Language patters and thought processes are

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Language patters and thought processes are established What is the difference between divergent and convergent thinking? Give two examples (5) oct2012 pg51 1. Convergent Thinking technique - Ask the children to compare similarities or contrast differences and seek relationships. - Questions that help a child compare or connect ideas may begin with: “which one is longer?” “How are these two alike?” “What happened next?” 2. Divergent Thinking technique - Ask the children to predict. “What would happen if………………………….?” Examples of questions that encourage problem solving or stimulate creative thought: “If you had a handful of money, what would you buy?” “Tell me what you are going to do when you’re big like your dad?” “Can you think of a way to open this box?” Explain how you would select a theme for a lesson and discuss the advantages of using themes in teaching. (10) oct 2012, oct 2011, jan 2011, may 2012(15) pg85 Criteria for selecting a theme 1. Is the theme relevant? 2. Will the theme interest most of the learners? 3. Is the theme appropriate across age and level groups? 4. Do you have resources and material for the theme? 5. Is the theme capable of carrying important information, ideas and skills? 6. Can you use the theme to develop activities? 7. Can the theme link up with other themes? Advantages of themes 1. Themes teach learners to become observant and ask questions. 2. Learners discover for themselves through active involvement 3. Learner’s vocabulary increases. 4. Learners develop second language skills. 5. Themes enrich the second language programmes by adding variety and interest. 6. Teachers can continually add to the theme. 7. Learners gather information and skills from themes by way of several different routes. 8. Language structures are taught in such a manner that the children will relate and apply these structures to real-life situations. Plan a lesson for any Grade around ‘family’ as a theme. Use a story as your technique. (15) oct 2012, may 2013 (transport), oct 2011 (transport), jan 2011 (transport), pg85, 86 Discuss labeling and creative writing as examples of writing for second language learners in the Foundation Phase. (12) 0ct2012, may2012(15), jan2011(10), oct2011(10) pg 105/106
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13 Labels on objects 1. Teachers can label objects in the classroom. 2. This will enable the learners to give the correct meaning to words. The learners will use the words spontaneously as examples when they start writing. 3. Labeling serves both writing and reading. 4. It should be used to: 1. Extend vocabulary 2. Emphasise and consolidate meaning 3. Pave the way for correct spelling 5. The teacher can later: 1. Use the words with sentences 2. Put up signs in the classroom 3. Print instructions to inform the children how to perform various classroom chores 4. Create different shops using boxes, advertisements and signs by pasting pictures onto the boxes to make a toyshop, supermarket, etc.
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