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iii) Adequate time for playing with friends and for a sport / cultural activity.

iv) TIP: Do not forget to include eating time and time spent with your family.

Now, make copies of the final Time Management Schedule and paste one in your diary, display one in your bedroom and paste others in some other visible place.

TIME MANAGEMENT SCHEDULE

Sun Mon Tues Wed Thurs Fri Sat
15:30
16:00
16:30
17:00
17:30
18:00
18:30
19:00
19:30
20:00 .
20:30
21:00

* You may adjust the times to suit your own personal needs.

Activity 5:

To be able to explore the creative, critical and playful use of language

[lo 4.1.2]

  • Write a short play-form scene for a skit of a soapy. Use the next Assessment Chart to assist you.

TO USE PLAY-FORM DIALOGUE CORRECTLY:

New speaker; new line.

Leave a line open between speakers.

Directions used in brackets after the speaker’s name.

NO inverted commas in play-form dialogue.

e.g.

Joan: Oh John, I so missed you!

John: (looking very apologetic)

I am so sorry. I was working late at the office!

Assessment

LO 4

WRITING

The learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes.

We know this when the learner:

4.1 writes a wide range of imaginative texts:

4.1.2 to explore the creative, critical and playful use of language by means of narrative and descriptive compositions, dialogues, poems, songs, elementary short stories, letters, drama with accompanying sound and visual effects;

4.4 uses the writing process independently and with ease to generate complex texts:

4.4.1 selects and explores complex topics through brainstorming, and using lists and notes.

LO 5

THINKING AND REASONING

The learner will be 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:

5.1.4 develops and uses arguments in ways that;

make the logic clear to the reader or listener;

anticipates responses and objections;

5.1.6 uses factual information and interprets statistics with increasing confidence to support an argument;

5.1.7 draws on own experience and contrasts it with that of others to illustrate a point of view;

5.2 uses language to investigate and explore:

5.2.3 questions and weighs options;

5.2.4 explores a variety of approaches to plan, organise, and present research on a topic;

5.2.5 considers different perspectives when selecting information.

5.3 processes information:

5.3.2 chooses best and most appropriate information from various sources and individuals, and synthesises contributions with own ideas into a coherent piece of work or presentation;

5.5 uses language to reflect:

5.5.2 reviews own critical reading, writing and listening skills, habits and experiences, and notes strengths and areas for development.

LO 6
LANGUAGE STRUCTURE AND USEThe 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:
6.1.6 uses common prefixes and suffixes to work out meaning;
6.2 works with sentences:
6.2.6 uses a range of punctuation appropriately (e.g. colons, brackets to show something is in parentheses).

Memorandum

ACTIVITY 1

Uses a range of punctuation appropriately.

Explain the difference between ‘identify’ / ‘explain’ / ‘correct’.

Show them how to use language terms to explain language errors.

Explain about spacing and neatness of the answers.

Do a few more exercises with them based on the knowledge they gained here.

Go over the answers first before the peers start marking!

ACTIVITY 2

Draws on own experience and contrasts it with that of others to illustrate a point of view.

Most learners have seen cartoons so can draw on their own experience but they do need to hear the view of the others so that they can come to a fair conclusion.

They need to commit themselves again to a standard, a personal principle, especially when discussing whether it is a good idea to leave a child unsupervised in front of the television.

Discuss the question of ‘latch-key children’.

Go over the cost of animation too.

ACTIVITY 3

Plans, organises and presents research.

  • This is really a very important exercise as it can help the learners to manage their time more efficiently and even show them how to plan for their examination learning time.

They need to see that time is limited and that playing all day means no work can be done or that working all day means that they can never relax. They need to see the balance in life; to cultivate it and manage it.

So first they need to establish how they DO spend their time. Make sure that they know EXACTLY what they have to do before they start. Encourage them to ask questions.

They MUST work quietly to do this effectively. Tell them you want to see their calculations; to see them adding up on their fingers!

However, if they realize the value of this activity, you should have no problem. They do need to understand that planning and organising their material will help them with the presentation.

ACTIVITY 4

Uses factual information and interprets statistics to support argument

  • This too is VERY important because it is a programme to live by. It will help them with their work and let them know when they relax that it is acceptable.

They will be using the information they put together in the previous activity and will now be able to interpret it and so support their argument for their parents that when they work, they work; when they play, they play!

This activity should be done well! Encourage them to share what they are doing with their parents. Their finished product should be put up in their rooms where they study as a reminder of their effort.

ACTIVITY 5

To explore the creative, critical and playful use of language

  • Writing a skit is not easy. The learners should understand what is meant by a ‘satire’ or ‘satirical style’. They should understand the purpose in using language creatively and playfully but yet critically.

It is important that their use of punctuation and spacing is correct.

They should enjoy preparing and presenting these – with a straight face!

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Source:  OpenStax, English home language grade 9. OpenStax CNX. Sep 14, 2009 Download for free at http://cnx.org/content/col11060/1.1
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