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housing estate: R1 800 000 inclusive’ —
exclusive of thin threads of
tinsel
festooning more than life.
. . . April, May, June, July
August, September, October, November –
December:
Tinsel on Tuscan chimneys?
(Anon)
1.
1.1 What exactly is it that upsets the poet? (2)
1.2 Where did the writer go when she longed for Christmas-time and a Christmas feeling? (2)
1.3 The poet considers the destruction of the pine trees as a bloody slaughter . Quote the word that indicates this. (1)
1.4 Explain the last line of the poem. (2)
2. Figures of Speech
2.1 Match the columns by ruling a line from the letter to the matching number.
| a) ‘A grating, rasping, sawing fills my ears…’ | i) Onomatopoeia |
| b) ‘My stream of tears…’ | ii) Alliteration |
| c) ‘…splatters…’ | iii) Personification |
| d) ‘…whispering pines…’ | iv) Metaphor |
(4)
2.2 Now give a definition for each of the above figures of speech and give another example from nature of each.
i) Definition:
Example : (2)
ii) Definition:
Example :(2)
iii) Definition:
Example : (2)
iv) Definition:
Example : (2)
X marks which spot?
3. Dictionary Work
3.1
Tus´ can. 1. adj. Of Tuscany. 2. n. A ~ person; Italian as spoken by ~s. [L]
3.2
tin´ sel, n. Decorations of bright metal foil or threads, tawdry brilliance, mere glitter, flashiness ; (attrib.) flashy, of more apparent than real worth. ~ led (-ld) a. [F estincelle f. L scintilla spark ; cf. STENCIL]
3.3
Ma´ gi n. pl., priests of ancient Persia, the wise men from the east ( Math. 1); Ma´ gian, (adj.) of the Magi, (n.) one of them. [L f. Gk]
a) Write down the part of speech of each word as it is used in the poem. (3)
b) Write down from which language each word originates.
Tuscan:
Tinsel:
Magi: (3)
Mark your spot on the map with X .
Plot another X on your Treasure Island map.
Have you ever heard of a Dodo?
You may have heard of this bird (the Dodo) but you will never see a live one. Man has caused its extinction!
You see we must look after our earth to ensure the continuation of our precious animal kingdom.
In a play dialogue of ± 100 words describe to your friend another extinct animal or bird.(You will have to do some research.)
Remember to do a rough draft and to show proof of editing before writing your final draft.
Once done plot your X !
Check the functional writing rubric before you start!
| 1 | 2 | 3 | |
| Animal | None | Some attempt but not convincing | Excellent portrayal |
| Dialogue | Boring exchanges, not all relevant | Some attempt at originality | Original, creative, convincing |
| Clarity | Unclear, mumbled | Inconsistent | Clear, good projection |
( 15 )
Now you and a partner can produce this dialogue as a role-play to the class – have fun! (You can also perhaps demonstrate the actions of the animal or make the sound it made.)
| Learning Outcomes(LOs) |
| LO 1 |
| ListeningThe learner is able to listen for information and enjoyment, and respond appropriately and critically in a wider range of situations. |
| Assessment Standards(ASs) |
| We know this when the learner: |
| 1.1 understands and appreciates stories, including those told by other learners; |
| 1.4 listens actively in discussion. |
| LO 2 |
| SpeakingThe learner will be able to communicate effectively in spoken language in a wide range of situations. |
| We know this when the learner: |
| 2.2 interacts in additional language; |
| 2.4 debates social and ethical issues by arguing persuasively and responding critically; |
| 2.6 gives a short formal talk or presentation. |
| LO 3 |
| Reading and ViewingThe 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 reads a text (fiction or non-fiction):3.2 understands some elements of poetry and of the terms used to describe this language;3.3 reads and responds to social texts;3.4 reads for information. |
| LO 4 |
| WritingThe 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: |
| 4.2 writes for social purposes; |
| 4.4 writes creatively; |
| 4.3 writes for personal reflection; |
| 4.6 treats writing as a process. |
| LO 5 |
| Thinking and ReasoningThe 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 and literacy across the curriculum;5.2 uses language for thinking:5.2.5 draws ;5.3 collects and records information in different ways. |
| LO 6 |
| Language Structure and UseThe learner will know and be able to use the sounds, words and grammar of the language to create and interpret text. |
| We know this when the learner: |
| 6.2 understands and uses the past perfect progressive tense; |
| 6.3 understands and uses direct and indirect speech; |
| 6.8 uses some language to talk about language (meta-language – terms such as paragraph); |
| 6.9 expands vocabulary (e.g. uses prefixes to form new words: autobank, autobiography, automatic). |
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