1.5 Saying thanks

English first additional language

Grade 4

How do you do?

Module 6

Saying thanks

Activity 1

To use information from a written text to write a list [lo 5.4.2]

To write paragraphs with the support of a frame [lo 4.5.1]

SAYING THANKS

A These two prayers were written by learners aged twelve and thirteen. Read through the prayers and then make a list of the things that they are saying thank you for.

Thank you, God, that even though I’m not perfect

and have my failures, nothing and no one can change the

fact that you love me – just as I am.

Tammy Williams (age 13)

God, I thank you for making me.

Thank you for all that I can do.

Thank you that I can run, jump, and play games.

Thank you that I can listen to what you tell me.

Thank you that you love me whatever I do.

Andrew (age 12)

They say thank you for . . . .

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B Now write your own prayer in which you say thank you for all your privileges.

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Activity 2

To read and solve puzzles [lo 3.5.3]

Reading aloud

A The sentences in this story are not written in the correct order. Read the sentences on your own and try to rearrange them by numbering them from 1 to 12 so that the story makes more sense.

Mother woke up early and made bacon and eggs for breakfast.

“Bad luck,” Daddy said. “Now you’ll have to sleep with Mother.”

Johnny and Jenny helped their mother clean the house in a jiffy.

The bed broke and they both got a fright.

Good morning! Rise and shine! Another day of work and play.

Mother tried to make the bed. Johnny decided to give her a fright and hid under the blankets.

Mother prepared supper and the children made pudding.

Daddy came home from work and they were glad to see him.

Daddy read them a story before bedtime. He put them to bed and kissed them goodnight.

Mummy made sandwiches for lunch.

They sat down to supper. Daddy should have known better than to try to take such a big bite.

After supper Mummy gave Sally and Harry a bath.

B In your groups: Check whether your sequence of events corresponds with that of other members of the group by listening carefully as each person reads to the group.

Assessment

Learning outcome 3: reading and viewing

The learner will be able to read and view for information and enjoyment, and to respond critically to the aesthetic, cultural and emotional values in texts.

Assessment standard

We know this when the learner:

3.5 reads for pleasure and information;

3.5.3 reads and solves puzzles.

Learning outcome 4: writing

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

Assessment standard

We know this when the learner:

4.5 uses developing knowledge of language structure:

4.5.1 writes paragraphs with the support of a ‘frame’ or structure.

LEARNING OUTCOME 5: THINKING AND REASONING

The learner will able to use language to think and reason, and access, process and use information for learning.

Assessment standard

We know this when the learner:

5.4 transfers information from one mode to another (e.g. chart to text):

5.4.2 uses information from a written text to create a graph or chart, or to label a diagram.

Memorandum

Activity 1

• It is an important study skill for learners to be able to extract certain information from a text.
• Depending on the area where you live, the standard of English will vary. When learners have to write in their additional language they need much structure in the form of vocabulary. Discuss general vocabulary as a class and encourage the use of a dictionary.
• Thanks: God’s love; making me; all I can do; the ability to run, jump and play games; the chance to listen to You.

Activity 2

Take small groups onto the mat and listen to them read individually. Other learners can complete colouring in the corresponding drawings at their tables or read simple English books from the library while waiting their turn.

Try to work out with the class what clues led them to the correct order.

Sentence Order: 2; 12; 4; 11; 1; 3; 6; 7; 10; 5; 8; 9