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| WORDS | MEANING OF THE WHOLE WORD |
| A. Telesales | 1. Optical instrument that makes distant objects appear closer. |
| B. Telepathy | 2. Selling over a distance by means of the telephone. |
| C. Telephone | 3. A scrolling machine that shows what a newsreader must read. |
| D. Telemarketing | 4. Thoughts transmitted from one person to another. |
| E. Telekinesis | 5. The marketing of goods over the telephone. |
| F. Teleprompter | 6. Movement of objects from a distance by means of thought. |
| 7. Device that allows distance conversation. |
| LO 4 |
| WRITINGThe 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 REASONINGThe 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). |
ACTIVITY 1
Reviews own habits and experiences critically.
The learners will mark their own work. Make sure that they understand they must work quietly, alone, and be really honest so that the findings can be reliable. Explain the concept of surveys and questionnaires.
To check that they are honest, go around the class and re-ask the questions of a few learners (pick up their books so that they cannot see the answers!) and see if the answers are the same. If there are inconsistencies, then tell the whole class again to be honest and that you have found unclear answers. This usually makes the rest of the class fill in the form more accurately! Marked according to whether they can work alone and be honest.
They need to understand what ‘critically’ means.
ACTIVITY 2
Motivates own point of view and shows flexibility and selects and explores topics through using notes and lists.
Now, TAKE TIME for establishing the view of the group; their comments and their conclusions. Make sure that every learner in every group is taking part. If not, draw this to the attention of the group leader.
Make sure that when an opinion is given, that it is motivated! Ensure that there is flexibility in the group and that an opinion is not bulldozed through or cast in stone.
Make sure the learners take notes and make lists.
When they have finished, they can neaten their effort at home and the next day you can go over the findings. This should be an eye-opener for some who take television-watching as a given.
When you mark their work, check the WAY they have taken notes and give a full revision lesson on this. Comment on their maturity / the depth of their answers; the thoroughness; the care and attention to detail. Question whether they have gained from the activity.
ACTIVITY 3
Uses common prefixes to work out meanings.
The preceding lesson can be on prefixes and the value of knowing this information e.g. helps with spelling, pronunciation, the meaning of a word etc.
Let them do this activity and then ask them about other prefixes too. Give them a list to learn and show them how spelling, meaning of a word and pronunciation can be helped along.
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