2.4 Oral project

Group Discussion

The questions below must be discussed in your group. Each member in your group should be given an opportunity to:

• read a question aloud to the group
• lead the discussion
• jot down keywords to give feedback on group’s opinion.

1. If Petro had come to you for advice when he lost his job, what would you have advised him to do?
2. What do you think of his solution to his problem?
3. Why do you regard Petro as an entrepreneur?

Find the correct information in the text

Complete these statements:

1. In Gabon Petro worked as a _________________________ for a month.

2. In Zimbabwe he worked as a ____________________________ .

He _________________________objects from soft stone which he sold to tourists as __________________________ .

1. In Namibia he worked both as a _________________ and as a _________________________________ .

[LO 5.2]

Summary Exercise

List six difficulties and dangers Petro had to face on his trip. Refer to Par 7 - 9.

• Remember that your answers must be supported by the text.[LO 3.4.3]

Activity 2:

Oral project

THE JOURNEY OF PETRO LUBBEN

Imagine that you are Petro Lubben. You had wonderful adventures on your bicycle trip through Africa. You saw magnificent scenery and cycled through deserts and jungles. You faced dangers and hardship. All along the way you took photographs and drew sketches and maps.

• Everyone in the class must choose ONE aspect of Petro’s journey.
• Present yourself as Petro.
• Draw a map of Africa to show the route you (“Petro”) might have taken.
• Be sure to base your presentation on information given in the text.
• Choose a “photograph” (use a picture or make your own drawing) of a place you visited on your trip through Africa. This place made a special impression on you. Tell the class what you saw, how you felt and what you thought as you marvelled at this particular place. Make your presentation seem authentic, colourful and interesting.

Plan the content and structure of your project carefully. Jot your ideas down in rough.

Assessment

Memorandum

ACTIVITY 1:

This time they need to read to themselves – but now they have skills and tools for good reading and skim-reading. Let them know that the passage MUST be read TWICE: First for the main gist; then for the details. Now let a few read to the class – for marks.

GROUP DISCUSSION : This is a group effort. They must follow the instructions well.

FIND INFORMATION : Go over some of the jobs and discuss them – how well-paid, what future there is; job satisfaction and so on. Go on to other jobs that can bring in extra pocket-money.

SUMMARY : Explain WHY summaries are so important: Accuracy, conciseness, saving time on reading. Go over the Assessment chart with them first and make sure they know exactly what is required of them – to be handed in!

ACTIVITY 2:

This can be great fun while they are learning skills. Especially getting to grips with the map of Africa. It is also quite fun to draw a HUGE map of Africa on the floor (on paper of course – and then to ask them to move from South Africa to e.g. Egypt and to tell the class which countries they have to go through to get there etc.