Skip to content Skip to navigation

Connexions

You are here: Home » Content » A boy name Mika

Navigation

Lenses

What is a lens?

Definition of a lens

Lenses

A lens is a custom view of the content in the repository. You can think of it as a fancy kind of list that will let you see content through the eyes of organizations and people you trust.

What is in a lens?

Lens makers point to materials (modules and collections), creating a guide that includes their own comments and descriptive tags about the content.

Who can create a lens?

Any individual member, a community, or a respected organization.

What are tags? tag icon

Tags are descriptors added by lens makers to help label content, attaching a vocabulary that is meaningful in the context of the lens.

This content is ...

In these lenses

  • GETIntPhaseLang display tagshide tags

    This module is included inLens: Siyavula: Languages (Gr. 4-6)
    By: SiyavulaAs a part of collection: "English First Additional Language Grade 4"

    Collection Review Status: In Review

    Click the "GETIntPhaseLang" link to see all content selected in this lens.

    Click the tag icon tag icon to display tags associated with this content.

Recently Viewed

This feature requires Javascript to be enabled.

Tags

(What is a tag?)

These tags come from the endorsement, affiliation, and other lenses that include this content.
 

A boy name Mika

Module by: Siyavula Uploaders. E-mail the author

ENGLISH FIRST ADDITIONAL LANGUAGE

Grade 4

HOW DO YOU DO?

Module 3

A BOY NAMED MIKA

Activity 1

To give short answers to questions [LO 2.1.2]

FORMAL ORAL - INTERVIEWING A FRIEND

As you grow older you will be expected to give talks or give presentations to large groups of people. Many people are shy or become nervous in this situation. The more one practises speaking to a group, the easier it becomes. Preparation is also very important. The better you know what you want to say, the less nervous you have to be.

When people are interviewed on television or on the radio, they are given the questions before the time so that they can think about the answers before the interview.

At the start of your interview, make the person you are interviewing feel at home. Plan this beforehand.

QUESTIONS

  • What is your favourite colour?
  • What Learning Area at school is your favourite?
  • How do you want to celebrate your next birthday?
  • What is your favourite sport and why?
  • Who are your hero and heroine?
  • What is your favourite television programme?
  • What pet would you choose?
  • Where do you and your family go for an outing or holiday?
  • What do you hope to be one day?
Table 1
ORAL CHECKLIST TICK
CRITERIA Y N
Did you read and understand the questions?    
Did you write down answers to the questions?    
Did you choose one key word for each sentence to help you during your interview?    
Did you revise your answers so that they are fluent?    

Activity 2

To use a personal dictionary [LO 6.6.3]

PARTS OF MY FACE

Name all the parts of the face that you can see in each frame. Use a dictionary to make sure that you have spelt the words correctly. Try to find TEN!

Figure 1
Figure 1 (graphics1.png)

Activity 3

To answer literal questions [LO 1.1.1]

LISTENING SKILL

Your teacher will read you a story about a young boy. After listening to it carefully, twice, answer the twelve questions that follow. Just tick below TRUE or FALSE to show the answer you prefer.

Table 2
STATEMENTS TRUE FALSE
a) The name of the boy telling the story is Masingo.    
b) He has short black hair.    
c) He has blue eyes.    
d) He has a pointy nose.    
e) He likes being angry.    
f) He is 11 years old.    
g) He plays soccer.    
h) Mika is cleverer than Masingo.    
i) Chawla is beautiful.    
j) He has big ears.    
k) He loves school.    
l) He knows that he can never change himself.    

Activity 4

To read diagrams [LO 3.3.4]

FAMILY PHOTOGRAPH

Look at the photograph that was taken of Mika and his family. Then decide who each one is. Link the description below to the number next to the person in the picture. First do it on your own and then as a group.

Figure 2
Figure 2 (graphics2.png)

Table 3
DESCRIPTION ME GROUP
One of my aunts wears spectacles.    
One of my cousins is called Peter. He is a doctor.    
My grandmother has grey hair and her face is full of wrinkles.    
Mary has curly hair.    
My father is a businessman and is always in a hurry.    
My grandfather is bald.    
My uncle is my father’s brother. He has a moustache.    
My sister loves wearing make-up.    
My mother is a housewife and she can bake lovely cakes.    
My brother is seven years old. He has freckles on his nose.    
Spotty is our pet. He is really spoilt.    
The number of people there are in the photograph.    

Assessment

LEARNING OUTCOME 1: LISTENING

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

Assessment Standard

We know this when the learner:

1.1 understands stories (told or read to learners):

1.1.1 answers literal questions.

LEARNING OUTCOME 2: SPEAKING

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

Assessment Standard

We know this when the learner:

2.1 interacts in additional language:

2.1.2 gives short answers to questions.

LEARNING OUTCOME 3: READING AND VIEWING

The learner will be able to read and view for information and enjoyment, and to respond critically to the aesthetic, cultural and emotional values in texts.

Assessment Standard

We know this when the learner:

3.3 reads for information:

3.3.4 reads diagrams, graphs and charts (e.g. a family tree).

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:

6.6 develops own vocabulary:

6.6.3 uses personal dictionaries.

Memorandum

Activity 1

  • Teach learners how to plan their responses and to use key words to help them.
  • Explain that in interviews we never ask yes/no questions or questions that lead to the conversation dying.
  • Although learners are being interviewed, they must attempt to include the wider audience – the other learners in the class by using good eye contact and volume and by speaking clearly.
  • Discuss the criteria in the checklist and assessment rubric in detail, before they start.
  • Give the learners the opportunity to prepare answers to the questions at home. Back at school they can form groups of two and interview each other by asking each other the questions.

Activity 2

The 10 parts are:

1. Eyebrows; eyes; eyelashes; eyelids

2. Nose; nostrils; freckles

  1. Ears
  2. Lips; teeth

Activity 3

Read the passage, twice (Not too fast)

I am a ten-year-old boy. My name is Mika. I have two big, blue eyes and short, brown hair. I have two sturdy legs and two, strong-arms which I use when I play rugby. When I smile you can see my lovely white teeth. My nose is pointy and I have two big ears with which I hear.

I am a happy child and I love going to school. Sometimes I also become angry or sad. I do not like myself very much when I am unhappy.

Sometimes I wish that I was as clever as my friend, Massing or as beautiful as Chula, but I know that I shall always just be me!

  • Answers: F; F; T; T; F; F; F; F; T; T; T; T
  • Literal Questions are questions that do not involve analysing, reading between the lines etc. They are questions with answers that are explicit in the text.

Activity 4

  • Learners may not alter their answers once they have discussed the photograph with the group.
  • Answers: 2; 4; 8; 1; 6; 9; 3; 7; 5; 10; 11; 10

Content actions

Download module as:

PDF | EPUB (?)

What is an EPUB file?

EPUB is an electronic book format that can be read on a variety of mobile devices.

Downloading to a reading device

For detailed instructions on how to download this content's EPUB to your specific device, click the "(?)" link.

| More downloads ...

Add module to:

My Favorites (?)

'My Favorites' is a special kind of lens which you can use to bookmark modules and collections. 'My Favorites' can only be seen by you, and collections saved in 'My Favorites' can remember the last module you were on. You need an account to use 'My Favorites'.

| A lens I own (?)

Definition of a lens

Lenses

A lens is a custom view of the content in the repository. You can think of it as a fancy kind of list that will let you see content through the eyes of organizations and people you trust.

What is in a lens?

Lens makers point to materials (modules and collections), creating a guide that includes their own comments and descriptive tags about the content.

Who can create a lens?

Any individual member, a community, or a respected organization.

What are tags? tag icon

Tags are descriptors added by lens makers to help label content, attaching a vocabulary that is meaningful in the context of the lens.

| External bookmarks