Pepps Motheong Online Lesson Plan Grade: 8 Subject: English Home Language Term: 2 Week: 6 Lesson Number: 4 Topic (s): {Language & Grammar: Language awareness} {Reading & Viewing: Poetry) {Listening & Speaking: Prepared speech} Duration: Video 20 minutes & activities 3.5 hours Success Criteria: I will be successful if I am able to… o Develop language awareness, vocabulary development and figures of speech. o Identify the structure and explore the deeper meaning of words and literary devices in the poem. o Research, plan and present a speech using correct speech techniques. Teacher input into the lesson: Useful videos found on YouTube: https://www.youtube.com/watch?v=TnEUVIClZvU&t=1045s Learner Activity: Activity 1: Read the magazine article on sign language entitled “words made visible” and answer the set questions in your Language books. Activity 2: Study the poem titled “Thoughts of a Deaf Child” and answer all the questions in your Literature books. Activity 3: Listen to a speech by a leader of the official opposition party [the link to the speech is in the link above] and answer the set question. Before you answer the question read through the notes on prepared speech. Homework: Prepared speech Plenary Activity: Journal reflection Misconceptions check
Transcript
Pepps Motheong Online Lesson Plan
Grade: 8
Subject: English Home Language
Term: 2
Week: 6
Lesson Number: 4
Topic (s):
{Language & Grammar: Language awareness}
{Reading & Viewing: Poetry)
{Listening & Speaking: Prepared speech}
Duration: Video 20 minutes & activities 3.5 hours
Success Criteria:
I will be successful if I am able to…
o Develop language awareness, vocabulary development and figures of speech. o Identify the structure and explore the deeper meaning of words and literary devices in the
poem. o Research, plan and present a speech using correct speech techniques.
Teacher input into the lesson: Useful videos found on YouTube:
Language & Grammar: adverbs of frequency/tone/homonyms/homophones
(Source: adapted from Drum Magazine 30 April 2020):
Words made visible 1. They’re two of the women we see whenever the president, the minister of health or the
minister of police go on national television to give us updates about Covd-19 – the women at the bottom of our screens who interpret every word coming from the leaders’ mouths.
2. The task they must perform is simple: translating everything into sign language for the hard of hearing.
3. Yet while it may be simple, it’s by no means easy: miss one vital instruction or life-altering law and they won’t have done their job properly.
4. But Nicoline du Toit and Andiswa Gebashe are, so to speak, old hands at the game. 5. South African sign language is as natural to them as their mother tongue – and now that
they’ve been called on to help the government convey its messages during the war on the coronavirus, they’ve risen to the occasion.
6. Nicoline (46) and Andiswa (34) are part of a team of five interpreters, and they operate in teams of two during broadcasts to make sure everything is covered.
7. “We work closely together as we interpret,” Nicoline says. 8. “I’m constantly looking to my teammate in case I miss something or misinterpret something –
especially when the minister switches to another language.” 9. Andiswa and Nicoline both work for Kwarenge Language Solutions, which offers freelance
services to government. 10. The two women have more in common that just their job: they’ve been best friends for more
than a decade and although neither was born with any form of hearing impairment, both were signing long before they learnt to speak.
11. Both Nicoline’s parents are deaf while Andiswa’s dad has a hearing impairment. 12. “That’s how our connection
children of deaf adults. And you have an immediate affinity with a fellow coda.”
14. Before lockdown, the women visited each other often and if they didn’t see each other at work during the lockdown they made a point of phoning each other almost daily. “We’re like sisters,” Nicoline says. “We have a deep connection.”
15. Andiswa has many career highlights: signing for then US president Barack Obama during his visit to South Africa in 2013 and interpreting for media mogul Oprah Winfrey during her trip here for the Nelson Mandela charity concert in 2018.
16. But, she says, she’s really in her element when she’s on stage, interpreting for theatre. 17. “I guess I get that from my father,” she says. Her dad, Sifiso, was one of SA’s first deaf
comedians. 18. Growing up in Umlazi, Durban, she used SA sign language to communicate with him, and still
does. “He’s a character. My mom, Gabisile, used to be a model so you can just image how charming he must have been to woo her,” Andiswa says with a chuckle.
19. Nicolene’s father, Nico Beaurain, is also a prominent figure in the hearing-impaired community. He used to be the managing director of DeafSA, an organisation that lobbies for equal rights and opportunities for its members.
20. As Nicoline’s mom, Estelle, is also deaf, the family have always communicated using sign language at home.
21. One of Nicoline’s first jobs after leaving school was helping in a centre for the deaf, which is where she fell in love with SA sign language.
22. Both she and Andiswa did further studies in the field and are both accredited sign-language interpreters – a rarity in SA. Andiswa explains that just like in spoken language, there are different dialects to sign language. She points out that one person may sign a basket as an object to do with a picnic, whereas another will sign it as something you carry on your head. “But in the end, we all understand each other.”
23. As professional interpreters they have a code of ethics they need to follow scrupulously.
Language & Grammar: adverbs of frequency/tone/homonyms/homophones
24. “You can’t accept a job if you aren’t wholly confident you’ll be able to do it excellently,” Andiswa says.
25. “When you sign, you need to use your face – that conveys your tone of voice. You can’t talk about panic buying and then look calm.”
26. Both she and Nicoline say they feel nervous just before a live broadcast, knowing the eyes of millions will be on them. They must think on their feet – if they’re lucky, they get the speech to read five minutes before it’s lights, camera, action.
27. “Sometimes you make a mistake,” Nicoline admits. “Sometimes you anticipate what someone’s going to say and that’s when you make a mistake. Then you need to go back and sign that it’s an interpreter’s mistake. That’s the worst.”
28. Andiswa says she’s aware of the enormity of the responsibility that rests on their shoulders. More than anything else, she hopes she can raise awareness of the challenges the hearing impaired have to face.
29. “I dream of a world where, just like you choose subtitles, you can choose an interpreter for a movie. A world where all TV channels in the country have that option for people like my father.
30. “If it wasn’t for me going home and keeping him up to date with all the news in the country, he simply wouldn’t be informed.”
31. Andiswa and Nicoline had no hesitation when they were called on to work during the national lockdown – they knew the hearing-impaired community depended on them. Image: Nicoline du Toit and Andiswa Gebashe interpret for President Cyril Ramaphosa
Refer to the text above (magazine article): 1. Having read the article above, explain how and why words might be “made visible”
(headline).
(2)
2. Refer to paragraphs 1–5:
a. Explain why the task of translating this information into sign language would
not be “easy”. Use your own words.
(2)
b. Give the meanings of these figurative expressions: “old hands”; “risen to the
occasion”. (2)
3. Refer to paragraphs 10 and 11: In your own words, describe three things that the
women have in common.
(3)
4. Adverbs that tell us how frequently something happens are called adverbs of
frequency. Identify two of these adverbs in paragraph 14 and state which verbs they
modify. (2)
5. Refer to paragraph 18: What is Andiswa is referring to when she says, “He’s a
character”? In your answer, describe what attributes or characteristics her father
might have. (2)
6. Refer to “When you sign, you need to use your face – that conveys your tone of
voice” (paragraph 25). In what way would using one’s face convey one’s tone of
voice? Explain your answer by describing what one might look like when talking
“about panic buying”. (2)
7. Explain why these interpreters need to “think on their feet” (paragraph 26).
(2)
Language & Grammar: adverbs of frequency/tone/homonyms/homophones
8. Andiswa speaks of the “enormity of the responsibility that rests on their shoulders”
(paragraph 28). Discuss what you think these responsibilities might be.
(2)
9. Homonyms are words that are spelt the same but have different meanings (My car
has a flat tyre; she lives in a small flat). Homophones are words that sound the same
but are spelt differently with different meanings. (There are eight buns; she ate eggs
for breakfast.)
Write down a partner homophone or homonym for the following words: trip
(paragraph 15); rights (paragraph 19); wholly (paragraph 24). State whether the
word is a homophone or homonym and use each new word in a different sentence
to show its meaning. (3)
Total: 20
Reading & viewing: Poetry
(Source: https://deaf-info.zak.co.il/d/deaf-info/old/poems.html#tounderstand): Thoughts of a Deaf Child My family knew that I was deaf 1 When I was only three, and since then fifteen years ago Have never signed to me. I know when I'm around the house, 4 I try and use my voice, It makes them feel more comfortable; For me, I have no choice. I try, communicate their way – 8 Uncomfortable for me. My parents wouldn't learn sign Ashamed or apathy? I never cared about the sound of radios and bands; 12 What hurts me most is, I never heard My parents' signing hands. 14 By Stephen J. Bellitz
Refer to text above (poem):
1. Describe what some of the speaker’s feelings might be. Quote to support your
answer. (3)
2. Explain what it is that makes the family “feel more comfortable” (line 6) and what it
is that is “uncomfortable” for the speaker (line 9).
(2)
3. Why do you think the parents might feel “ashamed” (line 11)?
(2)
4. “Apathy” (a noun in line 11) means having no interest or enthusiasm. Change the
form of word into an adverb and use it in a sentence of your own.
(1)
5. Discuss what it would possibly have meant for the speaker to have “heard my
State clearly what your topic is and say what the purpose is.
Grab your audience attention immediately. For example: “My father
always says magic lies in the every day's many magical moments.”
Body
Write two or three points that relate to your topic.
E.g. Point 1: It was a magical moment when my baby brother was born…
Point 2: Another magical moment was when we got a dog…
Conclusion
Do not end your speech as if you ran out of things to say.
Plan a strong, final sentence that leaves your audience with something to
think about. For example: “There is magic to be found all around us.”
Listening & Speaking: Prepared Speech
Instructions
Listen to a speech delivered by John Steenhuisen- a leader of one of the official opposition party. The link to the speech can be found below {simply click the link and it will redirect you to the speech}.
1. Discuss features of prepared speech 2. Identify and explain the language used in the speech 3. Identify and discuss features in the speech delivered by Mr Steenhuisen
Homework
1. Choose a topic of your choice
2. Choosing a topic – There are several points to consider in choosing a topic:
Firstly, choose a topic that interests you or that you already know something about. You are more likely to enjoy preparing and delivering a speech on a topic you like than on one you do not particularly care about. You are also more likely to get a good response from your audience.
Secondly, if your topic requires research, see that the necessary information is readily available.
Finally, make sure you can cover your topic adequately within the time allowed. Analyse the audience – to speak effectively before a group of people, you need to know something about them.
Attitudes – If you are presenting a controversial topic, try to find what attitude your audience already holds towards the topic.
Age and educational level.
Note: Write both the activity and your speech in your language books.
