<< Chapter < Page Chapter >> Page >

Complete this unfinished poem, using your own words.

My mom and my dad are not what they seem.

Their __________ appearance is part of their _________

I know of ____________

My _______________________ freaks!

They landed on ___________ in ______________.

Posing as _______________________________

My parents deny this, but I know the truth

They’re here to _________________________

Early each morning, as the sun rises,

Mom and Dad put on ______________________

I knew right away ______________________________

LO 4.1.2

Help? It is easier when you follow a formula, for example - allow every 2 lines to rhyme.

CHALLENGE

In your groups, work on the following:

  • Practice your version of the poem as a choral verse and perform it for the rest of the class. Remember that certain parts can be performed by the group as a whole or by solo performers. Synchronised movements by the group or parts of the group can also be done. Pauses, varying tempo and volume, enunciation … all add to the success of the ‘production’.
  • Evaluate your own and each other’s performances, using the blank grid for this purpose.
LO 2.1

Assessment

Learning Outcomes(LOs)
LO 1
LISTENING The learner is able to listen for information and enjoyment, and respond appropriately and critically in a wide range of situations.
Learning Outcomes(LOs)
LO 1
LISTENING The learner is able to listen for information and enjoyment, and respond appropriately and critically in a wide range of situations.
We know this when the learner:
  • identifies particular words, phrases and sentences, which influence the listener, and explains their impact (e.g. emotive language, distinguishing between fact and opinion, recognising bias and prejudice).
  • recognises and accepts different varieties of the language such as different accents, dialects and the language of different age groups (e.g. slang).
LO 2
SPEAKING The learner is able to communicate confidently and effectively in spoken language in a wide range of situations.
We know this when the learner:
2.1 communicates ideas and feelings expressively with confidence and with some assistance, using selected oral text types (e.g. stories, jokes, dramas);
2.2 communicates ideas, facts and opinions clearly and with some accuracy and coherence, using a limited range of factual oral text types (e.g. discussions, short arguments);
2.4.7 shows sensitivity to the rights and feelings of others.
LO 4
WRITING The learner is 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 selected range of imaginative texts:
4.1.2 to explore the creative and playful use of language by means of narrative and descriptive compositions, diaries, friendly letters, dialogues, poems, cartoons, limericks and songs;
4.2 produces a selected range of factual written and multi-modal texts (texts using print and images) for various purposes, using visual and design elements where appropriate by means of eyewitness accounts, posters, advertisements, book reviews, recipes, and game instructions;
4.4 uses the writing process with assistance and collaboratively to generate texts:
4.4.1 selects and explores topics through brainstorming, using mind maps and lists;
4.4.4 organises ideas coherently in simple, logical order to produce first drafts;
4.4.5 reflects on drafts, considering purpose, audience, language usage and logical organisation, and revises appropriately;
4.4.8 publishes final product, paying attention to presentation and basic elements of design.
LO 5
THINKING AND REASONING The learner is able to use language to think and reason, and access, process and use information for learning.
We know this when the learner:
5.1 uses language to think and reason:
5.1.1 infers and deduces meaning, and explains the intentions of the author by interpreting written, visual and aural texts across the curriculum;
5.1.4 expresses and develops a clear personal viewpoint;
5.1.5 supports an argument with various kinds of evidence;
5.1.7 uses appropriate language structures to express complex thought;
5.3 processes information:
5.3.1 records information in an accessible format (e.g. lists, mind maps, notes, summaries);
5.3.3 changes information from one format into another (e.g. mind map into paragraph, list into summary);
5.3.4 reflects critically by sharing and challenging ideas;
5.3.5 compares different points of view, and identifies differences and similarities.
LO 6
LANGUAGE STRUCTURE AND USE The learner is 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;
6.1.3 uses the dictionary and thesaurus to increase vocabulary and improve spelling;
6.4 develops awareness and use of style:
6.4.2 distinguishes between formal and informal language;
6.6 uses meta-language (e.g. talks about simple, compound and complex sentences).

Memorandum

Slanguage

Just ensure that the language ‘offered’ by the children, is socially acceptable language !

‘spaced out’ : to be preoccupied / on a high ‘barf’ : to throw up or vomit ‘grass’ or ‘pot’ : dagga ‘split’ : to leave suddenly
‘hangup’ : to have a problem ‘pooped’ : exhausted something is cool : accepted, good or fine ‘fuzz’ : the police
‘rip-off’ : to be cheated out of something ‘stoned’ : to be on drugs o: Taboo LanguageA very, very useful task. Do not be afraid to investigate this type of language. The children will, naturally, find it very enjoyable to be able to discuss this ‘taboo’ subject.r narcotics ‘bread’ : slang for ‘money’ or cash grub : food

Questions & Answers

find the 15th term of the geometric sequince whose first is 18 and last term of 387
Jerwin Reply
I know this work
salma
The given of f(x=x-2. then what is the value of this f(3) 5f(x+1)
virgelyn Reply
hmm well what is the answer
Abhi
how do they get the third part x = (32)5/4
kinnecy Reply
can someone help me with some logarithmic and exponential equations.
Jeffrey Reply
sure. what is your question?
ninjadapaul
20/(×-6^2)
Salomon
okay, so you have 6 raised to the power of 2. what is that part of your answer
ninjadapaul
I don't understand what the A with approx sign and the boxed x mean
ninjadapaul
it think it's written 20/(X-6)^2 so it's 20 divided by X-6 squared
Salomon
I'm not sure why it wrote it the other way
Salomon
I got X =-6
Salomon
ok. so take the square root of both sides, now you have plus or minus the square root of 20= x-6
ninjadapaul
oops. ignore that.
ninjadapaul
so you not have an equal sign anywhere in the original equation?
ninjadapaul
hmm
Abhi
is it a question of log
Abhi
🤔.
Abhi
I rally confuse this number And equations too I need exactly help
salma
But this is not salma it's Faiza live in lousvile Ky I garbage this so I am going collage with JCTC that the of the collage thank you my friends
salma
Commplementary angles
Idrissa Reply
hello
Sherica
im all ears I need to learn
Sherica
right! what he said ⤴⤴⤴
Tamia
hii
Uday
hi
salma
what is a good calculator for all algebra; would a Casio fx 260 work with all algebra equations? please name the cheapest, thanks.
Kevin Reply
a perfect square v²+2v+_
Dearan Reply
kkk nice
Abdirahman Reply
algebra 2 Inequalities:If equation 2 = 0 it is an open set?
Kim Reply
or infinite solutions?
Kim
The answer is neither. The function, 2 = 0 cannot exist. Hence, the function is undefined.
Al
y=10×
Embra Reply
if |A| not equal to 0 and order of A is n prove that adj (adj A = |A|
Nancy Reply
rolling four fair dice and getting an even number an all four dice
ramon Reply
Kristine 2*2*2=8
Bridget Reply
Differences Between Laspeyres and Paasche Indices
Emedobi Reply
No. 7x -4y is simplified from 4x + (3y + 3x) -7y
Mary Reply
how do you translate this in Algebraic Expressions
linda Reply
Need to simplify the expresin. 3/7 (x+y)-1/7 (x-1)=
Crystal Reply
. After 3 months on a diet, Lisa had lost 12% of her original weight. She lost 21 pounds. What was Lisa's original weight?
Chris Reply
what's the easiest and fastest way to the synthesize AgNP?
Damian Reply
China
Cied
types of nano material
abeetha Reply
I start with an easy one. carbon nanotubes woven into a long filament like a string
Porter
many many of nanotubes
Porter
what is the k.e before it land
Yasmin
what is the function of carbon nanotubes?
Cesar
I'm interested in nanotube
Uday
what is nanomaterials​ and their applications of sensors.
Ramkumar Reply
what is nano technology
Sravani Reply
what is system testing?
AMJAD
preparation of nanomaterial
Victor Reply
Yes, Nanotechnology has a very fast field of applications and their is always something new to do with it...
Himanshu Reply
good afternoon madam
AMJAD
what is system testing
AMJAD
what is the application of nanotechnology?
Stotaw
In this morden time nanotechnology used in many field . 1-Electronics-manufacturad IC ,RAM,MRAM,solar panel etc 2-Helth and Medical-Nanomedicine,Drug Dilivery for cancer treatment etc 3- Atomobile -MEMS, Coating on car etc. and may other field for details you can check at Google
Azam
anybody can imagine what will be happen after 100 years from now in nano tech world
Prasenjit
after 100 year this will be not nanotechnology maybe this technology name will be change . maybe aftet 100 year . we work on electron lable practically about its properties and behaviour by the different instruments
Azam
name doesn't matter , whatever it will be change... I'm taking about effect on circumstances of the microscopic world
Prasenjit
how hard could it be to apply nanotechnology against viral infections such HIV or Ebola?
Damian
silver nanoparticles could handle the job?
Damian
not now but maybe in future only AgNP maybe any other nanomaterials
Azam
Hello
Uday
I'm interested in Nanotube
Uday
this technology will not going on for the long time , so I'm thinking about femtotechnology 10^-15
Prasenjit
can nanotechnology change the direction of the face of the world
Prasenjit Reply
At high concentrations (>0.01 M), the relation between absorptivity coefficient and absorbance is no longer linear. This is due to the electrostatic interactions between the quantum dots in close proximity. If the concentration of the solution is high, another effect that is seen is the scattering of light from the large number of quantum dots. This assumption only works at low concentrations of the analyte. Presence of stray light.
Ali Reply
the Beer law works very well for dilute solutions but fails for very high concentrations. why?
bamidele Reply
how did you get the value of 2000N.What calculations are needed to arrive at it
Smarajit Reply
Privacy Information Security Software Version 1.1a
Good
Got questions? Join the online conversation and get instant answers!
QuizOver.com Reply

Get the best Algebra and trigonometry course in your pocket!





Source:  OpenStax, English home language grade 7. OpenStax CNX. Sep 09, 2009 Download for free at http://cnx.org/content/col11018/1.1
Google Play and the Google Play logo are trademarks of Google Inc.

Notification Switch

Would you like to follow the 'English home language grade 7' conversation and receive update notifications?

Ask