proper use of notes.

ORIGINALITY

Just have an oral and see eg. how many different kinds of openers there are only.

Encourage an open discussion about the fears that members of the class have. Let them know that they are not alone in having these fears and that there are solutions.