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Your shady neighbour’s neglected cat has given birth to a large number of kittens. You know that they are unwanted by your neighbour. You see him loading a large sack into the back of his car / digging a large hole in a vacant field across the road. What do you do?
Your friend is very excited as he and his father are going ‘trophy-hunting’ over the holidays. You strongly disapprove of this kind of ‘sport’. What do you tell him?
You are invited to go out with your friend and his family for a day’s crayfishing. You are horrified to find that most of the crayfish they take from the ocean are under-sized. How do you convince them to throw them back?
[15]
Report back to the class on what your group decided was the most likely explanations. You can present your report back in the form of a mini play, a dialogue, an interview or in any other manner. Remember it must be fun to do and entertaining to the class. You can use props, some body paint (mud and food colouring work too)!
Ensure that each member of the group is encouraged to participate fully and divide the roles up well.
Consult the criteria below as a guideline on what to concentrate on. If you are in the fortunate position of having a video camera at your disposal, you should videotape all the wonderful skits and presentations you do at school. Memories are made of opportunities such as these. These videos can also be shown at your school’s open day. Photographs can also capture the moment and decorate your school! They can be included in the school’s annual.
Should your school not have an annual or open day, why not initiate it?
You could also appeal to your community of parents to videotape or take photographs of what you do at school.
[15]
Write down the answers to the LISTENING COMPREHENSION:
| Learning Outcomes(LOs) |
| LO 1 |
| ListeningThe learner will be able to listen for information and enjoyment, and respond appropriately and critically in a wide range of situations. |
| Assessment Standards(ASs) |
| We know this when the learner: |
| 1.2 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 confidently in spoken language in a wide range of situations. |
| We know this when the learner: |
| 2.1 translates and interprets; |
| 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;3.2 understands some elements of poetry;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: |
| 4.1 writes to communicate information; |
| 4.2 writes for social purposes; |
| 4.3 writes for personal reflection; |
| 4.4 writes creatively; |
| 4.5 designs media texts; |
| 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: |
| 5.2 uses language for thinking;5.3 collects and records information in different ways. |
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