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Questions&answers
How well did you read?
Highlight the answer you choose.
Did you get the facts?
1. Scientists claim that finding two people with the same fingerprints is
| A impossible |
| B very unlikely |
| C fairly likely |
2. Henry Faulds, a pioneer in the science of fingerprints, discovered
| A a system to group and sort fingerprints |
| B that each fingertip has a different pattern |
| C that the Chinese used fingerprint signatures |
Did you follow the sequence of events?
3. Faulds began to experiment with fingerprints after he
| A had seen someone using ink and damp paper |
| B had found fingerprints at the scene of a crime |
| C had noticed them on ancient pottery |
4. The story that Mark Twain wrote appeared before
| A Faulds’ report in Nature |
| B Henry devised a classification system |
| C Herschel registered fingerprints of prisoners |
5. Juan Vucetich gave the law a new weapon to fight crime when
| A he began a collection of prints for police use |
| B his prints were used by Scotland Yard |
| C Both A and B |
How well do you reason?
6. Faulds removed skin from fingertips because he wanted to know whether
| A he would get a clearer print |
| B new patterns would grow back |
| C the skin could be grafted onto someone else |
7. That Herschel used people’s thumbprint “signature” when they were paid shows his acceptance of the
| A unchangeableness of fingerprints |
| B individuality of fingerprints |
| C both A and B |
Did you understand the author’s purpose?
8. The author uses Joan of Arc to illustrate his point that fingerprinting would
| A prevent miscarriages of justice |
| B settle cases of mistaken identity |
| C establish the ownership of property |
9. The author of this selection was trying to
| A amuse the reader | ||||
| B inform the reader | ||||
| C persuade the reader | ||||
| LO 3.1.2 | LO 3.8.2 |
Assessment
| LO 2 |
| SPEAKINGThe speaker is able to communicate effectively in spoken language in a wide range of situations. |
| We know this when the learner: |
| 2.1 communicates experiences, more complex ideas and information in more challenging contexts, for different audiences and purposes: |
| 2.1.5 develops factual and reasonable arguments to justify opinions; |
| 2.3 uses appropriate body language and presentation skills: |
| 2.3.1 does not turn back to audience; |
| 2.3.2 varies volume, tone and tempo of voice for emphasis and effect; |
| 2.3.3 reflects on own presentation and skills and tries to improve identified weaknesses. |
| LO 3 |
| READING AND VIEWINGThe learner is able to read and view for information and enjoyment, and to respond critically to the aesthetic, cultural and emotional values in texts. |
| 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, textbooks, etc.): |
| 3.1.2 uses appropriate reading and comprehension strategies (skimming, and scanning, predictions, contextual clues, inferences, monitoring comprehension, etc.); |
| 3.8 understands and uses information texts appropriately: |
| 3.8.2 selects and records relevant information appropriately; |
| 3.9 interprets and analyses independently details in graphical texts (maps, line graphs, bar graphs and pie charts) and transfers information from one form to another. |
| LO 4 |
| WRITINGThe learner is 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 different kinds of texts for different purposes and audiences: |
| 4.1.1 writes for personal, exploratory, playful, imaginative and creative purposes (e.g. journals, poems, myths, dialogues, argumentative essays); |
| 4.1.2 writes informational texts expressing ideas clearly and logically for different audiences (e.g. research report, letter to the newspaper, technical instructions); |
| 4.3 presents work with attention to neatness and enhanced presentation (e.g. cover, content page, layout, and appropriate illustrations or graphics); |
| 4.4 applies knowledge of language at various levels: |
| 4.4.1 word level; |
| 4.4.2 sentence level; |
| LO 5 |
| THINKING AND REASONINGThe learner is 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: |
| 5.2 uses language to investigate and explore: |
| 5.2.1 asks critical questions that challenge and seek alternative explanations; |
| 5.4 uses language to think creatively: |
| 5.4.2 invents and describes preferred results or endings; |
| 5.4.3 hypothesises and offers alternatives when trying to solve a problem. |
Memorandum
Identity Parade
An emerald necklace
An antique vase
A Phillips television
A Picasso painting
A Rolex watch
A diamond ring
Court Drama
| Accused | Charged with the crime |
| Advocate | one who pleads for another |
| Defendant | person accused |
| Lawyer | expert in law |
| Prosecutor | person who institutes legal proceedings against the accused |
| Witness | person giving sworn testimony |
Unwritten Signature
B
B
C
B
A
B
C
B
B
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