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Questions:

5.1 Why does Joseph pick on Sollie?

5.2 Do you think it is right? Explain.

5.3 What can Sollie do to protect himself?

5.4 If Sollie were to commit suicide, would it be acceptable if Joseph said,” But I didn’t know he would do that! It’s not my fault!” Explain.

Scenario 6

Remember: Life would be so much easier if we spoke clearly and simply and communicated properly.

Say what you mean and mean what you say. Confusion and misunderstandings arise sometimes because what you say is not clear.

Rose: I’ll fetch you this afternoon at school.

Jim: Good. I’ll be waiting.

That afternoon Ross cannot find Jim.

Later

Rose: Where WERE you! I waited for an hour!

Jim: I waited at school – in the hall!

Rose: But that is not what I said! What I wanted to say was that you must meet me at the gate outside!

Question:

6.1 What should these two do to make sure their lines do not get crossed? L

Assessment

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.

Memorandum

ACTIVITY 1: Project: Creating a pamphlet

  • Allow this investigative project to be meaningful by going over the checklists with them and explaining exactly what it is they are expected to do.

When they have finished, you may like to enlarge their efforts and to glue them to hard boards for viewing purposes.

ACTIVITY 2: A look at qualities to admire and role models

  • The aim of this exercise is to show how positive, pro-active qualities beat negative, destructive qualities hands down! Let them add other abstract nouns to the list (Can even do an exercise here on abstract nouns!)
  • It is important for them to realize that a state of mind is CHOSEN – and that positive qualities lighten the load of living! That for every quality in life there is an alternative and that we have the will to choose it! After all, if they are choosing positive qualities in others, then why can they not possess them themselves?
  • Let them tell the class about the people in their lives who have influenced them positively. You will be amazed at some of the wonderful stories. Perhaps it is time they actually told these people themselves!

ACTIVITY 3: Answer questions on playlets; Dramatise a scene

  • SO many misunderstandings can be avoided if we only know how they started in the first place. This might help to avoid unnecessary conflict situations! Let them first just do the exercises and understand the underlying cause for the misunderstanding.
  • Only now should they dramatise the scenario’s further by adding extra dialogue to each and then dramatising it, using simple props . . . Go over the assessment criteria with them first and discuss the possibilities of each.

Questions & Answers

Is there any normative that regulates the use of silver nanoparticles?
Damian Reply
what king of growth are you checking .?
Renato
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
?
Kyle
yes I'm doing my masters in nanotechnology, we are being studying all these domains as well..
Adin
why?
Adin
what school?
Kyle
biomolecules are e building blocks of every organics and inorganic materials.
Joe
anyone know any internet site where one can find nanotechnology papers?
Damian Reply
research.net
kanaga
sciencedirect big data base
Ernesto
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.
Bharti
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
Daniel
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
Maciej
characteristics of micro business
Abigail
for teaching engĺish at school how nano technology help us
Anassong
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
NANO
what is fullerene does it is used to make bukky balls
Devang Reply
are you nano engineer ?
s.
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.
Tarell
what is the actual application of fullerenes nowadays?
Damian
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.
Tarell
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.
Virgil
is Bucky paper clear?
CYNTHIA
carbon nanotubes has various application in fuel cells membrane, current research on cancer drug,and in electronics MEMS and NEMS etc
NANO
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.
Harper
Do you know which machine is used to that process?
s.
how to fabricate graphene ink ?
SUYASH Reply
for screen printed electrodes ?
SUYASH
What is lattice structure?
s. Reply
of graphene you mean?
Ebrahim
or in general
Ebrahim
in general
s.
Graphene has a hexagonal structure
tahir
On having this app for quite a bit time, Haven't realised there's a chat room in it.
Cied
what is biological synthesis of nanoparticles
Sanket Reply
how did you get the value of 2000N.What calculations are needed to arrive at it
Smarajit Reply
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Source:  OpenStax, English home language grade 8. OpenStax CNX. Sep 11, 2009 Download for free at http://cnx.org/content/col11041/1.1
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