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.
Questions & Answers
Three charges q_{1}=+3\mu C, q_{2}=+6\mu C and q_{3}=+8\mu C are located at (2,0)m (0,0)m and (0,3) coordinates respectively. Find the magnitude and direction acted upon q_{2} by the two other charges.Draw the correct graphical illustration of the problem above showing the direction of all forces.
To solve this problem, we need to first find the net force acting on charge q_{2}. The magnitude of the force exerted by q_{1} on q_{2} is given by F=\frac{kq_{1}q_{2}}{r^{2}} where k is the Coulomb constant, q_{1} and q_{2} are the charges of the particles, and r is the distance between them.
Muhammed
What is the direction and net electric force on q_{1}= 5µC located at (0,4)r due to charges q_{2}=7mu located at (0,0)m and q_{3}=3\mu C located at (4,0)m?
Capacitor is a separation of opposite charges using an insulator of very small dimension between them. Capacitor is used for allowing an AC (alternating current) to pass while a DC (direct current) is blocked.
Gautam
A motor travelling at 72km/m on sighting a stop sign applying the breaks such that under constant deaccelerate in the meters of 50 metres what is the magnitude of the accelerate
velocity can be 72 km/h in question. 72 km/h=20 m/s, v^2=2.a.x , 20^2=2.a.50, a=4 m/s^2.
Mehmet
A boat travels due east at a speed of 40meter per seconds across a river flowing due south at 30meter per seconds. what is the resultant speed of the boat
which has a higher temperature, 1cup of boiling water or 1teapot of boiling water which can transfer more heat 1cup of boiling water or 1 teapot of boiling water explain your . answer
I believe temperature being an intensive property does not change for any amount of boiling water whereas heat being an extensive property changes with amount/size of the system.
Someone
Scratch that
Someone
temperature for any amount of water to boil at ntp is 100⁰C (it is a state function and and intensive property) and it depends both will give same amount of heat because the surface available for heat transfer is greater in case of the kettle as well as the heat stored in it but if you talk.....
Someone
about the amount of heat stored in the system then in that case since the mass of water in the kettle is greater so more energy is required to raise the temperature b/c more molecules of water are present in the kettle
pratica A on solution of hydro chloric acid,B is a solution containing 0.5000 mole ofsodium chlorid per dm³,put A in the burret and titrate 20.00 or 25.00cm³ portion of B using melting orange as the indicator. record the deside of your burret tabulate the burret reading and calculate the average volume of acid used?
No. According to Isac Newtons law. this two bodies maybe you and the wall beside you.
Attracting depends on the mass och each body and distance between them.
Dlovan
Are you really asking if two bodies have to be charged to be influenced by Coulombs Law?
Specific heat capacity is a measure of the amount of energy required to raise the temperature of a substance by one degree Celsius (or Kelvin). It is measured in Joules per kilogram per degree Celsius (J/kg°C).
AI-Robot
specific heat capacity is the amount of energy needed to raise the temperature of a substance by one degree Celsius or kelvin
ROKEEB
Got questions? Join the online conversation and get instant answers!
