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“To be biased,” means “to have a leaning towards”; “to favour one side”
e.g. “My daughter is really beautiful and deserves the prize although the other judges awarded it to another contestant.” (This mother should not be a judge; her daughter would win every time!)
“To be prejudiced” means ‘to pre-judge’ (the prefix ‘pre’ means ‘before’)
e.g. “I do not want to meet that new pupil. He is Korean and will probably be stupid.” (This speaker will probably be surprised to find that the Korean pupil is not stupid. She has not even met him and has already condemned him! Perhaps SHE is stupid for being so prejudiced?)
“To give a generalised opinion” means to lump everybody or everything into one category and to give particular qualities that most people associate with a person or thing to all people and all things e.g. All librarians are dull bookworms; all teachers are narrow-minded and strict; all traffic police are unfair, cross-looking people.
e.g. “What will she know? She’s a junior school teacher.”Here you are stereotyping (giving what you consider to be typical characteristics to all).
“To be inaccurate” means to veer away from the facts and to introduce or leave out a detail which will then convey a different message.
e.g. Jill tells John: “I am not going to the party tonight as I have to study.” Later John tells Roger: “ Jill is not coming to the party tonight – she must study and you know what that means!” Suddenly the whole message is changed because something was added. Or later John tells Roger, “ Jill is not coming to the party tonight.” Roger thinks all sorts of reasons for her not coming, because John left out some information, which also changes the whole message. See?
1. “I think you should distrust that man. He is a Russian!”
2. “I think that woman is common – she has bright blonde hair!”
3. “I will not employ that young man – he is wearing an earring!”
4. “Look at that poor driving – must be a woman!”
Try to read it so that the class enjoys it!
The Birth of Prejudice
“One day a beautiful baby was born to Thami and Kolo, named Kwela.
As he grew up, Kwela’s mother sang songs to him, spoke soft words to him and cradled him lovingly in her arms. He was kind and polite to strangers who came past his village from time to time. Kwela’s father taught him to run and hunt and to treat animals and his elders with respect. It was a happy home. His parents taught him to be honest and to express his feelings and his fears.
Kwela enjoyed his life.
But then something happened which changed everything.
His parents were killed in a landmine accident and Kwela was sent to stay with a foster family until a suitable family could be found for him.
This family was very different and very soon Kwela started changing.
He found that his attitudes hardened, that his perceptions of other people became more distrustful and his prejudices surfaced.
One day he was listening to his new foster mother talk about their neighbourhood.
“You know,” she said, in a complaining voice, ” Noor from next door is such a liar. He told me that bananas cost R1,99 but when I gave him some money to buy some for me, he told me that
the price has gone up to R2,30! I don’t believe him – he is a taxi-driver. What can you expect! He took my money! Don’t you trust him, you hear, Kwela!”
His foster mother continued in the same vein. “ Honestly, men are so stupid. They can’t even buy bananas properly! Typical! . . . So, Kwela, I want you to buy the bananas for me, OK? I know you do not understand much, but you can buy bananas, can’t you? And I don’t want you buying them from that Chinese man – they are also all crooks if you ask me!”
Soon Kwela did not like the man from next door, did not believe that he was capable of doing anything and became a quiet, angry young man, who distrusted taxi-drivers and Chinese people.”
WORDS from Paragraph 1 and 2:
attractive, bonny, gorgeous, handsome, lovely, pretty
holding, lulling, nestling, rocking
dearly, kindly, tenderly, warmly
benevolent, compassionate, considerate, kind-hearted
civil, courteous, gracious, mannerly, respectful
consideration, deference, regard
Paragraph 5
acceptable, appropriate, eligible, fit
Paragraph 9
bemoaning, disapproving, griping, grousing,
Paragraph 10
cheats, criminals, gangsters, racketeers
Paragraph 11
competent, qualified, skilful
mild, reserved, retiring, shy
bitter, cross, furious, indignant, resentful
suspected, had misgivings
Gorgeous - Why is this word spelled with an ‘e’ after the ‘g’? (2)
Bonny - ‘A bonny baby’ is an example of what poetic device? (1)
Lulling - Why is this word spelled with two ‘l’s’? (1)
tenderly, warmly - What part of speech are these two words? What gives you a clue? (2)
Benevolent - Identify the prefix in this word and give its meaning.(2)
compassionate, considerate - Identify the prefixes in these words and give their meaning. (3)
courteous - What is the root of this word. Now give the original explanation of this word. (3)
consideration, deference - Give the suffixes of these two words. (2)
eligible - How is this word different from ‘illegible’ (2)
Bemoaning - What part of speech is ‘moan’. And ‘bemoan’? (2)
Disapproving - Break up this word into morphemes and explain your divisions.(6)
griping How is ‘griping’ different from ‘gripping’ IN SOUND? (2)
gangsters, racketeers What part of speech is created by the suffixes ‘ers’ and ‘eers’? (1)
Skilful - Explain the spelling rule that applies to this word. (2)
Reserved - Here the word means ‘shy’. Give another meaning of this word and its word class. Use it in a sentence. (4)
Retiring - Here the word means ‘shy’. Give another meaning of this word and its word class. Use it in a sentence (4)
cross, furious, indignant - List these words in order of intensity, from least to most.(1)
| TOTAL: 40: | 1 – 10 = 1 | Not working as you should |
| 11 – 20 = 2 | Improving | |
| 21 – 30 = 3 | Good work | |
| 31 – 40 = 4 | Excellent work |
2. What did his own parents teach him? (2)
3. Why did Kwela’s approach to other people harden? (2)
4. Who was responsible for his distrust of others? (1)
5. Do you think that he had a choice to make? Explain your answer. (2)
6. What choice should he make for himself? (2)
7. Do you think that many people today are prejudiced towards others because they have been taught to be like this? Explain what you mean: (4)
8. Do you think you are prejudiced? Have you ever said anything that is biased, prejudiced, stereotype or inaccurate? Give an example or two. (3)
TOTAL: 20 : 1 – 5 = 1; 5 – 10 = 2; 11 – 15 = 3; 16 – 20 = 4
| Learning outcomes(LOs) |
| LO 2 Speaking |
| The learner will be able to communicate confidently and effectively in spoken language in a wide range of situations. |
| Assessment standards(ASs) |
| We know this when the learner: |
| 2.1 communicates ideas and feelings creatively and expressively with a great degree of confidence and with limited assistance, using a range of selected oral text types; |
| 2.2 communicates ideas, facts and opinions on challenging topics clearly and accurately and with a greater degree of coherence, using a range of factual oral text types; |
| 2.4 demonstrates a range of interaction skills by participating actively in group discussions, conversations, debates and group surveys and while so doing:2.4.7 shows range of interaction skills in discussion, persuading other. |
| LO 3 Reading and Viewing |
| The 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 read spontaneously and often for pleasure and information across the range of texts studied, discusses personal response and the kinds of texts enjoyed, and recommends text to others; |
| 3.2 reads aloud and silently for a variety of purposes consolidating the appropriate reading strategies developed in earlier grades. |
| 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; |
| 4.2 produces a range of factual written and multi-model texts for various purposes, using a range of visual, and design elements where appropriate by means of recounts of events, research project reports, pamphlets, posters, book reviews; |
| 4.4 uses the writing process collaboratively and independently to generate texts:4.4.5 reflects on multiple drafts considering purpose, audience, language usage, bias, complex organisation and a few simple elements of style, and revise appropriately. |
| 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;5.1.6 draws on own experience in order to substantiate point of view;5.1.7 questions and infers to solve problems and develop thinking about complex issues, ideas and emotions; |
| 5.2 use language to investigate and explore:5.2.4 locates and accesses information from a wide variety of sources; |
| 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.5.3.6 formulates thoughts orally and in writing in increasingly complex ways, using knowledge of language. |
| LO 6 Language Structure and Use |
| The 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:6.1.2 creates personal spelling list and dictionary of words across the curriculum and discusses which words give problems;6.1.5 uses word families and words of the same field to develop vocabulary in context. |
ACTIVITY 1: Learn some prejudice terminology
You can already take a reading mark from some learners here. They should pause slightly when they read the term and use different tones for the direct speech.
ACTIVITY 2: A look at Logic
ACTIVITY 3: Reading a story
ACTIVITY 4: Find synonyms.
1 - 3 = 1 ; 4 - 5 = 2 ; 6 - 9 = 3 ; 10 - 13 = 4
ACTIVITY 5: Language test on above synonyms
Ad – mi- ni- stra – tion = 5 syllables of administration (5 sound bits)
Ad – minist(er/r)-ation = 3 morphemes of administration
(prefix / root /suffix)
Let their peers mark this. YOU check the neatness and the spelling as you walk about!
ACTIVITY 6: Answer comprehension questions on passage
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This work is licensed by Siyavula Uploaders under a Creative Commons Attribution License (CC-BY 3.0), and is an Open Educational Resource.
Last edited by Siyavula Uploaders on Apr 13, 2009 2:43 am GMT-5.
