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griping How is ‘griping’ different from ‘gripping’ IN SOUND? (2)
gangsters, racketeers What part of speech is created by the suffixes ‘ers’ and ‘eers’? (1)
Skilful - Explain the spelling rule that applies to this word. (2)
Reserved - Here the word means ‘shy’. Give another meaning of this word and its word class. Use it in a sentence. (4)
Retiring - Here the word means ‘shy’. Give another meaning of this word and its word class. Use it in a sentence (4)
cross, furious, indignant - List these words in order of intensity, from least to most.(1)
| TOTAL: 40: | 1 – 10 = 1 | Not working as you should |
| 11 – 20 = 2 | Improving | |
| 21 – 30 = 3 | Good work | |
| 31 – 40 = 4 | Excellent work |
2. What did his own parents teach him? (2)
3. Why did Kwela’s approach to other people harden? (2)
4. Who was responsible for his distrust of others? (1)
5. Do you think that he had a choice to make? Explain your answer. (2)
6. What choice should he make for himself? (2)
7. Do you think that many people today are prejudiced towards others because they have been taught to be like this? Explain what you mean: (4)
8. Do you think you are prejudiced? Have you ever said anything that is biased, prejudiced, stereotype or inaccurate? Give an example or two. (3)
TOTAL: 20 : 1 – 5 = 1; 5 – 10 = 2; 11 – 15 = 3; 16 – 20 = 4
| Learning outcomes(LOs) |
| LO 2 Speaking |
| The learner will be able to communicate confidently and effectively in spoken language in a wide range of situations. |
| Assessment standards(ASs) |
| We know this when the learner: |
| 2.1 communicates ideas and feelings creatively and expressively with a great degree of confidence and with limited assistance, using a range of selected oral text types; |
| 2.2 communicates ideas, facts and opinions on challenging topics clearly and accurately and with a greater degree of coherence, using a range of factual oral text types; |
| 2.4 demonstrates a range of interaction skills by participating actively in group discussions, conversations, debates and group surveys and while so doing:2.4.7 shows range of interaction skills in discussion, persuading other. |
| LO 3 Reading and Viewing |
| The 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: |
| 3.1 read spontaneously and often for pleasure and information across the range of texts studied, discusses personal response and the kinds of texts enjoyed, and recommends text to others; |
| 3.2 reads aloud and silently for a variety of purposes consolidating the appropriate reading strategies developed in earlier grades. |
| LO 4 Writing |
| The 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 range of imaginative texts:4.1.1 to express imagination, ideas and feelings about self and others;4.1.2 to explore the creative, critical and playful use of language by means of narrative and descriptive compositions, dialogues, poems, songs and letters; |
| 4.2 produces a range of factual written and multi-model texts for various purposes, using a range of visual, and design elements where appropriate by means of recounts of events, research project reports, pamphlets, posters, book reviews; |
| 4.4 uses the writing process collaboratively and independently to generate texts:4.4.5 reflects on multiple drafts considering purpose, audience, language usage, bias, complex organisation and a few simple elements of style, and revise appropriately. |
| LO 5 Thinking and Reasoning |
| The 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:5.1.1 applies thinking and reasoning skills in a variety of contexts across the curriculum;5.1.6 draws on own experience in order to substantiate point of view;5.1.7 questions and infers to solve problems and develop thinking about complex issues, ideas and emotions; |
| 5.2 use language to investigate and explore:5.2.4 locates and accesses information from a wide variety of sources; |
| 5.3 processes information:5.3.3 extracts and synthesises information, using listening, reading, writing and viewing skills;5.3.5 summarises information or ideas by selecting generalising, categorising and editing, and reflects critically on the product.5.3.6 formulates thoughts orally and in writing in increasingly complex ways, using knowledge of language. |
| LO 6 Language Structure and Use |
| The 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:6.1.2 creates personal spelling list and dictionary of words across the curriculum and discusses which words give problems;6.1.5 uses word families and words of the same field to develop vocabulary in context. |
ACTIVITY 1: Learn some prejudice terminology
You can already take a reading mark from some learners here. They should pause slightly when they read the term and use different tones for the direct speech.
ACTIVITY 2: A look at Logic
ACTIVITY 3: Reading a story
ACTIVITY 4: Find synonyms.
1 - 3 = 1 ; 4 - 5 = 2 ; 6 - 9 = 3 ; 10 - 13 = 4
ACTIVITY 5: Language test on above synonyms
Ad – mi- ni- stra – tion = 5 syllables of administration (5 sound bits)
Ad – minist(er/r)-ation = 3 morphemes of administration
(prefix / root /suffix)
Let their peers mark this. YOU check the neatness and the spelling as you walk about!
ACTIVITY 6: Answer comprehension questions on passage
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