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9. When will Afribike be opening a shop in Guguletu?

10. How many years will it take to increase the percentage of South Africans riding bicycles to 2,5%?

Assessment

LO 2
SpeakingThe 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 3
Reading and ViewingThe learner will be able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts.
We know this when the learner:
3.1 reads a text (fiction or non-fiction):3.1.1 identifies purpose, audience and context;
3.1.2 infers meaning.
LO 4
WritingThe learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes.
4.4 writes creatively:4.4.1 shows development in the ability to write stories, poems and play-scripts (e.g. by using figurative language);
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.
5.2 uses language for thinking: 5.2.1 asks and answers more complex questions (e.g. ‘When this is changed, then what else would change?’);
5.2.3 uses language for thinking: understands and uses evidence to support a theory or argument (e.g. a photograph, objects from the past, an interview with a witness);

Memorandum

ACTIVITY 1:

Explain the value of a survey – how it makes it easier to plan a project if one knows the parameters and frames of reference e.g. if there is an earthquake, the doctors etc do not immediately start working on patients – they first assess the damage (do a survey), the water and sewerage conditions etc and then they can plan more effectively. Allow each group the correct amount of time but monitor their progress. Tell them that you will be giving each group a “team-work assessment mark”. This should get them going.

There is so much that one can say about the dangers. Bring in road safety here; talk about the cost of racing bikes; about maintenance of ‘wheels’ (perhaps demonstrate how to fix a puncture?) and how, in a country where transport is difficult and distances are far, that a bicycle can often be the solution.

ACTIVITY 2:

This discussion can be valuable but it is in expressing themselves that the value lies.

ACTIVITY 3:

This report can explain quite clearly the value of headings, clarity, accuracy and simplicity. Go over the checklist with them and how it needs to be filled in. Make sure they fill in everything – also teaches them how to fill in a form!

ACTIVITY 4:

You could, of course, sing them this ditty, as the chances are they might not know it! You might like to tell them about the penny-farthing too and show them a picture! Explain about rhythm for rapping and the different beats. Use their surnames for finding the different beats and group them accordingly. This is always fun!

ACTIVITY 6

There is so much work you can do here on punctuation and word classes by giving them more examples and letting them work out questions for the others in the group. Let them work individually for this. You might like to extend the test.

ACTIVITY 7

This is a valuable ACTIVITY as it can extend into their other subjects and help them to be dictionary-literate! It would help if you brought numerous different kinds of dictionaries to the classroom and explained the value of each.

ACTIVITY 8

Let them work individually on this ACTIVITY before they work with a partner. Explain that the work must be THOROUGH and CLEAR.

ACTIVITY 9 READING EXERCISE:

Explain about pace and controlling the reading; about stress and tone variation and about holding the reading material correctly with thumb and forefinger at the ready so that it leaves them free to look up now and again. This is an interesting true article so they can really learn from it and perhaps get some ideas of their own?

QUICK QUIZ : Explain about skim-reading: How to look for operative words – do this for them in the first few sentences and then go around the class to make sure they understand what an operative word is. Explain about reading only the first sentence of every paragraph to get some idea of the general themes.

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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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