Skip to content Skip to navigation

OpenStax_CNX

You are here: Home » Content » Relationships

Navigation

Lenses

What is a lens?

Definition of a lens

Lenses

A lens is a custom view of the content in the repository. You can think of it as a fancy kind of list that will let you see content through the eyes of organizations and people you trust.

What is in a lens?

Lens makers point to materials (modules and collections), creating a guide that includes their own comments and descriptive tags about the content.

Who can create a lens?

Any individual member, a community, or a respected organization.

What are tags? tag icon

Tags are descriptors added by lens makers to help label content, attaching a vocabulary that is meaningful in the context of the lens.

This content is ...

In these lenses

  • GETSenPhaseLang display tagshide tags

    This module is included inLens: Siyavula: Languages (Gr. 7-9)
    By: SiyavulaAs a part of collection: "English Home Language Grade 8"

    Collection Review Status: In Review

    Click the "GETSenPhaseLang" link to see all content selected in this lens.

    Click the tag icon tag icon to display tags associated with this content.

Recently Viewed

This feature requires Javascript to be enabled.

Tags

(What is a tag?)

These tags come from the endorsement, affiliation, and other lenses that include this content.
 

Relationships

Module by: Siyavula Uploaders. E-mail the author

ENGLISH HOME LANGUAGE

Grade 8

VALUED VALUES

Module 6

RELATIONSHIPS

Next, YOU will be looking at RELATIONSHIPS

The way that people deal with each other is complicated. YOU know that.

You either experience it yourself or see how others sometimes struggle.

The relationship between a child and the parent is sometimes fine but often tense.

Feelings come into play. How sensitive one is affects the relationship.

Feeling good about yourself certainly helps.

And knowing HOW to deal with certain problems also helps.

ACTIVITY 1:

Read the story below and then answer the questions that follow:

THE PARENT AND THE CHILD

How-many-times-do-I-have-to-tell-you-the-same-thing-If-only-you-listened-there-would-be-peace-in-this-house-besides-why-do-you-leave-your-clothes-lying-all-over-the-room-WHO-do-you-think-is-going-to-pick-them-up-I’m-not-here-to-be-your-slave-and-please-take-your-hands-out-of-your-pockets-after-all-it-is-polite-to-greet-older-people-Answer-me-when-I-speak-to-you-but-you-don’t-have-to-shout-I’m-not-deaf-it- is- rude-to-answer-back-Because-I-say-so!-Why-do-you-not-wipe-your-feet-before-you-come-into-the-house-and-another-thing-Come-back-here-I-have-not-finished-with-you-yet-Don’t-eat-with-your-mouth-open-Don’t-yawn-without-putting-your-hand-in-front-of-your-mouth-and-why-can’t-you-close-the-door-Were-you-born-in-a-cave-or-what-and-switch-off-the-light-money-does-not-grow-on-trees-and--eat-your-food-What-about-the-starving-children-in-China?

What should this mother do to improve her relationship with her child?

THE EDUCATOR AND THE LEARNER

Morning!

Sit down!

Get out your grammar books!

Turn to page 38!

Do exercise 3 (a) (I) (ii) and (iii) and 4 (a) - (j)!

John, turn around!

Sally, where is your homework book?

Sipho, you are in detention for poor work!

James, stop talking. Now!

Nothando, stop eating in class!

Fritz, concentrate on your work!

Work, class! WORK!

John! OUT! – NOW!

Why do YOU think the teacher does not get co-operation from her class?

Why do you think the mother’s speech is written with so many dashes?

Why are so many exclamation marks used in the teacher’s speech?

  • Try to write a similar scene in play-form (A scene from home; from school):

Reminder:

Leave a line open between speakers

Do not use inverted commas in play-form

Try to let both parties speak at least 5 times each.

Give instructions after the colon.

Here is an example:

  • Mother: (furious) Tell me where you are going!
  • Daughter: I won’t!

ACTIVITY 2:

[LO 4.1.2]

  • Now YOU try:

Give your playlet a title and hand in any rough work with the final product.

ACTIVITY 3:

[LO 5.3.5]

  • This is a listening comprehension so pay close attention. The teacher will be reading this to you and then will ask you some questions at the end. See how well you can answer.

20.1 How do YOU think colour influences our lives?

20.2 What was the little boy drawing at the start of this song?

20.3 What was the little boy drawing at the end of this song?

20.4 What caused him to change?

20.5 Do you prefer the first teacher or the second? Why?

20.6 Is it important to be imaginative? Why?

ACTIVITY 4:

Forum discussion

A FORUM DISCUSSION is a planned conversation in a group, where you can share your views with the rest of the group.

Remember to have the following in place:

A Chairman: S(he) introduces the topic ;introduces the team;keeps the conversation flowing;asks some questions;asks a speaker to say something.Also gives his/her view.Sums up at the end.

B Two pupils on either side of the chairmanThe outer two pupils half face the audience and half face the group.The inner two pupils face the audience but also the group.The Chairperson sits in the middle

C The idea is to see whether everybody in the group takes part in the conversation

D The aim is to tackle the subject as widely as possible.

E You may disagree with someone but do it politely, yet firmly.

F Try to move the conversation along with a remark like,“ There is something else we haven’t thought about . . .”“ To change the subject, what about . ..”“ Another aspect to consider is . ..”

G There should be some indication when time is up.3 minutes is a good period to choose for each team.

  • When team 1 is talking, Team 2 can get their topic and go out to prepare briefly.
  • Then when Team 2 is talking, Team 3 goes out, and so on.

The educator will suggest some topics. Hold a forum discussion and enjoy conversing with others, questioning, enquiring and chatting naturally.

TIP: Take some paper and a pencil with you when you go out to discuss your topic briefly.

And now, for something completely different!

ACTIVITY 5:

A science fiction story with a moral!

Science fiction is really strange, yet we can recognise the peculiar characters and the strange places and the funny times too, because we are used to many pictures and films dealing with outer space.

  • Add some more book titles that you know about or have had recommended:(Speak to your librarian)

The NEXT STORY deals with two men who come from different zones.

They both deal with communication (talking to each other), in totally different ways.

  • You are asked to decide which method you prefer.

Remember, the teacher will help you with certain words you might not understand.

  • AND when you have read the story there are certain questions to answer . . .

You are still dealing with communication and relationships and should see if you can feel the relationship between these two men and whether you can grasp why they might have difficulty in communicating.

THE COMMUNICATION GAP

The flight in space had been quick and the capture of the alien had been easy.

But now Chief-Engineer Bruce sat with a problem: He had captured a foreign being and as he was on his own, the interrogation would not be easy to handle.

He was used to travelling through space by himself, doing his rounds of broken-down satellites. He enjoyed finding out why some satellites were faulty, then fixing them and seeing them whirl off into space again, happily on orbit, as scheduled.

Bruce turned to his captive, who was speaking into a mouthpiece. The language the alien used was strange. Stilted somehow. But Bruce understood it. He realized that the alien only used important words and left out most smaller words. Spoken with a definite inflection, the meaning of the words was clear.

“YOU?” barked the alien at Bruce.

Bruce knew he was being questioned. “Well . . . ,” Bruce tried to explain, diplomatically.

” I am a pilot for the United States of Africa . . . and, I think . . .er . . .” He was about to explain that there had been an awful mistake and that things could be sorted out quite quickly and satisfactorily, when the alien burst out in disbelief.

“WHAT THINK?” The alien looked totally puzzled as if he had heard a word he did not know.

Bruce considered how best to cope with this extraordinary conversation and came to the conclusion that straight talking would be best.

“Well . . . to think is . . . er . . . to reason, to come to a conclusion after following certain logical steps.” He stopped long enough to gauge the alien’s response, and when there was none, he continued,” . . er. . . to use previous knowledge sensibly.” Bruce then rushed a question at the alien.

“How do YOU come to conclusions?”

The alien indicated the blinking machinery that surrounded them and moved closer to a large flashing machine as if for back up.

“WE NOT THINK. EASIER. NOT MAKE DECISIONS. NOT COMMIT. NOT CONSIDER ISSUES. NOT THINK ABOUT PROBLEMS. NOT SOLVE. NOT CONSIDER OTHERS. NOT WORRY ABOUT IGNORANCE. NOT USE KNOWLEDGE. NOT BE IMAGINATIVE. NOT THINK OUT FEARS. NOT MAKE CALCULATIONS. NOT DEBATE. NOT GET INVOLVED.”

“But it is impossible not to think,” Bruce interrupted. “ I mean, I must work out the time. I must think about my past and present in order to cope with the future!”

The alien looked at Bruce patronisingly. “WE TOLD TIME. TOLD RESULTS OF CALCULATIONS. PSYCHOLOGICAL PROBLEMS SOLVED. NOT GET INVOLVED.”

The alien sank into a chair as if he had just won a game.

Bruce wondered which system was better: His system of open, thoughtful communication or the alien’s system of automatic question and answer.

As he stepped into the Interviewing Room with the alien, he knew which system he preferred.

[LO 6.1.2, 6.2.5]

Word choice

Bruce, the flight engineer, has written a report to his superiors back home. Certain words are missing.

  • Complete the gaps with the most interesting words you can think of.
  • Please check the spelling BEFORE you enter the word and write NEATLY.

“I captured a / an ________ alien yesterday. He was very _________ when we first met, but afterwards he became very .__________ I found his language extremely ________ at first, but later it was not _____________ to understand. The clothes he was wearing were _____________ and his head was rather _________________His fingers were

________________ and his eyes, _________The tone of his voice was very ___________ .

From the choices given, select and underline the word, phrase or clause which is most true.

Bruce had taken a long time / a short time to get into space.

He had trouble / no trouble in capturing the alien.

He was a qualified / unqualified man.

The alien spoke in an abrupt / smooth manner.

Bruce’s manner was polite / impolite.

The alien hadno will to choose / had the ability to choose for himself.

The two men found it difficult / easy to communicate with each other.

The alien was a free / captive being.

The alien’s response was mechanical / personal.

Memorandum

ACTIVITY 3: Listening to a reading

This is a song by Harry Chapin about a boy’s first day at school, and how a teacher affects him.

  • Read it slowly and carefully but rhythmically – remember, it is a song.

“FLOWERS ARE RED AND GREEN LEAVES ARE GREEN”

The little boy went first day in schoolHe got some crayons and he started to drawHe put colours all over the paperFor colours were what he saw

And the teacher said, “What’re you doing, young man?”“I’m painting flowers,” he said.She said, “It’s not the time for art, young manAnd anyway, flowers are green and red.There’s a time for everything, young manAnd the way it should be done.You’ve got to show concern for everyone else‘Cause you’re not the only one.”

And she said, “ Flowers are red, young man, and green leaves are green. There’s no need to see flowers any other way Than the way they always have been seen.”

But the little boy said, “There are so many colours in the rainbow.So many colours in the morning sun.

So many colours in the flowerAnd I see every one.”

The teacher said, “You’re sassy!There’s ways that things should beAnd you’ll paint flowers the way they areSo repeat after me:”And she said, “ Flowers are red, young man, and green leaves are greenThere’s no need to see flowers any other wayThan the way they always have been seen.”

But the little boy said, “There are so many colours in the rainbow. So many colours in the morning sun. So many colours in the flower And I see every one.”

The teacher put him in a corner.She said, “It’s for your own good.And you won’t come out till you get it right.And are responding like you should.”Well, finally he got lonelyWriting it up in his headAnd he went up to the teacherAnd this is what he said:

And he said, “Flowers are red. And green leaves are green.There’s no need to see flowers any other way

Assessment

Table 1
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;
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;
5.3 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.
LO 6 Language structure and use
language structure and useThe learner will know and be 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:
6.1.1 uses a range of different strategies to spell unfamiliar words;
6.1.2 creates personal spelling list and dictionary of words across the curriculum and discusses which words give problems;
identifies and uses the components of a sentence such as subject, verb, direct and indirect object, main and subordinate clauses;

Content actions

Download module as:

PDF | EPUB (?)

What is an EPUB file?

EPUB is an electronic book format that can be read on a variety of mobile devices.

Downloading to a reading device

For detailed instructions on how to download this content's EPUB to your specific device, click the "(?)" link.

| More downloads ...

Add module to:

My Favorites (?)

'My Favorites' is a special kind of lens which you can use to bookmark modules and collections. 'My Favorites' can only be seen by you, and collections saved in 'My Favorites' can remember the last module you were on. You need an account to use 'My Favorites'.

| A lens I own (?)

Definition of a lens

Lenses

A lens is a custom view of the content in the repository. You can think of it as a fancy kind of list that will let you see content through the eyes of organizations and people you trust.

What is in a lens?

Lens makers point to materials (modules and collections), creating a guide that includes their own comments and descriptive tags about the content.

Who can create a lens?

Any individual member, a community, or a respected organization.

What are tags? tag icon

Tags are descriptors added by lens makers to help label content, attaching a vocabulary that is meaningful in the context of the lens.

| External bookmarks