Interaction and family history

English first additional language

Grade 5

Module 7

Interaction and family history

ACTIVITY 1

TO INTERACT IN AN ADDITIONAL LANGUAGE

[LO 2.1.2]

Look at this photograph of Andrea’s neighbours. Use words from the grid in the previous module and give the family members names.

Describe them to your partner and then tell your partner some facts about this family, which you must make up. (You might be asked to give your version to the class, so do it well).

activity 2

to interview someone and note relevant information [lo 1.1.3]

to write a rough draft [lo 4.5.1]

to spell familiar words correctly [lo 4.5.6]

FAMILY HISTORY!

Find out! Research and writing How much do you know about the lives of your parents or grandparents, or your domestic worker? Find out more about their birthplace, early childhood, early interests and hobbies, jobs, family, school and life experiences, film and music and other entertainment preferences, friends, careers, meeting each other. Briefly, write the biography (life story) of ONE.Read the biography to the class.

Assessment

LO 1

LISTENING The learner will be able to listen for information and enjoyment, and respond appropriately and critically in a wide range of situations.

We know this when the learner:

1.1 understands stories (told or read to learners):

1.1.3 notes relevant information;

1.1.4 discusses ethial, social and critical issues (e.g. “Is the moral of the story right in all circumstances?), codestwitching if necessary;

1.3 understands oral descriptions:

1.3.1 identifies people, objects or places;

1.3.3 notes relevant information.

LO 2

SPEAKING The learner will be able to communicate effectively in spoken language in a wide range of situations.

We know this when the learner:

2.1 interacts in additional language:

2.1.2 takes part in a conversation on a familiar topic.

2.4 uses additional language creatively:

2.4.3 plays games involving language.

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:

4.3 writes creatively:

4.3.1 writes a play script or dialogue;

4.5 treats writing as a process, and uses developing knowledge or language structure and use:

4.5.1 writes rough drafts;

4.5.6 spells familiar words correctly;

4.5.7 uses a wider range of punctuation (e.g. inverted commas).

Memorandum

ACTIVITY 2

Allow the learners enough time to do this research.

Refer to your Revised Curriculum Document with regards to the writing process. Encourage the learners to edit their work/their partner’s work and to rewrite their draft, in an attempt to eliminate unnecessary errors.

Although time-consuming, it is necessary to follow the process:

1. Encourage writing a rough draft – brainstorm ideas in the form of a spider diagram or in a logical way
2. Once the rough draft has been written, allow time for the learner to read the draft critically – either self or by a classmate. Get feedback from teacher, partner or a classmate, as to errors in spelling or grammar or suggestions as to style, order, etc
3. Keep in mind any given criteria . (rubric supplied by the educator, assessment criteria, checklist, etc)
4. Re-write the draft, correcting the errors. Use a dictionary, if necessary.
5. Repeat the process until satisfied.
6. write neatly .

Do not be in a hurry to complete this section of work. Ideally this process must become second nature when writing.

Discuss the assessment with the learners so that they understand what is required. State the obvious. Do not take for granted that they understand what will be assessed.