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| LO 3.1.1 |
COMPREHENSION ACTIVITY
Answer the following questions based on the report written by the TV Action Group.
1. Do only programmes containing violence affect children's development? Explain.
2. Why is television referred to as the "Plug-In Drug"?
3. List two points that you agree with and say why you agree?
4. How do children begin to see other children when they often watch TV programmes containing violence?
5. After reading the last paragraph, how is TV's educational value explained?
6. Decide on a suitable title for this article?
| LO 3.7.1 | |
| LO 3.7.2 |
| LO 2 |
| SPEAKING The speaker is able to communicate effectively in spoken language in a wide range of situations. |
| We know this when the learner: |
| 2.1 communicates experiences, more complex ideas and information in more challenging contexts, for different audiences and purposes: |
| 2.1.1 uses language for interpersonal communication which reveals deeper personal feelings and reflections (e.g. talk about emotions and aspirations); |
| 2.1.3 shares ideas and offers opinions on challenging topics in a logical, coherent and structured way (e.g. poster presentations, reports, debates); |
| 2.1.5 develops factual and reasonable arguments to justify opinions; |
| LO 3 |
| READING AND VIEWING The learner is able to read and view for information and enjoyment, and to respond critically to the aesthetic, cultural and emotional values in texts. |
| We know this when the learner: |
| 3.1 reads and responds critically to a variety of South African and international fiction and non-fiction (journals, poetry, novels, short plays, newspapers, textbooks, etc.): |
| 3.1.1 reads aloud and silently, adjusting reading strategies to suit the purpose and audience; |
| 3.2 views and discusses various visual and multimedia texts (e.g. photographs, television advertisements, dramas and documentaries, Internet and CD-ROMs where available): |
| 3.2.1 interprets and discusses message; |
| 3.2.2 identifies and discusses techniques such as lighting and sound effects, choice of images, camera angles, shape and design, graphics, etc., and their effect on the viewer; |
| 3.7 identifies and critically discusses cultural and social values in texts: |
| 3.7.1 interprets the writer’s intentional and unintentional hidden messages; |
| 3.7.2 identifies different perspectives within more complex text and gives own perspectives based on evidence within the text; |
| 3.8 understands and uses information texts appropriately: |
| 3.8.1 summarises main and supporting ideas; |
| 3.8.2 selects and records relevant information appropriately; |
| LO 5 |
| THINKING AND REASONINGThe learner is able to use language to think and reason, as well as to access, process and use information for learning. |
| We know this when the learner: |
| 5.1 uses language to think and reason: |
| 5.1.1 distinguishes cause from effect in a variety of cross-curricular contexts; |
| 5.1.3 develops a balanced argument on relevant and challenging issues; |
| 5.2 uses language to investigate and explore: |
| 5.2.1 asks critical questions that challenge and seek alternative explanations; |
| 5.2.2 asks follow-up questions to get deeper answers; |
| 5.2.3 discusses the validity of information by comparison with other sources; |
| 5.3 processes information: |
| 5.3.4 draws conclusions and makes recommendations; |
| 5.4 uses language to think creatively: |
| 5.4.1 describes what learner visualises after reading or listening to a text; |
| Guidelines for note-taking | Guidelines for writing summaries |
| 1. Listen carefully to the title, as it gives you a clue as to what the text is about. | 1. Each paragraph has a main idea based on a key word or key words. |
| 2. Write down key words as you listen, and note how thoughts link as they progress. Try to follow the line of reasoning – look for the “golden thread”. | 2. There must be a link between paragraphs, in other words, they must be connected somehow. |
| 3. Take note, especially, of the introduction and the conclusion. The introduction “sets the scene” (introduces the theme) and the conclusion rounds it off. | 3. Think of a title; it must encapsulate the theme of the summary. Remember that there must be no superfluous text, only what is relevant and necessary. |
Comprehension activity:
1. No, the programme content is irrelevant. TV watching makes children passive, it turns them into TV addicts, it makes them avoid the realities of life and causes anti-social behaviour.
2. People (especially children) simply “plug in” (turn on the TV) to escape from real life, and find it so pleasurable that they want to do nothing else.
4. They see others as objects and are also unable to judge the real feelings of others in real life situations.
5. It is valuable when it is only occasionally watched, as children need to be actively involved in the learning process.
6. Own
Example: The mental and physical effects of TV viewing.
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