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You might like to find some more scary poems in your library. Ask for these:
Two’s company: by Raymond Wilson
Scary Monsters: by Mick Gowar
It’s Behind You: by David Harmer
The Middle of the Night: by Karla Kuskin
The Adventures of Isabel: by Ogden Nash
The Tale of the Custard Dragon: by Ogden Nash
Darkness: by Stanley Cook
The Room Went Cold: by Sue Stewart
You have heard your class friends tell about the things that scare them. We all have five senses. All of them can be triggered by fear. Take a careful look at the table below and then complete it according to how YOU react to each stimulus. You do not have to eat the stimulus to record your reaction - use your imagination – fear does have a taste too.
Stimulus | Colour | Sound | Touch | Smell | Taste |
Frog | |||||
Moth | |||||
Thunder | |||||
Spider | |||||
Darkness | |||||
Exams | |||||
Shouting | |||||
Injections | |||||
Confined space | |||||
Bungee jumping |
B O O !!
Use a dictionary, thesaurus, computer, parent … to find the correct name for each fear listed below:
FEAR OF | PHOBIA | |
1. | Spiders | |
2. | Confined spaces | |
3. | Heights | |
4. | Foreigners | |
5. | Water |
Once you have identified the phobia, complete the sentences below by filling in the missing phobia.
Do you know of any other phobias? Take a look at www.phobialist.com .
Suggestion to teacher: Arrange a musical presentation, either on tape or with the music teacher, to present a variety of atmospheres created by music. Inform learners about the role of music in movies, for example, tell how in the olden days of silent movies, a pianist was employed to play live at the movie theatre to help create the atmosphere. Do not use vocal music. Choose typical scenarios, e.g. The chase (Lone Ranger, Flight of the Bumblebee); romantic, dramatic, tearjerker, scary build-up.
You have watched many movies and the music has often been a pre-warning as to what is about to happen. You know when to hide behind your fingers because the music warns you that something scary is about to happen!
Now be creative and choose a scary poem / prose and music to help create the atmosphere you wish your audience to experience. Work as a group and present your poem / prose as a dramatic scene to the class. Costumes may be used to help set the scene. Have fun and frighten up some goose pimples!
Once all the groups have performed, vote for the most successful presentation of a scary atmosphere. Discuss what made this group the best. The next time you WATCH a movie, remember to LISTEN to the atmosphere, too.
Activity 4
SPOT THE SPOOKS IN THE SPOOK BOX
S | T | R | P | O | L | T | E | R | G | E | I | S | T | C | S |
P | R | O | D | C | D | H | S | T | A | R | C | M | P | R | P |
I | X | T | H | P | O | U | L | M | B | C | W | G | P | O | O |
R | G | H | L | P | P | L | U | U | D | A | U | H | G | S | O |
I | A | B | P | H | A | N | T | O | M | C | R | O | E | T | K |
T | D | L | D | O | S | D | X | L | T | P | O | S | I | F | V |
V | P | X | R | A | P | S | Y | T | N | O | P | T | S | W | A |
V | Z | T | M | G | T | X | K | R | Q | L | V | W | T | N | X |
S | T | O | G | N | H | M | L | E | P | T | D | K | P | T | P |
R | W | O | M | T | X | O | O | P | L | Z | P | A | Q | O | G |
O | R | V | E | B | O | T | U | U | X | E | O | M | C | R | R |
A | A | K | C | T | I | C | A | L | V | V | T | T | I | R | E |
P | P | S | O | H | L | E | L | P | A | W | T | O | P | N | M |
P | S | P | P | C | L | P | G | E | T | I | S | T | N | O | L |
A | P | U | R | N | C | Q | R | A | V | Z | E | T | R | O | I |
R | E | V | T | V | A | M | P | I | R | E | W | V | E | Q | N |
Search across, down and diagonally in the SPOOK BOX for the following spooks:
Learn how to spell them so that they do not haunt you!
LEARNING OUTCOME 2: SPEAKING The speaker is able to communicate effectively in spoken language in a wide range of situations.
Assessment Standard
We know this when the learner:
2.1 communicates experiences, ideas and information in different contexts for different audiences and purposes:
2.1.2 uses language with ease for interpersonal communication in everyday conversation.
2.3 uses appropriate body language and presentation skills:
2.3.2 uses appropriate gestures and facial expressions;
2.4 uses appropriate words and structures for different purposes and audiences:
2.4.1 uses language with the appropriate degree of formality (register) in different situations (tone, choice of words and style, body language).
LEARNING OUTCOME 4: WRITING The learner is able to write different kinds of factual and imaginative texts for a wide range of purposes.
Assessment Standard
We know this when the learner:
4.4 applies knowledge of language at various levels:
4.4.1 word level.
LEARNING OUTCOME 5: THINKING AND REASONING The learner is able to use language to think and reason, as well as to access, process and use information for learning.
Assessment Standard
We know this when the learner:
5.4 uses language to think creatively:
5.4.3 finds different ways to express ideas using a thesaurus and discusses nuances in meaning.
LEARNING OUTCOME 6: LANGUAGE STRUCTURE AND USE The learner will know and be able to use the sounds, words and grammar of the language and interpret texts.
Assessment Standard
We know this when the learner:
6.1 works with words:
6.1.4 uses phonics and spelling rules to spell words correctly.
Activity 1
Stimulus | Colour | Sound | Touch | Smell | Taste |
Frog | √ | √ | √ | x | x |
Moth | √ | √ | √ | x | x |
Thunder | x | √ | x | x | X |
Spider | √ | x | √ | x | x |
Darkness | √ | x | x | x | x |
Exams | x | x | √ | x | x |
Shouting | x | √ | x | x | x |
Injections | x | x | √ | √ | √ |
Confined space | x | x | √ | √ | x |
Bungee jumping | x | x | √ | x | x |
Activity 2
Fear of | Phobia |
Spiders | arachnophobia |
Confined spaces | claustrophobia |
Heights | acrophobia / illyngophobia |
Foreigners | xenophobia |
Water | aquaphobia |
1. arachnophobia
2. claustrophobia
Activity 4
S | P | O | L | T | E | R | G | E | I | S | T | S | |||
P | P | ||||||||||||||
I | G | O | |||||||||||||
R | H | O | |||||||||||||
I | P | H | A | N | T | O | M | O | K | ||||||
T | S | ||||||||||||||
S | T | ||||||||||||||
Z | G | K | |||||||||||||
O | H | E | |||||||||||||
M | O | L | |||||||||||||
B | U | E | |||||||||||||
I | L | T | |||||||||||||
E | O | ||||||||||||||
N | |||||||||||||||
V | A | M | P | I | R | E |
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