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3. Lucky arrived at the zoo after officials seized him from poachers who were going to sell him to the general. (The poachers were later charged with killing Lucky’s mom). The general demanded that he be given the baby elephant. But in December, Kaapia gave the Minister of Agriculture fifty handwritten letters asking him to keep Lucky at the public zoo. The minister was so impressed with the work of the children that he let the public zoo keep Lucky!

adapted from TIME for Kids April/May 2000

TIP: First write down some of your own thoughts about the following issues and then the thoughts of the group:

In the group, see if you can reach agreement or disagree politely.

Where is Cambodia?

See if you can find it on a world map.In your view, why is Cambodia described as “troubled”? Give a reason to support your answer.

  • YOUR view
  • Group’s views

What do Cambodian and South African children seem to have in common?

  • YOUR view
  • Group’s views

Why are there so few Asian elephants left in Cambodia?

  • YOUR view
  • Group’s views

Are wild animals better off in zoos than in the wild / veld?

  • YOUR view
  • Group’s views

Are game reserves preferable to zoos?

  • YOUR view
  • Group’s views

Is it cruel to make animals perform in a circus to entertain people?

  • YOUR view
  • Group’s views

Do you think hunting should be forbidden by law?

  • YOUR view
  • Group’s views

Is there any justification for the culling of seals / whales / dolphins / elephants?

  • YOUR view
  • Group’s views

Is it wrong for medical scientists to test their products on animals?

  • YOUR view
  • Group’s views

Do you think meat of giraffe, kangaroo, etc should be sold in restaurants?

  • YOUR view
  • Group’s views

Is it moral for people to wear real fur coats?

  • YOUR view
  • Group’s views

Is man the greatest enemy of wild animals?

  • YOUR view
  • Group’s views

How well did your group perform? Use the evaluation table below.

Please, LOOK AT each item before you start so that you KNOW what is expected of you!

X
Really well! Quite well So so ... It was a battle!
Discussion Pleasant / lively Quite pleasant and fairly lively Not very pleasant or lively Boring
Time was used effectively Time evenly spent Time quite well used Time unevenly distributed Time badly spent
Group shared different points of view Very good sharing Quite evenly shared Rather unevenly shared Poorly shared
Each person felt free to talk Very free to speak Some felt free to speak Some did not feel free to speak Some felt inhibited
Everyone had a chance to speak Everyone spoke a few times Some spoke more than others Some spoke very little Some did not speak at all
Everyone’s opinion was considered All opinions were considered Some opinions were considered Some opinions were not considered Opinions unevenly considered
Team work Excellent Very good Fairly good Poor

READING

Some conclusions to reach:

We hope that you have grasped that group work is a forerunner to good conversational skills.

It teaches:

Tolerance of others’ views,

patience with the expression of others,

unselfishness while you considers the views of others and stop concentrating on your own only.

Assessment

LO 1

Listening

The learner will be able to listen for enjoyment, and respond appropriately and critically in a wide range of situations.

We know this when the learner:

1.1 understands and appreciates stories, including those told by other learners:

1.1.1 responds personally and critically, asks and answers quesions;

1.3 listens for specific information:

1.3.2 uses information to complete a table or chart, or label a diagram;

1.4 listens actively in discussion:

1.4.1 shows openness to ideas and treats the views of others with respect;

1.4.2 invites contributions from others and responds to their views.

LO 2

Speaking

The learner will be able to communicate confidently and effectively in spoken language in a wide range of situations.

We know this when the learner:

2.2 interacts in additional language:

2.2.2 takes part in role-plays of different situations involving different kinds of language (e.g. reporting a crime to the police);

2.4 debates social and ethical issues:

2.4.4 expresses opinions and supports them with reasons (e.g. I’d just like to say that….because…..).

LO 4

Writing

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

4.6 treats writing as a process:

4.6.1 drafts, reads and discusses own writing critically;

4.6.2 treats writing as a process: uses feedback to revise, edit and rewrite.

Memorandum

ACTIVITY3

Ask the best TWO readers in EACH group to read the article about ‘Lucky’ aloud TWICE . The rest of the group must listen carefully . There are some questions to discuss after the passage has been read, which you, the teacher will ask . After the reading and discussion, there is an evaluation form to complete which will show how well each group functioned.

Now the questions must be answered by each group. Help them understand what is meant by “you must ‘reach agreement’ in your group”. Go over the answers with them.

Discuss the use of a map; the Far East; the Middle East.

Draw a map of Africa on the floor and let them move, physically, from country to country.

What sorts of games are played by children around the world?

Do they have other stories to tell about other elephants?

Organise the groups for group discussion BUT FIRST give them good time to write down THEIR views. Let them know that you are interested in their views and that their input can make a difference to their environment.

How well did the groups perform? Go over the Evaluation Table with them.

Now discuss some conclusions with them:

Group work is a forerunner to good conversational skills. It teaches:

Tolerance of others’ views; patience with the expression of others; unselfishness while you consider the views of others and stop concentrating on your own only.

Questions & Answers

what is math number
Tric Reply
x-2y+3z=-3 2x-y+z=7 -x+3y-z=6
Sidiki Reply
Need help solving this problem (2/7)^-2
Simone Reply
x+2y-z=7
Sidiki
what is the coefficient of -4×
Mehri Reply
-1
Shedrak
the operation * is x * y =x + y/ 1+(x × y) show if the operation is commutative if x × y is not equal to -1
Alfred Reply
An investment account was opened with an initial deposit of $9,600 and earns 7.4% interest, compounded continuously. How much will the account be worth after 15 years?
Kala Reply
lim x to infinity e^1-e^-1/log(1+x)
given eccentricity and a point find the equiation
Moses Reply
12, 17, 22.... 25th term
Alexandra Reply
12, 17, 22.... 25th term
Akash
College algebra is really hard?
Shirleen Reply
Absolutely, for me. My problems with math started in First grade...involving a nun Sister Anastasia, bad vision, talking & getting expelled from Catholic school. When it comes to math I just can't focus and all I can hear is our family silverware banging and clanging on the pink Formica table.
Carole
I'm 13 and I understand it great
AJ
I am 1 year old but I can do it! 1+1=2 proof very hard for me though.
Atone
hi
Adu
Not really they are just easy concepts which can be understood if you have great basics. I am 14 I understood them easily.
Vedant
hi vedant can u help me with some assignments
Solomon
find the 15th term of the geometric sequince whose first is 18 and last term of 387
Jerwin Reply
I know this work
salma
The given of f(x=x-2. then what is the value of this f(3) 5f(x+1)
virgelyn Reply
hmm well what is the answer
Abhi
If f(x) = x-2 then, f(3) when 5f(x+1) 5((3-2)+1) 5(1+1) 5(2) 10
Augustine
how do they get the third part x = (32)5/4
kinnecy Reply
make 5/4 into a mixed number, make that a decimal, and then multiply 32 by the decimal 5/4 turns out to be
AJ
how
Sheref
can someone help me with some logarithmic and exponential equations.
Jeffrey Reply
sure. what is your question?
ninjadapaul
20/(×-6^2)
Salomon
okay, so you have 6 raised to the power of 2. what is that part of your answer
ninjadapaul
I don't understand what the A with approx sign and the boxed x mean
ninjadapaul
it think it's written 20/(X-6)^2 so it's 20 divided by X-6 squared
Salomon
I'm not sure why it wrote it the other way
Salomon
I got X =-6
Salomon
ok. so take the square root of both sides, now you have plus or minus the square root of 20= x-6
ninjadapaul
oops. ignore that.
ninjadapaul
so you not have an equal sign anywhere in the original equation?
ninjadapaul
hmm
Abhi
is it a question of log
Abhi
🤔.
Abhi
I rally confuse this number And equations too I need exactly help
salma
But this is not salma it's Faiza live in lousvile Ky I garbage this so I am going collage with JCTC that the of the collage thank you my friends
salma
Commplementary angles
Idrissa Reply
hello
Sherica
im all ears I need to learn
Sherica
right! what he said ⤴⤴⤴
Tamia
hii
Uday
hi
salma
hi
Ayuba
Hello
opoku
hi
Ali
greetings from Iran
Ali
salut. from Algeria
Bach
hi
Nharnhar
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Source:  OpenStax, English first additional language grade 8. OpenStax CNX. Sep 11, 2009 Download for free at http://cnx.org/content/col11042/1.1
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