4.5 Taboo language and slanguage  (Page 3/4)

The tragedy of the Titanic will always move and sadden.

(Adapted slightly from the article)

1. Each one of the following answers begins with an –s. Clues are given to help you.

1. 1. down; go lower; disappear; drop to the bottom of the sea
   2. a strong lockable cabinet for valuables
   3. a set of rooms in a hotel, or on board the ship
   4. the top of; the skin; the boundary
   5. the part of the ship allotted to passengers travelling at the cheapest rate (st_ _e)
   6. a large room or hall; a public room on a ship (sa_ _n)
   7. the rear part of the ship or boat
2. What would you use the following items for?
   1. lifeboats
3. binoculars
4. a cabin
5. a life jacket
6. Explain in your own words – what each of the following mean. (Verbal exercise).

[LO 2.4.2; 3.11]

1. Match the word to the correct meaning. Use a ruler and rule a connecting line.

[LO 3.11; 4.4.1]

Assessment

LO 1

LISTENING The learner will be able to listen for information and enjoyment, and respond appropriately and critically in a wide range of situations.

We know this when the learner:

1.3 identifies features of oral texts (structure, language, tone, register, etc.) that make them appropriate for different purposes and audiences;

1.6 listens actively, considering other points of view, and responds with sensitivity to ideas and suggestions;

1.7 dicusses the social, moral and cultural values, attitudes and assumptions in oral texts, and comments on what is included and excluded (e.g. “Is the moral of the story true for all circumstances? What circumstances are not covered in this story?”).

LO 2

SPEAKING The learner will be able to communicate effectively in spoken language in a wide range of situations.

We know this when the learner:

2.1 communicates experiences, ideas and information in different and fairly challenging contexts for different audiences and purposes:

2.1.1 uses language thoughtfully for interpersonal communication (e.g. praising someone’s efforts, disagreeing with someone);

2.2 uses interaction strategies to communicate effectively in group situations:

2.3 uses appropriate body language and presentation skills:

2.4 uses appropriate language for different purposes and audiences:

2.4.1 uses language with the appropriate register in less familiar situations;

2.4.2 uses grammatical structures and idioms that are appropriate for the purpose;

2.4.3 uses language carefully to express complex but common emotions such as anger, impatience, sympathy, admiration.