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LO 3.1.1


Answer the following questions based on the report written by the TV Action Group.

1. Do only programmes containing violence affect children's development? Explain.

2. Why is television referred to as the "Plug-In Drug"?

3. List two points that you agree with and say why you agree?

4. How do children begin to see other children when they often watch TV programmes containing violence?

5. After reading the last paragraph, how is TV's educational value explained?

6. Decide on a suitable title for this article?

LO 3.7.1
LO 3.7.2


LO 2
SPEAKING The 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:
2.1.1 uses language for interpersonal communication which reveals deeper personal feelings and reflections (e.g. talk about emotions and aspirations);
2.1.3 shares ideas and offers opinions on challenging topics in a logical, coherent and structured way (e.g. poster presentations, reports, debates);
2.1.5 develops factual and reasonable arguments to justify opinions;
LO 3
READING AND VIEWING The 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.):
3.1.1 reads aloud and silently, adjusting reading strategies to suit the purpose and audience;
3.2 views and discusses various visual and multimedia texts (e.g. photographs, television advertisements, dramas and documentaries, Internet and CD-ROMs where available):
3.2.1 interprets and discusses message;
3.2.2 identifies and discusses techniques such as lighting and sound effects, choice of images, camera angles, shape and design, graphics, etc., and their effect on the viewer;
3.7 identifies and critically discusses cultural and social values in texts:
3.7.1 interprets the writer’s intentional and unintentional hidden messages;
3.7.2 identifies different perspectives within more complex text and gives own perspectives based on evidence within the text;
3.8 understands and uses information texts appropriately:
3.8.1 summarises main and supporting ideas;
3.8.2 selects and records relevant information appropriately;
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:
5.1 uses language to think and reason:
5.1.1 distinguishes cause from effect in a variety of cross-curricular contexts;
5.1.3 develops a balanced argument on relevant and challenging issues;
5.2 uses language to investigate and explore:
5.2.1 asks critical questions that challenge and seek alternative explanations;
5.2.2 asks follow-up questions to get deeper answers;
5.2.3 discusses the validity of information by comparison with other sources;
5.3 processes information:
5.3.4 draws conclusions and makes recommendations;
5.4 uses language to think creatively:
5.4.1 describes what learner visualises after reading or listening to a text;


Guidelines for note-taking Guidelines for writing summaries
1. Listen carefully to the title, as it gives you a clue as to what the text is about. 1. Each paragraph has a main idea based on a key word or key words.
2. Write down key words as you listen, and note how thoughts link as they progress. Try to follow the line of reasoning – look for the “golden thread”. 2. There must be a link between paragraphs, in other words, they must be connected somehow.
3. Take note, especially, of the introduction and the conclusion. The introduction “sets the scene” (introduces the theme) and the conclusion rounds it off. 3. Think of a title; it must encapsulate the theme of the summary. Remember that there must be no superfluous text, only what is relevant and necessary.

Comprehension activity:

1. No, the programme content is irrelevant. TV watching makes children passive, it turns them into TV addicts, it makes them avoid the realities of life and causes anti-social behaviour.

2. People (especially children) simply “plug in” (turn on the TV) to escape from real life, and find it so pleasurable that they want to do nothing else.

4. They see others as objects and are also unable to judge the real feelings of others in real life situations.

5. It is valuable when it is only occasionally watched, as children need to be actively involved in the learning process.

6. Own

Example: The mental and physical effects of TV viewing.

Questions & Answers

Is there any normative that regulates the use of silver nanoparticles?
Damian Reply
what king of growth are you checking .?
What fields keep nano created devices from performing or assimulating ? Magnetic fields ? Are do they assimilate ?
Stoney Reply
why we need to study biomolecules, molecular biology in nanotechnology?
Adin Reply
yes I'm doing my masters in nanotechnology, we are being studying all these domains as well..
what school?
biomolecules are e building blocks of every organics and inorganic materials.
anyone know any internet site where one can find nanotechnology papers?
Damian Reply
sciencedirect big data base
Introduction about quantum dots in nanotechnology
Praveena Reply
what does nano mean?
Anassong Reply
nano basically means 10^(-9). nanometer is a unit to measure length.
do you think it's worthwhile in the long term to study the effects and possibilities of nanotechnology on viral treatment?
Damian Reply
absolutely yes
how to know photocatalytic properties of tio2 nanoparticles...what to do now
Akash Reply
it is a goid question and i want to know the answer as well
characteristics of micro business
for teaching engĺish at school how nano technology help us
Do somebody tell me a best nano engineering book for beginners?
s. Reply
there is no specific books for beginners but there is book called principle of nanotechnology
what is fullerene does it is used to make bukky balls
Devang Reply
are you nano engineer ?
fullerene is a bucky ball aka Carbon 60 molecule. It was name by the architect Fuller. He design the geodesic dome. it resembles a soccer ball.
what is the actual application of fullerenes nowadays?
That is a great question Damian. best way to answer that question is to Google it. there are hundreds of applications for buck minister fullerenes, from medical to aerospace. you can also find plenty of research papers that will give you great detail on the potential applications of fullerenes.
what is the Synthesis, properties,and applications of carbon nano chemistry
Abhijith Reply
Mostly, they use nano carbon for electronics and for materials to be strengthened.
is Bucky paper clear?
carbon nanotubes has various application in fuel cells membrane, current research on cancer drug,and in electronics MEMS and NEMS etc
so some one know about replacing silicon atom with phosphorous in semiconductors device?
s. Reply
Yeah, it is a pain to say the least. You basically have to heat the substarte up to around 1000 degrees celcius then pass phosphene gas over top of it, which is explosive and toxic by the way, under very low pressure.
Do you know which machine is used to that process?
how to fabricate graphene ink ?
for screen printed electrodes ?
What is lattice structure?
s. Reply
of graphene you mean?
or in general
in general
Graphene has a hexagonal structure
On having this app for quite a bit time, Haven't realised there's a chat room in it.
what is biological synthesis of nanoparticles
Sanket Reply
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Source:  OpenStax, English home language grade 6. OpenStax CNX. Sep 07, 2009 Download for free at http://cnx.org/content/col10997/1.1
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