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Their logs held tight in death’s still hand was proof of human sin,
They didn’t die from the cold without – they died from the cold within.
Poet unknown
How’s your heart? Cold within? How will your heart contribute to the future of this country, this world?
| LO 2.4.6 |
As a group, do a 2-minute presentation, as if for TV,
Making diversity safe in South Africa
Write, from your heart, a piece entitled PREJUDICE .
| LO 6.5.3 |
Celebrating similarities and differences
Synonyms
Match up the words in the left-hand column with the word of the same meaning in the right-hand column.
| Answers | Same meaning | |
| 1. Wide | (a) halt | |
| 2. Adhere | (b) conceal | |
| 3. Stubborn | (c) broad | |
| 4. Stop | (d) choice | |
| 5. Slender | (e) obstinate | |
| 6. Fatigue | (f) strange | |
| 7. Peculiar | (g) pleased | |
| 8. Hide | (h) thin | |
| 9. Option | (i) stick | |
| 10. Glad | (j) weariness |
Antonyms
Change the meanings of the words in italics, in the phrases below, to their opposites .
| 1. an ugly caterpillar | |
| 2. maximum security | |
| 3. private property | |
| 4. a junior student | |
| 5. the failure of a plan |
Homonyms
Write down words that are pronounced similarly to those below, but are spelt differently (sent / cent). Also use your words in a sentence which will make its meaning clear. (I received one cent change.)
| LO 2 |
| SPEAKINGThe learner will be able to communicate confidently and effectively in spoken language in a wide range of situations. |
| We know this when the learner: |
| 2.2 communicates ideas, facts and opinions clearly and with some accuracy and coherence, using a limited range of factual oral text types (e.g. discussions, short arguments); |
| 2.4 demonstrates basic interaction skills by participating actively in group discussions, conversations, interviews and debates. |
| 2.4.2 takes on different roles; |
| 2.4.3 acknowledges other opinions; |
| 2.4.6 bridges gaps by asking questions, giving choices, keeping responses open-ended and showing genuine interest. |
| LO 3 |
| READING AND VIEWINGThe learner will be able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts. |
| We know this when the learner: |
| 3.4 shows understanding of information texts; |
| 3.4.1 identifies main ideas and explains how details support the main idea; |
| 3.7 identifies and sicusses techniques used to create particular effects in selected visual, written and multimedia texts such as: |
| 3.7.1 simple literary devices and use of language (e.g. word play, register). |
| LO 4 |
| WRITINGThe 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: |
| 4.1 writes a selected range of imaginative texts: |
| 4.1.1 to express imagination, ideas and feelings about self and others; |
| 4.1.2 to explore the creative and playful use of language by means of narrative and descriptive compositions, diaries, friendly letters, dialogues, poems, cartoons, limericks and songs; |
| 4.3 demonstrates basic skills in selected features of writing appropriate to the text type (e.g. uses straightforward language in simple descriptions). |
| LO 5 |
| THINKING AND REASONINGThe learner will be able to use language to think and reason, as well as to access, process and use information for learning. |
| We know this when the learner: |
| 5.1 uses language to think and reason: |
| 5.1.3 weighs options by deciding which of two alternatives is the better choice; |
| 5.2 uses language to investigate and explore: |
| 5.2.3 listens to, reads and views texts from a variety of sources to collect and select ideas. |
| 5.2.5 works on integrated projects across Learning Areas and produces a synthesised product. |
| 5.4 thinks creatively: |
| LO 6 |
| LANGUAGE STRUCTURE AND USEThe learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts. |
| We know this when the learner: |
| 6.1 works with words: |
| 6.1.3 uses the dictionary and thesaurus o increase vocabulary and improve spelling; |
| 6.2 works with sentences: |
| 6.2.1 identifies and uses nouns, verbs, modals, adjectives, pronouns, prepositions, conjunctions, and articles. |
| 6.4 develops awareness and use of style: |
| 6.4.3 uses idioms and idiomatic expressions of the language appropriately. |
1. Birds of a feather flock together.
2. The early bird catches the worm.
3. A bird in the hand is worth two in the bush.
4. Fine feathers make fine birds.
5. A bird’s view OR A bird’s eye view.
6. The bird has flown.
7. To kill two birds with one stone.
8. A little bird told me.
Match:
1. (f)
2. (e)
3. (g)
4. (h)
5. (d)
6. (a)
7. (c)
8. (b)
(a) choir
(b) galaxy
(c) school
(d) flock
(e) plague
(f) litter
(g) kindle
(h) batch
| Positive | Negative | Interesting |
|
|
Variety, and many new things to be learnt, e.g. cultural, religious things. |
1. (c)
2. (i)
3. (e)
4. (a)
5. (h)
6. (j)
7. (f)
8. (b)
9. (d)
10. (g)
1. beautiful / pretty
2. minimum
3. public
4. senior
5. success
1. flower
2. heard
3. four / for
4. fowl
5. weak
6. peace
7. profit
8. key
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