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A Cape Town woman could not bear seeing the .__________ 1) go to waste, so she started a project to feed the city’s ____________ (2) .
Bianca du Plessis’s organisation called Feedback collects food from movie sets and takes it to the poorest of the _____________ (3) .
Du Plessis was on the set of a German movie in Cape Town a year ago when she saw the .____________ (4) feasts laid on for the ._____________ 5) .
“But very often there was a lot of beautifully cooked buffet-style food left over. Why should all this go to___________ 6) when there are people going hungry and scratching in ___________ 7) for food?”
She suggested to the German film company (7) that it should give the leftovers to the poor. The ______________ (8) offered to help set up an organisation that would .________ (9) the food to various aid organisations.
Du Plessis said in the __________ (10) it was difficult to get other organisations to support the Feedback concept but with persistence and sometimes having to take “not now but later” for an answer she pulled it off.
She also got Engen to sponsor petrol.
Du Plessis said Feedback had grown into a collection and delivery service that aimed to redistribute excess food and food donations to communities in need.
Feedback has four vehicles that travel an average of 60 000 km a month delivering food to shelters, havens, crèches and clinics.
She said because of the demand in Cape Town, Feedback had set up an office in Johannesburg three months ago and would welcome any form of support, especially from food suppliers.
| LO 6.3.2 |
| LO 3 |
| READING AND VIEWING The learner is able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts. |
| Assessment Standards(ASs) |
| We know this when the learner: |
| 3.1 reads and responds critically to a variety of South African and international fiction and non-fiction (journals, poetry, novels, short plays, newspapers, text books, etc.): |
| 3.1.1 reads aloud and silently, adjusting reading strategies to suit the purpose and audience; |
| 3.1.2 uses appropriate reading and comprehension strategies (skimming, and scanning, predictions, contextual clues, inferences, monitoring comprehension, etc.); |
| 3.2 views and discusses various visual and multi-media texts: |
| 3.2.1 interprets and discusses message; |
| 3.3 explains interpretation and overall response to text, giving reasons based on the text or own experience. |
| LO 6 |
| LANGUAGE STRUCTURE AND USE The learner knows and is able to us the sounds, words and grammar of the language to create and interpret texts. |
| We know this when the learner: |
| 6.1 works with words: |
| 6.1.1 uses prefixes, stems and suffixes/extensions to form words; |
| 6.1.3 records words in a personal dictionary; |
| 6.3 works with texts: |
| 6.3.2 links sentences in cohesive paragraphs using, for example, connecting words such as ‘however’, synonyms and antonyms. |
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