You have now learnt something about all the provinces in our country. Our people like different kinds of food. The following are examples:
The Malay people love curry. They enjoy making curry dishes like bobotie (curried mince), curried chicken and samoosas.
The Free Staters are well known for their pap (mealie porridge), green mealies and sausage.
Capetonians like their snoek braai, serving it with sweet potato, whole-wheat bread and grape jam.
The Xhosas are very fond of crumbly (mealie-) porridge.
Compile a menu with different dishes so that there is something for all the different people. Decorate the menu with traditional patterns. It should make the people hungry for the food. (Use A4 cardboard to make your menu).
The people of South Africa are all different. We are also known as the
Rainbow Nation . Well, a rainbow has many different colours. In the same way, we have many different groups of people in our country. Have you ever noticed how beautiful the rainbow is? When we have
respect for each other’s language, culture, customs, traditions and religion, we can also become a very beautiful and special nation.
Now let’s talk about all the differences. You know how difficult it is to understand somebody if you don’t know his language. In South Africa we have 11 official languages. Luckily we do not have to speak all of them, but we could at least learn a few sentences!
See if you can understand the following:
Ngubani igama lakho?
(What is your name?)
Ngubani ifani yakho?
(What is your surname?)
Uhlala phi?
(Where do you live?)
Write the following sentence in English:
Ngubani igama lakho.
Group work :
Discuss what you will do if you do not understand each other’s language.
Dramatise what happens where one person speaks a different “language”. Discuss how you would feel if you could not understand what the other person was trying to say.
Discuss the problems that could develop and how you would solve them.
Talk to your friends at school who speak a different language.
See if he / she can teach you some new words.
Now answer the following questions:
What did the other language sound like to you?
Did you find it easy to learn a few new words?
Yes
No
Now we are going to try and count in other languages.
een
twee
drie
vier
vyf
one
two
three
four
five
in ye
zimbini
zintathu
zine
zintlanu
Draw two friends who are chatting.
Work in groups: Invite someone of another culture to your class. Write an invitation to him / her on a pretty card.
Now discuss the questions you would like to ask this person. Remember: language, religion, customs, etc.
In each square draw something that we sing about in our national
Anthem:
Questions for the interview
Where did you grow up? What did your house look like and how many persons lived there?
How are the children’s names chosen.
Tell us something about a traditional wedding.
Tell us more about a traditional funeral.
What kind of food is a favourite among your people?
Do you have a traditional dress? If so, tell us more about it.
What is the most common faith amongst your people?
What role does music and dance play in your lives?
What has changed over the past few years and what has stayed the same?
How are the children brought up?
Make him / her feel welcome and at home.
Write a letter to your visitor and thank him / her. Tell him / her what you have learnt from his / her traditions and culture.
Assessment
Learning Outcomes(LO’s)
LIFE ORIENTATIONLO 2
SOCIAL DEVELOPMENT The learner will be able to demonstrate an understanding of and responds to constitutional rights and social responsibilities, and to show an understanding of diverse cultures and religions.
Assessment Standards(ASs)
We know this when the learner:
2.3 explains relationships with members of the family, extended family, school and broader community.
ARTS AND CULTURELO 2
REFLECTING The learner will be able to reflect critically and creatively on artistic and cultural processes, products and styles in past and present contexts.
Assessment Standards(ASs)
We know this when the learner:
2.1 (
dance ) – identifies how feelings and moods are expressed through the body and face, the use of energy and the choice of movement.
LO 4
EXPRESSING AND COMMUNICATING The learner will be able to use enquiry skills to investigate the past and present.
Assessment Standards(ASs)
We know this when the learner:
4.3 (
drama ) – uses the voice, gesture and body shape to express feelings and thoughts.
Memorandum
Discuss how we should respect others, and why.
Discuss and show pictures of the population groups.
Invite somebody you know who would like to come and tell the class more about their culture or arrange a meeting with other classes of the same grade.
Bacteria doesn't produce energy they are dependent upon their substrate in case of lack of nutrients they are able to make spores which helps them to sustain in harsh environments
_Adnan
But not all bacteria make spores, l mean Eukaryotic cells have Mitochondria which acts as powerhouse for them, since bacteria don't have it, what is the substitution for it?
Assimilatory nitrate reduction is a process that occurs in some microorganisms, such as bacteria and archaea, in which nitrate (NO3-) is reduced to nitrite (NO2-), and then further reduced to ammonia (NH3).
Elkana
This process is called assimilatory nitrate reduction because the nitrogen that is produced is incorporated in the cells of microorganisms where it can be used in the synthesis of amino acids and other nitrogen products
There are nothing like emergency disease but there are some common medical emergency which can occur simultaneously like Bleeding,heart attack,Breathing difficulties,severe pain heart stock.Hope you will get my point .Have a nice day ❣️
_Adnan
define infection ,prevention and control
Innocent
I think infection prevention and control is the avoidance of all things we do that gives out break of infections and promotion of health practices that promote life
