NCV 2 Language Hands-On Support Slide Show - Module 4

Language 2

Module 4Real students do research and present it well

After completing this module, for Listening and Speaking,you will be able to:• organise and present information and data in a focused and coherent manner

during oral interaction. (SO4)• use language structures and conventions to formulate messages that are

grammatically correct. (SO3)For Reading and Viewing, you will be able to: • Use reading and viewing strategies to determine meaning in written, visual,

multi-media texts and non-verbal forms of communication. (SO1)For Writing and Presenting, you will be able to: • use strategies to write for a specific audience, purpose and context. (SO1)For Language in Practice, you will be able to:• access and use suitable learning resources to improve learning. (SO1)• discover and identify learning strategies to improve learning. (SO2)

Introduction

In your core subjects and in Life Orientation, you will need to do research.In this module we are going to take as a theme South African Music: Genres and Artists, and learn how to do research.

Steps in researchStep 1: Define the research topicStep 2: Identify the possible resources. These could be from the print

or the electronic media, or people whom you interview.Step 3: Access the resources. View the video or DVD; read the

newspaper article; go onto the website; conduct the interview; do the survey etc.

Step 4: Select the resources. Choose what you want to use.

Introduction

Step 5: Acknowledge the sources. Always note down as you go along from which source you obtained the information.

Step 6: Use reading, viewing, comprehension and vocabulary skills to extract relevant information from your sources.

Step 7: Set interview questions and use listening and speaking skills to extract relevant information from the interviews.

Step 8: Organise your information so that it makes sense. Make use of a mind map.

Step 9: Present the information in a way that suits the audience. It might be a written report; or a formal speech or a PowerPoint presentation. Visual aids such as pictures, graphs, diagrams or mind maps must be included. Choose the correct type of language for your audience. Use body language to get your message across!

Step 10: Get feedback. Find out what people think of your research and the way you have presented it so that you can improve.

Activity 1

• Give examples of the different genres of music in South Africa. Write them on the board.

• Divide into groups of four. Each group chooses a genre.

Research brief• A: ONE group member must give a short introduction to the group’s genre, e.g. gospel music.

– Aspects to cover are:– A definition of the genre.– A brief overview of the history of the genre: where did it start and why? When and how did it come to

South Africa?– A brief introduction to the different artists involved.– Reasons why you like it and what makes different from other genres.

•  Plan these aids: – A 30 second recording of the music – A visual aid – pictures, diagrams, mind map

• Use one print resource and one Internet resource. You are going to hand in a short bibliography with the sources correctly referenced.

• Carry out a mock interview with one of the other “genre specialists” in another group. Ask four-five questions. (Use the 5Wh and H questions.) Use this information when comparing your genre to others.

• Reminder: who, what, where, when, why and how?• Keep to a time limit of 3-5 minutes for your whole presentation. You will be timed.

Research brief• B, C and D: EVERY OTHER MEMBER of the group now chooses a South African artist of

that genre and prepares an oral presentation on the person under the following headings:– Vocabulary– Biographical = about a person’s life– Prefix bio- = life

• What the artist is/was like as a person• Biographical details: e.g. where and when did the person start?• Albums – a review• Some reasons why fans enjoy the artist’s music – what makes him/her special?• Plan these aids:

– A 30 second recording of the artist’s music. • A visual aid – pictures, diagrams, mind map such as a timeline• Use one print resource and one Internet resource. Hand in a short bibliography with the

sources correctly referenced.• Carry out a mock interview with a fan of the artist (in the class). Ask four - five questions. (Use

the 5W and H questions.) • Keep to a time limit of 3 minutes for your whole presentation. You will be timed.

Group research

• Decide who is going to take on the roles of:– Leader– Recorder– Timekeeper– Co-ordinator

• Decide which part of the work each individual will do.

• Keep track of how each person in the group is progressing

• Organise the final group presentation.

Activity 2

• Look at the pictures below. Which learning resources do you think they represent?

Identify resources

Identify resources

Identify resources

Identify resources

Activity 2

• See if you can match the information required to the print media available.

Dictionaries How to get to Bloemfontein from Welkom

Encyclopaedias The weather forecast

Newspapers The regulations for government funding for the arts

Books The history of music in Africa

Magazines The meaning of the word “discord”

Maps An interview with a musical artist

Government publications General information about musical instruments

3. Access Resources

• In a resource centre, the print media is classified and catalogued so that you can easily find several possible sources of information on a particular subject.

• The most common system of classification in South Africa is the Dewey system. This system divides all knowledge into 10 main categories, each of which is divided into sub-categories. The system groups related items together according to subject, making it easier for the user to get information.

Activity 3• You need information on the following topics. Under which

Dewey- numbered shelves in the library or resource centre will you find the required information? (Just give the broad category here. In the resource centre see if you can find the more specific number and some literature on the subject.)– Transport in South Africa in the 1900s– Computer spreadsheets– Struggle poetry in South Africa– TB (tuberculosis)– Pottery– Hinduism– The Xhosa word for “employment”– Help with understanding mathematical formulas

Activity 4

• Work with the index of a recipe book on page 75. Find the answers to these questions:– On which page would you find a recipe for baked

apples?– How many kinds of bread could you make using

this recipe book?– Is there a recipe for tomato bredie?– Where should you look to find out how to make a

burger?

Activity 5

• FIRST scan the web page below and then read and answer the following questions:1. What word did we type into the “Search” box?2. Did we ask for pages from all over the world, or only

from South Africa?3. How many “results” are there on this page?4. How many results are there altogether?5. Skim through the results on the first page. How many

of them actually refer to the music artist, Zola?6. Which one would you like to click on first in order to

read more about it?

5. Acknowledge sources

5.2 Internet references

• When referencing from the Internet, do it as follows:1. Give the name of the site or the author.

2. Give the date that you got the information on (Retrieved on ….)

3. Give the site address. This is also called the URL and usually begins with www.

Activity 7

• On the web page given you will find a result called South African Music. Write the reference for it as if you went into the website today.

Activity 9

• Zola has been involved in many projects. Now arrange them as key words in chronological order in a time line. This will indicate what Zola has done first and what has been his latest project. After the timeline, give a short summary in point form for each of the points on the timeline.

• This is then our speech for Heading 2: Biographical Details.

Activity 10

• Set up four questions to ask a Zola fan. • One or two pairs from the class will be

asked to volunteer to perform the interview as a role play, following the guidelines below. Give the brave volunteers your feedback by using the checklist below. The interviewers should also read through the checklist to make sure they know what to do.

Activity 11

• Go back to your original brief at the beginning of this module. Follow exactly the same process (2-7) as you did for Zola, but now for a different artist / genre of music. When you have completed that, return to 9 and follow the steps

• You have done your research. You have organised your information under headings. Those heading now become the topics of the four sections in the body of your speech. To these you will add a catchy introduction and a punch conclusion.

Before writing your speech

• Is your audience young, old, educated, not educated? What else can you consider about your audience?

• Is your purpose to inform, entertain, motivate? What else can you consider about your audience?

Activity 12

• Discuss how the language would change if the audience were the parents and not the fellow students

Writing your speech

Techniques to keep the attention of your audience

• Use a phrase like: “You and I…”, e.g. “You and I both know that is not true.”

• Ask a question. Answer it yourself after having given them time to think.

• Repeat an important word or phrase or idea three times, in three different ways. (This is called the Power of Three.)

• Make analogies – take a difficult idea and put it across as a simple, concrete example, e.g.: “It is better to be an optimist than a pessimist: it is better to see half a glass of water as half full rather than half empty.”

• Use humour. Joke about yourself or about the situation you are all in. This is a valuable technique because people like to laugh - and they will like you if you make them laugh. If you feel that they like you, you will relax and speak better.

Activity 13

• Refer to Module 1 and to the video / DVD of a presentation that the facilitator will show to you. Discuss it, and then write the instructions for body language for a speech under the following headings:– Eye contact– Facial expression– Dress– Posture (How to carry your body)– Gestures– Voice – pace, volume, articulation, etc

Activity 14

• Place the timeline on a transparency / poster / white board in order to show it to the class. This is a visual aid for the music speech.

Activity 15

• Each group listens carefully to the speeches presented by its members. Each person in the group fills in part of an evaluation sheet for one other person in the group. (Your facilitator will hand out the sheet.) Discuss the evaluations. Everyone has a chance to practise further and improve his/her speech.

Activity 16

• The groups make their group presentations to the class starting with the member who speaks on the genre.

• Peer assessment. Assess one another’s contribution to the group by filling in the evaluation sheet given to you by the facilitator. Assess the speeches using the assessment sheet given.

Activity 17• Following the guidelines below, convert the speech you have written

into a written feedback report.

• Writing reports– A report must be precise, clear and ordered.– It contains mostly objective and factual language.– The conclusion generalises – expands the results into what is probably true

and the language is less factual.– Divide the report into ordered sections with headings and sub-headings.– Use bold, underlining or italics to make headings and sub-headings stand

out. – Use appropriate connector words to improve the logical flow and link

ideas.– Use the past tense except for the conclusion at the end.

For any further tips refer to the help desk in

your learner guide