Skill Level 3 Eng Girls - Die Anker Skool

English FAL S.L.3

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1

Afrikaans Eerste Addisionele Taal

Skill level 3

Kwartaal 2- Eenheid 4

Tema : Digkuns

Juffrou: A.Groenewald

Naam en Van: Skill level 3.

:

2

DIE ANKERSKOOL/SCHOOL

Juffrou A.Groenewald LEES EN KYK

Figuurlike taal:

• Vergelykings word gebruik om twee sake met mekaar te vergelyk met woorde die volgende woorde: “soos”, “net soos”, “nes”. Bv. Jy is soos ‘n engel uit die hemel.

• Metafoor: ‘n Metafoor is ‘n beknopte vergelyking sonder die woorde “soos”, “netsoos”, “nes”.

• Alleterasie: Herhaling van dieselfde konsonante in versreëls. bv. Die vreeslike vet vark vreet verskriklik.

• Assonansie: Herhaling van dieselfe vokale(a,e,I,o,u) in versreëls.bv. Daar woed ‘n woeste wind wat aan die bome ruk en pluk.

• Personifikaise:Wanneer ‘n nie-menslike voorwerp ‘n menslike einskap gee:

- Die mure het ore.

- Die bome lag.

- Die voertuig se bande sing op die pad.

• Hiperbool: Om iets te vergroot of te oordryf om dit meer indrukwekkend te laat klink.

Gepaste taalgebruik

Dit is baie belangrik dat jy korrekte taal gebruik in ‘n letterkundige teks!

Swak taalgebruik en vloektaal is onaanvaarbaar in ‘n letterkundige teks.

Begroetinge - In elke taal is daar ‘n wye reeks begroetinge en aanspreekvorme: Verskillende mense “noem” jy verskillend:

-Jy noem jou ouers: Pappa en Mamma. -Jou vriende: Jy, jou. -Jou onderwysers: Juffrou, Meneer. -Eendag jou baas of iemand in ‘n hoër pos as jy: u.

3

Verskillende sinlengtes en -strukture:

• In ‘n letterkundige teks is dit belangrik dat jou sinne varieer en verskillend is van mekaar.

• Sinne moet verskillende lengtes wees en woorde moet kreatief gebruik word

• Bv. Ek hou van my kos ek hou van my lekkers, ek hou ook van my water. Hierdie sin is nie korrek nie, skryf eerder: Ek hou van my kos, lekkers en water.

Rymverbindinge:

a.Paarrym = aa bb

a. ‘n Lekkerbek is ek, a

Ja glo my, ek is gek a

Oor moltone op koue rys b

Of monsterdsous oormuishondvleis. b

b.Omarmde rym = a b b a

Ek het ‘n huisie by die see.Dis nag. a

Ek hoor aaneen,aaneen die golwe slaan b

teenaan die rots waarop my huisie staan b

met al die oseaan se woeste krag. a

c.Kruisrym = a b a b

Kom na my tuin waar donkerrooi rose a

Duist’re geheime vertrou aan die nag; b

Sonnestraal -kusse en suidewond-kose. a

Drome en liefde die lang somerdag. b

-Die belangrike kenmerke van ‘n gedig

Versreëls van ‘n gedig word gereeld in “groepies” gerangskik. Jy

moet die volgende benamings vir versreëls ken:

• ‘n Strofe wat uit 2 versreëls bestaan noem ons ‘n koeplet.

• ‘n Strofe wat uit 3 versreëls bestaan noem ons ‘n tersiene.

• ‘n Strofe wat uit 4 versreëls bestaan noem ons ‘n kwatryn.

• ‘n Strofe wat uit 5 versreëls bestaan noem ons ‘n kwintet.

d.Gebroke rym = a b c b

Nou maak ek self nie so baie saak nie want jy’t

bobbejaan na my gestuur met ‘n briefie in sy bek

Jy het al die liedjies van my kindertyd weer in my

laat sing en in my hart die Jakkalse elke dag laat

trou

e.Slagrym = a a a a

kyk oggeliefie druppeldou a

jakkals trou met wolf se vrou a

ag die stomme wêreld wou a

4

Werkkaart 1: Beantwoord die volgende vrae.

1. Pas die beskrywing in kolom A by die term in kolom B en skryf jou antwoord in kolom C:

(4)

Kolom A Kolom B Kolom C

1. ‘n Strofe wat uit 2 versreëls bestaan.

A. Kwatryn 1.

2. ‘n Strofe wat uit 3 versreëls bestaan.

B. Kwintet 2.

3. ‘n Strofe wat uit 4 versreëls bestaan.

C. Tersiene 3.

4. ‘n Strofe wat uit 5 versreëls bestaan.

D. Koeplet 4.

2. Kyk na die strofes en kies die regte antwoord deur dit met ‘n pyl aan te dui . (4)

2.1 koeplet. Meisiekinders is mooie goed.

Met rokkies en skoentjies

En glimlaggies so soet.

2.2 kwatryn

2.3 tersiene

2.4 kwintet

Opskrif: Datum:

5

2. Kies die regte rymskema by die regte term en trek ‘n lyn na die regte antwoord. (5)

a. paarrym a b c d

b. omarmderym a b a b

c.kruisrym a a a a

d. gebroke rym a b b a

e. slagrym aa bb

3.Voltooi die ontbrekende woorde.Dink kreatief. (2)

4. Skryf een term vir die volgende omskrywings neer:

a. Herhaling van dieselfde konsonante in versreëls.

____________________________ (1)

b. Wanneer ‘n nie menslike voorwerp ‘n menslike eienskap gegee word.

____________________________ (1)

a. paarrym(aa bb) Jy is my vrou a

Ek is so lief vir ____________________________a

Jy’s my hart se punt b

Met jou hare so in die wind b

b. omarmderym

(a b b a)

Jy laat my lag a

Ek hou van jou b

jy maak my flou b

met jou hart so____________________________ .a

/17

6

LEES EN KYK-Begripstoets

Werkkaart 2:Bestudeer die volgende gedig en beantwoord die vrae wat daarop volg: Sprokie 1 lank lank nadat ek groot is 2 sal ek alles wat verkeerd is regbuig 3 met my hande om dit reguit te kan voel 4 van alle huise alle dakke rooi verf 5 alle mure geel met baie sonne 6 want kinders moet lank en gelukkig leef 7 ek sal vir almal fietse koop 8 spoeg smeer op elke vel-af knie 9 en elke taai nat mond leer fluit speel 10 dat niemand ooit weer agter vreemde fluite loop 11 dan sal ek alle stories omkeer 12 hekse uitjaag elke spook laat knak 13 en self in nuwe stories klim 14 sonder reuse, drake of stiefma’s met lang neuse 15 elke dag my eie storie aanmekaar vertel 16 as ek groot is (dink ek) 17 gaan ek hemel toe Ansa van der Walt

7

Werkkaart 2:Bestudeer die volgende gedig en beantwoord die vrae wat daarop volg: 1. Waaraan laat die woorde “lank, lank…” jou dink? (1) 2. Wat wil die digter doen met die dinge wat verkeerd is? (1) 3. Beskryf waarom die digter alle dakke rooi en alle mure geel wil verf. (1) 4. Wat is die figuurlike betekenis van “spoeg smeer op elke vel-af knie”? (2) 5. Waarom wil die spreekster “hekse uitjaag” en “elke spook laat knak”? (1) 6. Verduidelik waarom die woorde “dink ek” (versreël 16) tussen hakies geplaas is. (1) 7. Beskryf die tema van die gedig.

(2)

8.Wat is die tema van die gedig?

(1)

9.Wie het die gedig geskryf? (1)

10.Wat was die sprrokiesverhaal wat jy die meeste van gehou het toe jy n kind was?

(2)

Opskrif: Datum:

/13

8

TAAL

Voegwoorde is verbindingswoorde en moet korrek gebruik word. Ons kan onderskei tussen twee soorte voegwoorde:

1. DIE NEWESKIKKENDE VOEGWOORDE.

2.ONDERSKIKKENDE VOEGWOORDE.

Die neweskikkende voegwoorde:

• Hierdie voegwoorde verbind twee hoofsinne sonder om die woordorde van die sin te verander.

• Hierdie is voegwoorde soos: en, want, maar, of, dog, sowel, as.

• ONTHOU!! Daar moet altyd ‘n komma voor die voegwoorde “want” en “maar” wees.

Die onderskikkende voegwoorde:

Hierdie voegwoorde verbind hoofsinne en bysinne met mekaar.

Die woordorde verander in die geval.

Onderskikkende voegwoord sluit die volgende in:

na nadat asof behalwe as tensy as

sodra sedert indien mits toe dat

totdat tot omdat onderwyl wanneer aangesien

sodat soos terwyl hoewel voordat waarheen

Voorbeelde van die gebruik van onderskikkende voegwoorde:

Die kinders het hard geleer. Die eksamen was ‘n sukses.

Die kinders het hard geleer, daarom was die eksamen ‘n sukses.

Sy sal môre winkels toe gaan. Sy moet inkopies doen.

Sy sal môre winkels toe gaan, omdat sy inkopies moet doen.

Werkkaart 3:Beantwoord die vrae oor voegwoorde en verskillende sinsoorte.

2. Noem die twee tipes voegwoorde:

a. ___________________________________

b. ___________________________________ (2)

Opskrif: Datum:

9

3. Noem 7 voorbeelde van die neweskikkende voegwoorde:

_____________________________________________ _

______________________________________________ (7)

4. Noem 7 voorbeelde van die onderskikkende voegwoorde:

______________________________________________

_____________________________________________ (7)

Verskillende sinsoorte

Daar is verskillende sinsoorte wat jy kan gebruik in letterkunde:

• Die vraagsin (?) - ‘n Vraag word gevra.

Waar is die honde?

Hoe laat is dit?

- ‘n Vraagsin eindig altyd met ‘n vraagteken.

- Wanneer ‘n stelsin verander word na ‘n vraagsin, verander die woordorde.

- ‘n Vraagsin kan begin met ‘n vraagwoord soos:

wie, wat, wanneer, waar, hoekom, hoe, ens.

- ‘n Vraagsin kan ook begin met die werkwoord van die stelsin:

o Sandra was die skottelgoed. o Was Sandra die skottelgoed?

• Die stelsin (.)

- ‘n Stelling word gemaak.

o Sandra was die skottelgoed.

o Johan eet sy kos.

- Slegs ‘n punt word aan die einde van die sin gebruik.

• Die uitroepsin (!)

- Iets word uitgeroep.

- Tussenwerpsels word gebruik.

o Eina!

o As Sandra maar net die skottelgoed wou was!

- ‘n Uitroepteken word aan die einde van die sin gebruik.

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• Die bevelsin (!)

- ‘n Bevel word gegee.

o Loop nou!

o Kom!

o Was die skottelgoed, Sandra!

- Om ‘n bevel aan te dui word ‘n uitroepteken gebruik.

Wanneer ‘n stelsin verander word na ‘n bevelsin, verander die woordorde.

‘n Bevelsin kan begin met ‘n persoon se naam (indien jy die persoon se naam ken) of met die werkwoord van die stelsin bv.

Danie tel die blare op!

Danie, tel die blare op!

Tel die blare op, Danie!

Die seënwens (.)

• Hierdie sin dui op goeie wense aan iemand.

• . Mag al jou drome in 2021 waar word.

• Mag God jou ryklik seën

Opskrif: Datum:

Werkkaart 3.1:Beantwoord die vrae oor verskillende sinsoorte.

1. Verander die volgende stelsinne na vraagsinne:

a. Die honde is vanoggend gewas.

__________________________________________ (1)

b. Die boekrak is vol ou boeke gepak.

_________________________________________ (1)

c. Die skool sluit vandag.

__________________________________________ (1)

d. Die wedstryd was ongelooflik laat gespeel.

__________________________________________ (1)

2. Verander die volgende stelsinne na bevelsinne:

a. Janet knip die prente uit die tydskrif.

__________________________________________ (1)

b. John was die skottelgoed.

__________________________________________ (1)

c. Daan eet sy kos.

__________________________________________ (1)

/23

11

LEES EN KYK- Ontleed die gedig.

Kabouterliefde

(Vir Simone)

1. Die kabouter met die rooi-rooi pet

2. die kabouter met die geel hemp aan

3. het sy hart gistraand vir my gegee

4. en sy hemp is vir die maan

5. Die hoepelronde blou-blou lug

6. het kadoemps op die grond geval

7. hy’t dit blink-blou in sy hand gerol

8. toe speel ons daarmee bal

9. Die sterre met hul wit ligte

10. het geknipoog toe ons lag

11. hul’t rondom ons in ‘n kring getrek

12. soos ‘n laer in die nag

13. Die aandblom het sy trom-trompet

14. geblaas in die warrelwindkring

15. die kalkoentjies met hul rooi mondjies

16. het die sprinkaan-wals gesing

17. Die maan met sy geel lyfie

18. het gaan plat lê op sy rug

19. hy't gaan slaap by die gousblomme

20. met sy boepens in die lug

21. Die kabouter met die rooi-rooi hart

22. het dit self vir my gesê

23. hy’t die aardbol oor sy kop gegooi

24. O dis hier waar die liefde lê

Ingrid Jonker

12

Stylfigure in gedigte

Stylfiguur Voorbeeld Verduideliking

Alliterasie: (ook stafrym)

“r” in reël 1, 3, 11, 14, 21; “l” in reël 5, 7; “g” in reël 3, 6.

Opeenhoping van konsonante of beginklanke.

Assimilasie: Reël 7, 11, 19, 23. Gedeeltelike of algehele gelykwording van klanke om die by die ritme en die tempo te pas.

Assonansie “o” in reël 13, “i” in reël 14.

Opeenhoping van vokale.

Hiperbool Reël 5 – hoepelronde blou-blou lug. Reël 7 – blink-blou

Om iets belangrik te maak, word dit heeltemal oordryf.

Stylfiguur Voorbeeld Verduideliking

Vergelyking Reël 13 Iets word met iets ander vergelyk met die woorde “soos”, “nes” en “net soos”.

Rymtipes Reëls 2 en 4 van elke strofe het kruisrym.

Kruisrym is waar elke alternatiewe

versreël rym – abab, cdcd...

Metafoor Strofe 1 – Geel hemp wat vir die maan gegee is, is ‘n metafoor vir die geel maan. Strofe 5 – Die maan wat ondergaan. Strofe 6 – Die fantasie en gevoel wat liefde veroorsaak.

‘n Ander betekenis aan iets gee. Dit is soos ‘n vergelyking maar die woorde “soos”, “nes” en “net soos” is NIE daar nie.

13

Onomatopee / Klanknabootsing

Reël 5 – “Hoepelronde blou-blou lug” Reël 6 – “Kadoemps” Reël 7 – “blink-blou in sy hand gerol” Reël 9 en 10 – “die sterre met hul wit ligte het geknipoog” Reël 11 en 12 – “hul’t rondom ons ‘n kring getrek soos ‘n laer in die nag” Reël 13 – “trom-trompet” Reël 14 – “warrelwindkring” Reël 15 – “die klakoentjie met hul rooi mondjies” Reël 16 – “sprinkaan-wals” Reël 18 – “gaan plat lê op sy rug” Reël 19 – “gaan slaap by die gousblomme” Reël 20 – “met sy boepens in die lug” Reël 22 – “self vir my gesê”

Die woord boots klanke na.

Personifikasie Reël 10 – “die sterre wat knipoog” Reël 13 en 14 – “die aandblom wat trompet blaas” Reël 15 en 16 – “die kalkoentjies wat sing” Strofe 5 – “die maan wat gaan plat lê en slaap”

Lewelose dinge of diere kry menslike eienskappe.

14

Werkkaart 4 : Beantwoord die volgende vrae.

1.1. Kies die korrekte antwoord. (1)

Die verskynsel wat gebruik word in die tweede strofe staan bekend as...

a. Metonimia.

b. Personifikasie.

c. Onomatopee

d. Ellips

1.2. Omkring die regte antwoord. (1)

Waarvan is die herhaling van die “l” klanke in reël 5 ‘n voorbeeld?

a. Assimilasie.

b. Assonansie.

c. Alliterasie.

d. Personifikasie.

1.3. Kies die korrekte antwoord in hakies. (1)

Enjambement is waar (een versreël oorloop in die ander sonder veel leestekens / een

versreël oorloop in die ander sonder enige leestekens).

1.4. Kies die prentjie van die musiekinstrument wat in die gedig genoem word. (1)

A

B

C

D

Opskrif: Datum:

15

1.5. Pas kolom A by kolom B. Skryf slegs die nommer en die letter neer.(5)

Kolom A Kolom B Antwoorde

1.5.1 Reël 1 en 21 – “rooi-rooi”

A Personifikasie. 1.5.1

1.5.2 Reël 6 – “Kadoemps” B Herhaling. 1.5.2

1.5.3 Reël 13 en 14 C Vergelyking. 1.5.3

1.5.4 Reël 14 D Inversie. 1.5.4

1.5.5 Reël 11 en 12 E Onomatopee. 1.5.5

1.6. Haal voorbeelde van die assonansie aan uit die gedig en dui dit aan deur die letters te

onderstreep.

(2)

1.7. Wat se klere dra die kabouter?

(2)

1.8 Wat het die kabouter vir die spreker gegee?

(1)

1.9 Waarvan is dit ‘n metafoor?

(1)

16

1.10 Wat het die kabouter vir die maan gegee?

(1)

1.11 Waarvan is dit ‘n metafoor?

(1)

1.13 Haal EEN WOORD aan wat ‘n voorbeeld is van die stylfiguur hiperbool uit die gedig. (1)

1.12 Wat word die gedeeltelike of algehele gelykwording van klanke om die by die ritme en

die tempo te pas genoem?

(1)

1.13 Haal ‘n voorbeeld hiervan aan uit die gedig.

(1)

1.14 Wat is die funksie van die “O” in die laaste reël?

(1)

1.15 Wat is die tema van die gedig behalwe dat dit oor liefde gaan?

(2)

1.16 Wat is die rymskema in die gedig?

(2)

/29

17

LUISTER EN PRAAT

Werkkaart 5: Luister na die gedig en vul die ontbrekende woorde in.

Sprokie vir ‘n stadskind Koos Du Plessis

TAAL

1 As die (1)van stof en roet verby is

2 en die rook ,

3 sal daar in die (1) hemel

4 ‘n neonboog verskyn

5 En kyk maar goed, want as jy hom vind,

6 vertel ek vir jou ‘n (1),my kind

7 van ‘n skatkis, met ou (1) gebind,

8 aan die neonboog se punt.

9 Volg hom elke nag oor (1) riviere,

10 oor kranse van beton;

11 as jy aanhou stap (1) ure,

12 sal jy dalk daar kom.

13 Maar hier moet jy jou nimmer laat bind,

14 want so lui die ou, ou sprokie my (1);

15 As jy geluk en (1) wil vind,

16 soek die neonboog se punt

17 Volg hom elke nag oor swart (1) ;-

18 kyk nie één maal om.

19 Dalk vind jy die land van (1) saffiere

20 en dalk ‘n brokkie son.

reën kind blou sterrelose vreugde sprokie kettings

swart tienduisend riviere

Fairytale of a city child

When the rain of dust and soot has passed

And the smoke disappears In the starless heaven

A neon-bow will appear

And look carefully, because if you find him

I will tell you a fairytale, my child

About a treasure-chest bound with old chains

At the tip of the neon-bow

Follow him every night over black rivers

Over cliffs of concrete If you keep on walking for

ten thousand hours You might get there

But here you must not let

yourself be bound Because that is how the old, old fairy-tale goes, my child If you want to find fortune

and happiness Look for the tip of the neon-

bow Follow him every night over

black rivers Never once look back

Maybe you will find the land of blue sapphires

And maybe a morsel sun.

/10

18

Stellende trap

Vergrotende trap

Oortreffende trap

lam lammer die lamste

lank langer die langste

wit witter die witste

koel koeler die koelste

skuins skuinser die skuinsste

bruin bruiner die bruinste

slordig slordiger die slordigste

vinnig vinniger die vinnigste

duur duurder die duurste

min minder die minste

teer teerder die teerste

2. Intensiewe vorme

Die byvoeglike naamwoord

Die funksie van die byvoeglike naamwoord is om die selfstandige naamwoord te

beskryf.

Daar is ‘n paar maniere hoe jy ‘n byvoeglike naamwoord kan uitken:

1.Trappe van vergelyking.

2.Intensiewe vorme.

3.Die posisie in ‘n sin en verboë vorme.

Stellende trap

Vergrotende trap

Oortreffende trap

bietjie minder die minste

boos boser die boosste

dor dorrder die dorste

droog droër die droogste

los losser die losste

muf muwwer die mufste

naby nader die naaste

ru ruwer die ruuste

woes woester die woesste

bleek bleker die bleekste

kaal kaler die kaalste

skoon skoner die skoonste

1.Trappe van vergelyking

19

Woord Intensiewe vorme Woord Intensiewe vorm

af morsaf dik trommeldik

alleen stoksielalleen beroemd wêreldberoemd

blank lelieblank breed hemelsbreed

dig potdig doof stokdoof

dun plankdun duur peperduur

fyn haarfyn gerus houtgerus

glad seepglad graag dolgraag

helder kristalhelder koel komkommerkoel

kwaad smoorkwaad leeg dolleeg

lewendig springlewendig lui aartslui

mooi popmooi oop wawydoop

rein hemelrein skraal rietskraal

sterk ystersterk swaar loodswaar

taai rateltaai vaal asvaal

vas bankvas snaaks skreeusnaaks

Woord Intensiewe vorm Woord Intensiewe vorm

sout pekelsout suur asynsuur

verlief smoorverlief wakker wawydwakker

vet spekvet lam boeglam

lank ellelank heet snikheet

hoog hemelhoog maer brandmaer

2.Intensiewe vorm

20

3.Die posisie in die sin:

Daar is twee soorte byvoeglike naamwoorde. Hierdie twee soorte word van mekaar

onderskei deur na die posisie van die byvoeglike naamwoord in die sin te kyk:

• As die byvoeglike naamwoord voor die selfstandige naamwoord staan:

ATTRIBUTIEF

• As die byvoeglike naamwoord na die selfstandige naamwoord staan:

PREDIKATIEF

Dit is belangrik dat jy daarop let dat die spelling en uitspraak verander wanneer die

byvoeglike naamwoord attributief gebruik word:

Predikatief Attributief

Die seun is lank. Dit is ‘n lang seun.

Die man se gevoelens vir sy vrou is eg. Die man het egte gevoelens vir sy vrou.

Die kamera se beeld is dof. Die kamera het ‘n dowwe beeld.

Die mense is jonk. Dit is jong mense.

Die kos is oud. Dit is ou kos.

Die klere is nuut. Dit is nuwe klere.

Die dogter is gaaf. Dit is ‘n gawe dogter.

Die water is koud. Dit is koue water.

Die ete was aangenaam. Dit was ‘n angename ete.

Die put is leeg. Dit is ‘n leë put.

Die berg is hoog. Dit is ‘n hoë berg.

21

Werkkaart 6: Byvoeglike naamwoorde

1.Wat is die funksie van die byvoeglike naamwoord? (2)

2.Noem drie maniere hoe jy ‘n byvoeglike naamwoord kan uitken: (2)

3.Voltooi die volgende tabel: (15)

Stellende trap Vergrotende trap Oortreffende trap

bietjie

boos

droog

los

muf

naby

ru

woes

dik

lam

koel

skuins

bruin

slordig

min

Opskrif : Datum:

22

4.Gee die intensiewe vorme vir die volgende woorde: (48)

Woord Intensiewe vorm Woord Intensiewe vorm

af dik

alleen beroemd

blank breed

dig doof

dun duur

fyn gerus

glad graag

helder koel

kwaad leeg

lewendig lui

mooi oop

rein skraal

sterk swaar

taai vaal

vas snaaks

sout suur

verlief wakker

vet lam

lank heet

woes siek

reg suinig

nat wit

vriendelik vry

warm gelief

23

5.Daar is twee tipes byvoeglike naamwoorde

Dit is belangrik dat jy daarop let dat die spelling en uitspraak verander wanneer die

byvoeglike naamwoord attributief gebruik word. Voltooi die ontbrekende woorde: (10)

Predikatief Attributief

lang

eg

dowwe

jonk

ou

nuut

gawe

koud

leë

hoog

/75

24

Werkkaart 7:TAAL-Woordsoek /20

S

A B C G S H O P D F A D E H G A F J K

S V E E I K B E S A E T Y E Y S I U L

Y E R D T L B R A N K E D R G S G A V

H R E I G I G S E T L R M H R O U S E

J S V G H M A O E I A S H A H N U S R

K E R T G S K N F K N I K L E A R A G

L E L I S I E I I L L E R I J N L E E

U Q W E R R T F W I A N U N K S I D L

W E T R Q S A I W M A E I G L I K D Y

E S T R O F E K C A A F D V B E B T K

R I U S S A W A W K K O E P L E T E I

D I G K U N S S S S K R U I S R Y M N

A B C D E F G I E N J A B E M E N T G

W R E E S A Q E W K W E R E R T S R E

P A A R R Y M A E J K W A T R Y N W F

H I P E R B O O L F R A A A A S D E E

Q W E W E E E W S D E K L I M A K S R

A L L E T E R A S I E A Q W W E E E R

M E T A F O O R A S S I M I L A S I E

1.DIGKUNS

2.METAFOOR

3.ALLiTIRASIE

4.ASSONANSIE

5.PERSONIFIKASIE

6.KOEPLET

7.TERSIENE

8.KWATRYN

9.PAARRYM

10.ASSIMILASIE

11.ENJABEMENT

12.ELISIE

13.HERHALING

14.VERGELYKING

15.KLIMAKS

16.FIGUURLIK

17.KRUISRYM

18.VERS

19.STROFE

20.HIPERBOOL

Opskrif: Datum:

25

Opskrif: Datum:

SKRYF EN AANBIED

Werkkaart 8:Skryf jou eie gedig.

• Die gedig moet paarrym wees.

• Dit moet uit vier versreëls bestaan.

• Daar moet ten minste een vergelyking en een alliterasie in wees.

• Die gedig moet oor enige iemand wat belangrik is in jou lewe gaan.

Beplanning

Kriteria Ja Nee

Al die nodige reëls van die formaat is toegepas.

Alliterasie is toegepas.

Vergelyking is korrek gebruik.

Kreatiwiteit is uitstekend gebruik.

Geen punktuasiefoute nie.

26

Opskrif: Datum:

SKRYF EN AANBIED

Finaal

1 2 3 4

Formaat Die nodige reëls is glad nie toegepas nie.

Sommige van die nodige reëls is toegepas.

Meeste van die nodige reëls is toegepas.

Al die nodige reëls van die format is toegepas.

Alliterasie Geen alliterasie is toegepas nie.

Alliterasie is toegepas maar nie reg nie.

Alliterasie is toegepas maar nie reg toegepas nie.

Alliterasie is korrek gebruik

Vergelyking Geen vergelyking is gebruik nie.

Vergelyking is gebruik maar nie reg nie.

Vergelyking is gebruik maar nie reg toegepas nie.

Vergelyking is korrek gebruik

Kreatiwiteit Geen kreatiwiteit is toegepas nie.

Kreatiwiteit is tot ‘n sekere mate gebruik.

Kreatiwiteit is gebruik.

Kreatiwiteit is uitstekend gebruik.

Punktuasie Punktuasie is nie korrek gebruik nie.

Sommige punktuasie is korrek gebruik.

Meeste van die nodige punktuasie is korrek.

Geen punktuasie foute nie.

/20

27

LEES EN KYK

28

Die Vampiere van Londen

Werkkaart 9: Lees deur die bogenoemde en beantwoord die volgende vrae.

Pas kolom B by kolom A.

Kolom A Kolom B Antwoorde

1.Wat is Ken se ouers se name?

A. Sy demonstreer wat in ‘n noodgeval gebeur.

1.

2.Hoekom het Ken oor sy skouer geloer toe hulle na die uitgang waar die vliegtuig vertrek toe moes gaan?

B Londen 2.

3. Hoeveel ure was hulle omtrent in die lug?

C ‘n Vliegtuig 3.

4.Wat het die vrouoor die interkom gesê?

D Omdat hy sy regte pa wil sien. 4.

5.Wat het die lugwaardin gedemonstreer?

E Johannes en Ronel. 5.

6.Van waar af kom Ken se regte pa?

F ‘n Plek waarop vliegtuie kan land en opstyg

6.

7.Waarmee het die gesin Londen toe gegaan?

G Benoud. 7.

8.Hoekom voel Ken skuldig? H Elf ure. 8.

9. Wat is ‘n aanloopbaan? I Ken het gekyk of hy nie die vreemde bleek man gewaar nie.

9.

10. Hoe lyk Rohan en Eljo toe Ken vir hulle kyk?

J ” Ladies and gentleman welcome on Global Airways flight 6407 to Londen”

10.

Opskrif: Datum:

/10

29

Resources

https://www.bing.com/search?q=liefdes+gedig&sp=-1&pq=liefdes+gedig&sc=1-

13&qs=n&sk=&cvid=629f9160a1324d2fa1c6eb5b82595c74

http://www.literaryterminology.com/index.php/24-r/211-rym

Social and environmental responsibility

1. Social issues and their harmful effects

Social justice happens when:

➢ Social injustice is rectified.

➢ Correcting something means addressing and re-examining the situation.

➢ Our constitution says that everyone has the right to:

• an environment that is not harmful to your health

• Insurance which means that they are free from poverty

• Safety which means that they are out of danger

Social injustice happens when:

➢ People with fewer choices lead to discrimination.

➢ People with fewer choices have limited knowledge of basic human rights

2. Social issues and their harmful effects

2.1 Poverty

-Poverty means you are too poor to pay for your basic needs.

Poverty is linked to:

➢ poor health,

➢ shortage of food,

➢ shortage of resources and services,

➢ lack of access to a secure-

➢ and healthy environment

➢ as well as fewer educational opportunities.

a) Shortage of housing

➢ In SA 1,875, millions of people remain in temporary shelters.

➢ This is 15% of all households.

b) Unemployment

➢ Not having a job is one of the main reasons for poverty.

➢ 25% of South Africans in the 18-25 age group are unemployed. This is one in every 4

people, in a quarter of the population.

c) How can poverty be addressed?

➢ Start working hard in school. It will give you access to higher education and then you can

pursue a career that meets your financial needs.

➢ Use the state's poverty alleviation programs and grants where available.

2.2 Food security and production

a) Food security

➢ This means that everyone has access to enough, safe, healthy and nutritious foods to meet

their dietary needs and preferences.

➢ Food security is threatened by things like droughts, fires and war.

➢ Food insecurity leads to: Undernutrition = You do not get enough nutrients you need to

grow properly and stay healthy.

14

➢ Malnutrition = You are not getting the right number of vitamins, minerals and other nutrients

you need for healthy tissue and organ functions.

b) Global famine

➢ 925 million people do not have enough food to eat.

➢ 98% of the world's hungry people live in developed countries

➢ About 1% of children in the US suffer from chronic malnutrition due to their fast food diets.

➢ In SA, 2.2 million households are considered food insecure and vulnerable homes.

2.3. Uneven access to basic services and resources

a) Water shortage

➢ Some people have limited or little access to water.

➢ When many people use the same tap for water, the water can become polluted.

➢ Every household in SA is supposed to get 6000 litres a year for free. If you use more than

the quota of water, you have to pay for it.

b) Health services

➢ Basic primary health care is free.

➢ Special health services are only available to those who can afford them because they are

very expensive.

➢ Provinces with fewer resources and more poor people are unable to provide the basic

primary health care needed. Eg: Limpopo, Mpumalanga, Eastern Cape and the Free

Malnutrition

Undernutrition

Poverty

Basic needs

Bad medical conditions

Shortage of housing

Social and environmental responsibility

Assignment 3:Read the story and answer the Questions.

HOW GROWING UP POOR MADE ME A TOUCH PERSON

Standard / by FIRECracker / August 22, 2016

So besides all the playing around in used needles, drinking contaminated water, and swimming in

rivers filled with raw sewage, I had a pretty normal childhood.

Then came the day when Mom and I boarded a plane for

Canada. I had no idea at the time, but my life was going to get

infinitely better.

The second the plane landed, my Dad, whom I hadn’t see for

3 years, handed me a can of coke, which I had seen in China

but could never afford. I took one sip and my head nearly

exploded. The excitement gave me a gushing nose bleed

because I had never tasted ANYTHING so good in my life!

And after nursing the entire thing for a whole week, when my

Dad tried to toss out the empty can, I screamed at him to stop. That can was far too precious to

just be thrown in the trash. It was going to be my new cup, my toothbrush holder, and my hair

curler. I think I even nicknamed it “CanCan” and slept with it every night. That’s right, folks. My

teddy bear growing up was an empty can.

What was wrong with my things? And why were they calling my parents

poor?

We had a 1-bedroom apartment, an abundance of food, clean water that

came out of a tap that WASN’T contaminated with E. Coli, and clothes that

were actually one single piece of cloth! What was the problem?

I didn’t know and I didn’t care. I was proud of my Dad, who was working for the university as a

PhD student for a pittance, and terrified of my mom, who would regularly fly into fits of rage from

stress, working long hours at her dishwashing and hotel cleaning jobs.

I knew we didn’t have a lot of money. And a big chunk of whatever they made had to be sent to

our relatives back in China.

So I tried to make myself useful.

I got a job delivering newspapers. I cleaned up around the house (using cleaning products I

bought with coupons of course), and whatever we needed around the apartment, I always

managed to find it for next to nothing at garage sales.

We didn’t have much but I was happy. And I didn’t know it at the time, but all this hustling was

turning me into a Bad-Ass. I was starting to develop the vital skills that would later turn me into a

millionaire.

What are those skills?

Well, let me break them down for you:

16

1) Creativity

Not so when you’re poor. When you’re poor, you have to prioritize. You can’t

go buying things you don’t need. You need to be ruthlessly efficient.

As a result, you end up pushing your brain cells to work harder to creatively solve problems while

maximizing every precious dollar you had.

I couldn’t afford to buy a doll-house, so I made one out of a shoebox! I remember making it was

even more fun than actually playing with it.

I couldn’t afford expensive food from the *gasp* grocery store, so we used restaurant leftovers

Mom brought back after work and mixed it with tomatoes and spinach we grew on the windowsill.

Tasty! And probably healthy.

I couldn’t afford $60 to go to my high school prom, so I walked to school for a month instead of

taking the bus, and used that money I saved for prom.

2) Resilience

(When you’re rich, running into a problem means you can just

throw money at it to make it go away.

Not so when you’re poor. When you’re poor, you have no

choice but to tough it out.

We couldn’t afford cable, so I just stopped watching TV. Instead, I spent more time at the library.

This is where I developed my love for writing.

We couldn’t afford a car, so we bought a used bike from a yard sale, wore multiple layers in the

frigid Canadian winter, and biked around instead. Bonus? I was super fit.

One time, my eye was swollen shut from a wasp sting and we couldn’t afford anti-inflammatory

meds. So instead, I just put on a pair of shades, and told my friends I wanted to be a rapper.

(Jokes on them! I didn’t even have a radio!)

As a result of all this “toughing it out” when I was growing up, nothing really seems that

insurmountable to me anymore. I got through one of the toughest engineering programs in the

country despite programming being my worst subject, because I had to. Nor did I have the luxury

of moving back in with my parents if things didn’t work out. I had exactly one shot. Failure was not

an option.

3) Adaptability

-

Because we were new immigrants, we couldn’t qualify for a

mortgage for many many years. As a result, we moved around a lot,

chasing cheap apartment rentals.

I wasn’t happy about this, and every time we moved I’d have to say

goodbye to my friends and start all over.

The first time, I broke down into uncontrollable sobs, refusing to let my friends go. My dad pulled

me side, held my chin between his hands, and looked me directly in the eyes. “I know you’re sad

you’re leaving your friends. But we need to move because I found a cheaper place that will save

17

us money. Your cousins in China are counting on this money to go to school, and they have so

much less than you. You don’t want to let them down do you?”

That quickly shut me up.

Those who have followed this blog for awhile or listened to any of my rants in the media may have

noticed I tend to get a little peeved when people say they have to buy a house because kids need

stability.

No. No they don’t.

4) Perseverance

When you’re poor, you can’t just get people to like you by buying

nice things to fit in.

When you get teased about your thrift store clothes, all you can

do is persevere. You can’t go keeping up with the Joneses to

make them like you. So you grow a thick skin and learn to ignore

them. And then use their vitriol to drive you toward bigger and

better things. You persevere with what you have, and ignore the bullies.

Fast-forward 20 years

Now instead of making $20/week on a paper route, I was an engineer, making way more! Finally,

I’d moved up in the world. I was no longer poor. By North American standards, I was “middle

class”.

But that bad-asity I’d gained from growing up poor never went away. While my friends bought

fancy clothes, over-priced houses and shiny new cars, and worked longer and longer hours to pay

for them, I decided to put my bad-asity to work, and build my portfolio so I could be the youngest

retiree in the country. And what do you know? It worked.

By using the skills I developed from growing up—Creativity, Resilience, Adaptability,

Perseverance—or CRAP (I’m not good at making acronyms), I became a millionaire.

I could’ve never gotten to where I am today without these skills. Growing up in North America, the

mean kids at school made sure I knew I was poor. But all that did was make me stronger, and turn

me into a bad-ass.

But that’s not saying you have to have grown up poor or have an engineering degree to do this.

On paper, people who grew up wealthy or middle class have way more advantages than those

who grew up poor. But don’t think that growing up wealthy or middle class is sufficient to become

rich yourself. You still have to want it badly enough.

And if you grew up poor, don’t let anyone ever tell you that you can never become rich one day.

You may be a bigger tough guy /girl than you think.

18

Heading: Date:

Social and environmental responsibility

Assignment 3: Read through p 13-17.Answer the following questions.

1.Our constitution says that everyone has the right to:

(3)

2.Name the three social issues that we handled on p 13-14.

(3)

3. Fill in the missing words.

b) Unemployment

Not having a is one of the main reasons for .

of South Africans in the age group are unemployed.

This is one in every 4 people, in a quarter of the population. (4)

4. How can poverty be addressed?

(2)

5. Food insecurity leads to: Malnutrition. What is malnutrition?

19

(2)

The following questions are based on the reading section on pages 15-17.

6. "I was starting to develop the vital skills that would later turn me into a millionaire". What were

the FOUR skills the millionaire had to learn?

1.

2.

3.

4. (4)

6.1 “I afford to buy a doll-house” What did the millionaire do about this issue?

(1)

6.2 "We got afford cable, so I just stopped watching TV". What did the millionaire do instead of

watching television?

(1)

6.3 How would you handle the situation if you had to move regularly. Would you make the best of

your situation or would you withdraw from society? Give a reason for your answer.

(2)

20

6.4 “And if you grew up poor, let no one ever tell you that you can never become rich one day. You

may be a bigger tough guy / girl than you think. " Do you agree with this statement YES / NO gives

a reason for your answer.

(2)

Heading: Date:

Social and environmental responsibility

Assignment 3.1 Use the story of the millionaire as an example and write a short essay 100-150

words about how you will handle hard situations to come out a stronger person.

/24

21

/20

BEAUTY AND NAIL TECHNOLOGY – SKILL LEVEL 3

Page 35 of 47

Pedicure Introduction A pedicure is the cosmetic care of the feet and toenails.

As with any professional service, it’s important to have your working area, the

products, implements and equipment that you will be using in proper order prior to

your client’s arrival.

Pedicure service PRODUCTS needed:

PRODUCTS

FUNCTION

Antiseptic Reduces bacteria, viruses and fungus on the skin

Polish remover Dissolves polish

Cotton balls /

cotton swabs Used to apply polish removers and remove lotions from the nail plate

Cuticle remover

cream Loosens dead skin

Soaking solution Cleans, softens skin and loosen dirt

Foot scrub Removes dead skin cells

Massage lotion Is used for relaxation through massage and moisturises

Foot powder Dries and deodorises

Base coat Evens out nail plate, holds nail colour to nail, prevents pigments from

penetrating the nail plate

Liquid polish Creates a coloured effect

Top coat / Sealer Protects coloured polish from chipping, fading and peeling

Nail dryer Aids in fast drying of polish

BEAUTY AND NAIL TECHNOLOGY – SKILL LEVEL 3

Page 36 of 47

Pedicure service IMPLEMENTS needed:

IMPLEMENTS

FUNCTION

Emery board Shortens and shapes toenails

Nail clipper Shorten toenails

Toe separators Separate toes during polish technique

Foot file / Paddle Softens and removes calluses

Cuticle pusher Pushes cuticles back

Orangewood stick Loosens debris and is used to apply creams and clean under free edge

Cuticle nipper Trims cuticles

Foot brush Cleans nails and removes debris

Cosmetic spatula Removes cream from jars in an effort to meet infection control guidelines

Cosmetic spatula Used to separate toes to examine feet for any abnormalities

Foot bath Allows comfortable soaking of the feet

Disposable

towels Dries feet

Pedicure service EQUIPMENT needed:

EQUIPMENT

FUNCTION

Pedicure table Provides a place for all equipment, products and implements to be laid out

Service stool Allows easy access to the client, seat is adjustable

Client’s chair Provides back support and comfort to client during pedicure service

PEDICURE PREPARATION

CLEAN AND DISINFECT IMPLEMENTS

SET UP EQUIPMENT AND LAY OUT TOOLS ON SANITIZED TABLE

REVIEW AND ARRANGE PRODUCTS IN ORDER OF USE

PREPARE THE FOOT BATH WITH ENOUGH SANITIZING SOLUTION TO

COVER BOTH FEET

WASH YOUR HANDS WITH LIQUID SOAP

BEAUTY AND NAIL TECHNOLOGY – SKILL LEVEL 3

Page 37 of 47

Pedicure procedure:

1. Wash and Sanitise your own hands.

2. Sanitise your client’s feet by spraying

each foot with antiseptic.

3. Place client’s feet in the foot bath

and allow to soak for 5 to 10 minutes.

4. Remove clients feet from the foot bath,

dry them. Remove any polish with

polish remover and cotton.

5. Examine the feet for any abnormalities.

Use disposable spatulas to separate

toes. If there are no problems,

continue service.

BEAUTY AND NAIL TECHNOLOGY – SKILL LEVEL 3

Page 38 of 47

6. Trim and file toenails. If nails are too

long, use a toenail clipper.

7. Apply cuticle remover cream to each

toe. Push back cuticles with a cotton

wrapped orangewood stick.

8. Apply foot scrub to entire foot and

massage to remove dead skin cells.

9. If needed, use a foot file / paddle to

soften and remove calluses.

BEAUTY AND NAIL TECHNOLOGY – SKILL LEVEL 3

Page 39 of 47

10. Massage foot and calf with lotion.

Massage is similar to hand massage

but firmer.

11. Massage top of each foot and toe

12. Remove excess lotion from the nail

surface with a cotton wrapped

orangewood stick soaked in polish

remover.

13. Apply powder with cotton to the feet,

then position toe separators.

Apply base coat to the nails of both

feet. Start at the little toe and work to

big toe.

BEAUTY AND NAIL TECHNOLOGY – SKILL LEVEL 3

Page 40 of 47

14. Apply two coats of polish to both feet.

15. Apply top coat, followed by a quick

drying product. Allow drying time up to

one hour. Remove the toe separators

when polish is dry.

BEAUTY AND NAIL TECHNOLOGY – SKILL LEVEL 3

Page 41 of 47

DATE _______________________ ACTIVITY 5

Question 1

Complete the following table by filing in, in Column A whether it’s a product,

implement or equipment and write in Column B each one’s function.

Column A

Column B

1.1 Foot soak

1.2 Foot file

1.3 Toe separators

1.4 Pedicure table

1.5 Cosmetic spatula

[10]

Question 2

Name the five (5) preparation steps of a pedicure. 1. …………………………………………………………………………………………….

2. …………………………………………………………………………………………….

3. …………………………………………………………………………………………….

4. …………………………………………………………………………………………….

5. …………………………………………………………………………………………….

[5]

… /15

BEAUTY AND NAIL TECHNOLOGY – SKILL LEVEL 3

Page 42 of 47

A specialised manicure and pedicure paraffin service

Introduction Paraffin treatment is applied after a hand massage, which you will learn in the next

section. The benefits of a paraffin treatment are: Relaxation; improved blood supply

to the treated area; improved skin texture and colour; increased absorption of

chamber of oil; and soothing arthritis pain.

What Is a Paraffin Treatment?

Benefits:

Soothes chronic joint pain and relaxes stiff muscles

Smooth and soften dry, chapped, rough and scaly skin

It can be helpful for chronic skin disorders such as ecsema and psoriasis

How does it work:

Paraffin treatment uses warm oil-based wax

to provide pain relief to hands, feet and sore

joints and muscles.

Paraffin treatment is a

form of deep heat

therapy.

Liquefied paraffin wax is

very efficient at absorbing

and retaining heat.

When dipping a hand or

foot into the paraffin

bath, heat transfers from

the wax into the affected

area as the wax

solidifies.

The heat increases

circulation and relieves

pain and stiffness.

To aid in skin softening,

paraffin increases blood

supply to the skin, while

also opening pores and

trapping moisture from

underlying layers of skin.

BEAUTY AND NAIL TECHNOLOGY – SKILL LEVEL 3

Page 43 of 47

Different types of workstations for a paraffin treatment:

Products and equipment needed for the treatment:

General Guidelines for all paraffin treatment

Paraffin bath Paraffin wax Plastic Liners

Plastic wraps Sanitizing Spray Insulated Mitts (or Boots)

Thoroughly wash and dry the

area to be treated. Remove

jewelry

The internal thermostat of the

unit ensures that the bath is

kept at a safe, medically

accepted temperature and that

the paraffin will not be too hot

To test the temperature, dab a

small amount on the inside of

your wrist. The paraffin will

feel warm, but it will not burn

Discard used paraffin. Do not

reheat used paraffin.

BEAUTY AND NAIL TECHNOLOGY – SKILL LEVEL 3

Page 44 of 47

Important Hygiene notes for public use of a paraffin bath:

Wash and dry the skin before applying paraffin

Spray the skin with sanitising spray

Follow all paraffin application instructions.

Discard used paraffin. Do not reheat used paraffin

Except for personal units, use separate units for hands and feet.

Place the units lid on the bath when it is not in use

Clean the bath after every 25 treatments, when paraffin is cloudy

Different paraffin treatments:

Hands and wrists or

feet and ankles

Elbows, Knees, or

Shoulders

Paraffin Wax Facials Body treatments

BEAUTY AND NAIL TECHNOLOGY – SKILL LEVEL 3

Page 45 of 47

Hands and wrists, or feet and ankles procedure:

1. Cleanse hands (or feet) with warm water and

soap, and then mist with Sanitising Spray

2. Apply a light coat of Intensive Hydrating Cream,

working into cuticles and dry areas.

3. Slowly immerse the hand (or foot) in the paraffin

wax. For the hand, fold fingers slightly apart so

that the paraffin surrounds each finger

4. Slowly remove the hand (or foot) and wait about

five seconds before redipping.

5. Repeat three to five times. For relief of pain and

stiffness, dip up to 15 times

6. To enhance the heat benefit, cover the hand (or

foot) with a plastic liner and then slip on an

insulated mitt (or boot).

7. Rest for 10 to 15 minutes.

8. To remove, first slip off the mitt or boot. Then

wiggle the fingers or toes slightly to loosen the

paraffin, and slide the paraffin off together with

the plastic liner. Discard the used paraffin and

plastic liner.

9. If desired, apply lotion to dry areas.

BEAUTY AND NAIL TECHNOLOGY – SKILL LEVEL 3

Page 46 of 47

DATE _______________________ ACTIVITY 6

Question 1

Name any two (2) products or equipment that is needed for a paraffin treatment:

1. ………………………………………………………………………..

2. ………………………………………………………………………..

[2]

Question 2

Name the four (4) different paraffin treatments:

1. ………………………………………………………………………..

2. ………………………………………………………………………..

3. ………………………………………………………………………..

4. ………………………………………………………………………..

[4] Question 3

Name any two (2) benefits of a paraffin service:

1. ………………………………………………………………………..

2. ………………………………………………………………………..

[2]

BEAUTY AND NAIL TECHNOLOGY – SKILL LEVEL 3

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Question 4

Name the seven (7) important hygiene notes for public use when using a paraffin bath:

1. ………………………………………………………………………..

2. ………………………………………………………………………..

3. ………………………………………………………………………..

4. ………………………………………………………………………..

5. ………………………………………………………………………..

6. ………………………………………………………………………..

7. ………………………………………………………………………..

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