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The alien was a free / captive being.
The alien’s response was mechanical / personal.
ACTIVITY 3: Listening to a reading
This is a song by Harry Chapin about a boy’s first day at school, and how a teacher affects him.
“FLOWERS ARE RED AND GREEN LEAVES ARE GREEN”
The little boy went first day in schoolHe got some crayons and he started to drawHe put colours all over the paperFor colours were what he saw
And the teacher said, “What’re you doing, young man?”“I’m painting flowers,” he said.She said, “It’s not the time for art, young manAnd anyway, flowers are green and red.There’s a time for everything, young manAnd the way it should be done.You’ve got to show concern for everyone else‘Cause you’re not the only one.”
And she said, “ Flowers are red, young man, and green leaves are green. There’s no need to see flowers any other way Than the way they always have been seen.”
But the little boy said, “There are so many colours in the rainbow.So many colours in the morning sun.
So many colours in the flowerAnd I see every one.”
The teacher said, “You’re sassy!There’s ways that things should beAnd you’ll paint flowers the way they areSo repeat after me:”And she said, “ Flowers are red, young man, and green leaves are greenThere’s no need to see flowers any other wayThan the way they always have been seen.”
But the little boy said, “There are so many colours in the rainbow. So many colours in the morning sun. So many colours in the flower And I see every one.”
The teacher put him in a corner.She said, “It’s for your own good.And you won’t come out till you get it right.And are responding like you should.”Well, finally he got lonelyWriting it up in his headAnd he went up to the teacherAnd this is what he said:
And he said, “Flowers are red. And green leaves are green.There’s no need to see flowers any other way
| 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 range of imaginative texts: |
| 4.1.1 to express imagination, ideas and feelings about self and others; |
| 4.1.2 to explore the creative, critical and playful use of language by means of narrative and descriptive compositions, dialogues, poems, songs and letters; |
| 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: |
| 5.1.1 applies thinking and reasoning skills in a variety of contexts across the curriculum; |
| 5.3 processes information: |
| 5.3.3 extracts and synthesises information, using listening, reading, writing and viewing skills; |
| 5.3.5 summarises information or ideas by selecting generalising, categorising and editing, and reflects critically on the product. |
| LO 6 Language structure and use |
| 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: |
| 6.1.1 uses a range of different strategies to spell unfamiliar words; |
| 6.1.2 creates personal spelling list and dictionary of words across the curriculum and discusses which words give problems; |
| identifies and uses the components of a sentence such as subject, verb, direct and indirect object, main and subordinate clauses; |
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