4.4 Great heroes - ordinary people

English first additional language

Grade 4

Heroes and heroines

Module 42

Great heroes – ordinary people

Activity 1

To express own opinion and give reasons for it [lo 5.2.7]

Form groups of about five learners each and do the following:

1. Discuss what the “traditional” hero looks like, and how most people see him.

2. Collect pictures of these typical heroes and make a poster depicting the typical hero (e.g. a knight on a horse, etc).

3. Talk about “ordinary” heroes or heroines – people who don’t necessarily look strong, brave or beautiful, but who have inner strength. What makes them heroic? How do you feel about them?

4. Choose one “ordinary” person you know personally, or of whom you have heard or read, who is a hero/heroine in your eyes. Tell the rest of the class about him/her and explain why you respect and admire that person.

“Ordinary” people can be heroes, as you have just discovered. As they say, true greatness lies within. One such person is Natalie du Toit, a former Cape Town schoolgirl. Although she is an “everyday” person, she is truly extraordinary.

Natalie loved swimming. It had always been her dream to participate in the Olympic Games, and she stood a chance in 2000, but she narrowly missed being selected. Then fate seemed to strike a cruel blow. Early in 2001, just as she was leaving the Newlands swimming bath one morning round about seven o’ clock, a motorist smashed into her scooter. She was badly injured, and had to have her leg amputated. After her traumatic accident, her dreams of becoming a famous swimmer seemed to have been shattered. But she didn’t give up. She was determined to carry on with her life and to fulfil her dreams. She says that she “grew up” after the accident, and only then realised what life was really all about. Today she believes in making the best of every day, because one doesn’t know what tomorrow holds.

In August 2002 Natalie broke two world records at the Commonwealth Games in Manchester, England and won two gold medals: one in the 50m and another in the 100m freestyle race for disabled swimmers. This was the first time she had ever competed as a disabled athlete. She made sport history when she became the first disabled swimmer to compete against non-disabled athletes in the 800m freestyle finals in an open Commonwealth Games race.

Her positive attitude and determination won the hearts of the British people and her story was frequently front-page news in the newspapers. She was called the “real heroine” of the Games. This is what one of the papers had to say: “She is a heroine, stripped of all self-pity. The mere fact that she is swimming again, is a miracle.”

Natalie was one of eight young people from 54 Commonwealth countries to be included in an official publication to celebrate Queen Elizabeth II’s Golden Jubilee year. According to Buckingham Palace she inspires other people by proving that one can overcome stumbling blocks in one’s life.

Don’t you think that she is a real heroine?

Activity 2

To understand and use adverbs of frequency [lo 6.2.6]

Look at the following sentences and pay special attention to the words in bold print:

• Her story was frequently front-page news in the newspapers.
• Natalie hardly ever thinks of herself as being disabled.
• She often competes against non-disabled swimmers.

These words in bold are called adverbs of frequency. They are adverbs, because they modify (“tell more about”) the verbs, for example:

She competes . (competes = verb)When (how frequently) does she compete? = often

They are special adverbs called adverbs of frequency, because they tell us how frequently it happens.

See if you can make two sentences containing each of these words or word groups. Use the sentences above as examples.

1. frequently:

(a) ………………………………………………………………………………………

(b) ………………………………………………………………………………………

2. hardly ever:

(a) ………………………………………………………………………………………

(b) ………………………………………………………………………………………

3 often:

(a) ………………………………………………………………………………………

(b) ………………………………………………………………………………………

Activity 3

To develop vocabulary [lo 6.6.4]

You know that a noun is a word that names things. Look at the following nouns:

• motorist (someone who drives a motor-car)
• swimmer (someone who swims)
• athlete (someone who does athletics)
• hero (someone who is heroic)

These nouns are words for people who do certain things.They are called agent nouns.

See whether you know the agent nouns for:

Can you see how the words are formed? Say / write something about it.

AND FINALLY, IF YOU STILL WANT TO DO SOMETHING……

Find out more about Nkosi Johnson, a most heroic little boy, and share his history in class…

Assessment

Learning outcome 3: reading and viewing

The learner will be able to read and view for information and enjoyment, and to respond critically to the aesthetic, cultural and emotional values in texts.

Assessment standard

We know this when the learner:

3.5 reads for pleasure and information:

3.5.1 reads fiction and non-fiction books at an appropriate reading and language level.

Learning outcome 5: thinking and reasoning

The learner will able to use language to think and reason, and access, process and use information for learning.

Assessment standard

We know this when the learner:

5.2 uses language for thinking:

5.2.7 expresses an opinion and gives a reason for it.

Learning outcome 6: language structure and use

The learner will know and be able to use the sounds, words and grammar of the language and interpret texts.

Assessment standard

We know this when the learner:

6.1 understands and uses some question forms, such as ‘Why didn’t ...?’, ‘Have you ever ...?’, ‘Do you think ...?’

6.2 uses the tenses introduced in the Foundation Phase to communicate orally and in writing, e.g.:

6.2.6 adverbs of frequency (e.g. She hardly ever visits me.);

6.6 develops own vocabulary:

6.6.4 understands between 2 000 and 3 500 common spoken words in context by the end of grade 4. Learners who will study some of the other learning areas through their additional language should aim at 3 500 words.