| rae Cee Ne aN EES COMMUNICATIONS YEAR 11 CURRICULUM ADVISORY SERVIGSS IITENGLISH COMMUNICATIONS YEAR 11 Curriculum Development Unit Ministry of Education, Fiji Revised Edition 2020The Curriculum Development Unit of the Ministry of Education owns the copy- right to this English Year 11 Communications Textbook aligned to the Year 11 English Syllabus. Schools may reproduce any part of the book for classroom purposes only. The book can be used as a reference text for Year 12 students as well. Acknowledgement of the CDU Section of the Ministry of Education copyright must be included on any reproductions. Any other use of this book must be referred to the Permanent Secretary of Education, through the Director CDU, Ministry of Education, Fij Ministry of Education, Fiji, 2020 Published by Ministey of Education Marela House Private Mail Bag Suva Fiji Toi: (679) 3314077ACKNOWLEDGEMENT The English Year 11 Communications Textbook integrates all the three language skills in a thematic framework of perspectives based on critical issues pertaining to the Fiji context. Teachers should use this textbook to complement the coverage of their lessons from the Year 11 Syllabus. The following officers are acknowledged for their immense contribution towards the development of this book: Mrs Thelma Racule Fiji Latter Day Saints College Ms Venina Inoke Curriculum Development Unit Mrs Ruci Qele Curriculum Development Unit Mr Bhupendra Singh Curriculum Development Unit Mrs Lyjane Bulisovasova EO English -CDU Ms Alumeci Seruisavou RO English- CDUHOW TO USE THE BOOK This book encourages students to work independently and collaboratively in class through pair work, group work or as a whole class. Teachers are encouraged to use a variety of teaching strategies suggested in this book and other creative and innovative approaches to ensure English is taught in an enjoyable, exciting, creative and meaningful style. Teachers must be very creative and resourceful to be able to contextualize the activities in each unit to suit their class and the texts studied, especially for Literature, if need be. You will notice that the book also promotes the integration of the Listening, Speaking, Reading and Writing skills in the teaching and learning of English as reflected in the Year 11 Syllabus. Teachers are therefore encouraged to use appropriate and innovative approaches to teach English in an integrated manner for the maximum benefit of students.TABLE OF CONTENT 1 INDIGENOUS KNOWLEDGE 6— 26 2 PROVIDENT LIVING 27 - 62 3 CIVICS 63 - 108 4 CLIMATE 109 - 142 5 CAREERS 143 - 170 6 VALUES 171 - 209Content Outcomes At the end of this unit, students will: * read and appreciate literature genre, namely the novel. + develop writing stills appreciate their own and other indigenous cultures. use several reading shills. that will enhance thelr comprehension enhance their listening skills. make connections between the text and other texts, their world, and the greater world. now ,understand and use two language registers well. Language Outcomes “At the end of this unit, students will : + Make predictions Take part in discussions ‘Think critically. Do some research + Write better paragraphs. * Make connections with the text that they + Keep response journals on the novel. read. + Find + Compare and contrast ideas. out more about their own and other Use the conditional “H* correctly. Identify and use the features of the Language of Sports Commentary. + Summarize passages. Identify and use the features of the Language of Oratory effectively.LITERATURE - THE NOVEL WHAT DO YOU KNOW ABOUT NOVELS ? Fill in a KWL chart like the one below : + Share your chart with another student. Combine the contents of your charts. Join another pair and combine your information . Share your combined information with the class. [Note: This strategy can be used at the beginning of any lesson to identify students’ prior knowledge] WHAT I Oa Le aU KNOW TO KNOW eeHOW A NOVELIST DOES HIS/HER JOB Anything irrelevant to the story is left out ‘Materials selected with perception and maturityof thought, crafted Into.a good story line. The story is written fram the writers perspective and understanding of life “The writer creates the limits ‘within which his characters may seem to live a realistic life, ‘these boundaries are set by artistic selection and _acrangement. ‘The author chooses ‘the bestand fullest ‘way to tell his story. NOW.......read and discuss the following quote by CHINUA ACHEBE, (1975) the author of “ Things Fall Apart “ . Suggest what you think he may have included in his novel, according to the information above. | would be quite satisfied if my novels ( especially the ones | set in the past ) did no more than teach my read- ers that their past—with all its imperfections—was not one long night of savagery from which the first Europe- ‘ans acting on God’s behalf delivered them.HOW TO READ AND APPRECIATE A NOVEL BETTER Keep.a RESPONSE JOURNAL where you read © your thoughts, fecings, reactions, predictions and questions. = Yourresponses to the characters, events, settings, plots, issues ete, in the novel. © Rosuits ef group and class discussions, © You may use starterslike > Wlearnt.n..eo-ee 1 Vrediscovered oso 11801 noon Pimlbeginning to wonder. promise twill + Note each chapter and page number as you write, + This is your response journal, so you may write in any way you wish, draw pictures. and sketches ete BEFORE READING THE NOVEL Think-pal Write down why you think the author chose the title : " Things Fall Apart “. ( You may refer to the quote share on page 4 of the navel to help you.) You can either share your thoughts with another student OR Share your thoughts with the whole class. Now go through the same process again, this time thinking about your own indigenous cultures: their values and beliefs , your reasons for appreciating your cultures, their positive aspects, some aspects which may seem unacceptable or foreign to other cultures and societies. \d out what you can about Nigeria, the country in which the novel is set, along with the novelist, Chinua Achebe. Present your findings as.a group or ‘A younger Chinua AchebePART ONE ( THINGS FALL APART ) CHAPTER ONE In this first chapter, the readers are introduced to the tbo people and three in particular. After reading, complete a table similar to the one below “Achievements ‘Achievements ‘Achievements Personality Personality Personality MAKING CONNECTIONS Inthis chapter, Achebe also describes some aspects af Iba life, which provides a greater under- standing of the society in which Okankweo lives. Compare the use of the kola nut and the cowry shells. to social protocols in your own society. what ways are they similat ? Suggest reasans for these similarities. AKola pod, and some broken kola nuts. Cowries. aPART ONE (THINGS FALL APART ) CHAPTER TWO ‘As you read Chapter Two, you will find out more about Okonkwo. In your response journal, write down what new things yeu learn about Okonkwe You could also draw what you think his compound looks like according to how it is described in the chapter. Another aspect of the Ibo society here is the fact that it is polygamous, meaning a man may have several wives. COPY and complete the VENN DIAGRAM BELOW, AS YOU LOOK AT YOUR SOCIETY AND OKONKWO’S. In the middle, you will list things that are cammon to both societies. — Ibo sociery MY SOCIETY PARAGRAPH WRITING USE THE INFORMATION FROM YOUR DIAGRAM TO WRITE A PARAGRAPH ON EITHER THE SIMILARITIES or THE DIFFERENCES YOU HAVE DISCOVERED You moy use the TEXC method of perographing : T= topic sentence : There are several surprising similarities between the iba society and my own i-Taukei society. E=explanation.: It is surprising because we are separated by thousands of miles. X= examples: The very first surprising similarity is how the villagers would go out on moonlit nights and enjoy the moonlight. in our villages, we would do the same, like play hide-and-seek. Another similarity is the town erier making announcements from one end of the village to the other. A third surprising similarity is how people are superstitious about the dark and have taboos that go with darkness, like not whistling at night. C=conclusion _ So, even though the Igbos live in Nigeria and I live in Fiji, we have some surprising things in common. 2| BEFORE READING Think—pair—share : What roles do religiaus figures like pundits, pastors, imams, priests, mis~ sionaries, etc. , play in your daily lives, orthe lives of the people in your community, if any? List them down, then share with a partner and then the whole class. ALSO... DISCUSS WITH YOUR TEACHER, the meaning and use of IRONY and FORESHADOWING jn litera- |ture, then as you read this chapter, identify anything that you may find ironical in what transpires in this chapter, or what Achebe inserts , that may foreshadow events for Okonkwo. AFTER READING : There are several Ibo proverbs in this chapter. Identify and write them using the illustrations be~ low as clues: 1 2 3INDIGENOUS KNOWLEDGE : + Find out from older family members or neighbours, any simitar sayings in your own language. Share and discuss them with your class members. if you find other sayings ‘that are interesting, share then 98 well Find English sayings which may be similar in meaning to the Ibo anes. Share and discuss them in class. Use them in your writings. Write a TEXC paragraph on your findings People tram cifferent parts o| the world can respond.ta.the same story iLitsays. samething to them about their own history and their‘own experience.BEFORE READING : Talk about unwritten rules and codes that your families, communities, villages and ,or societies live by. What are the purposes of these codes of conduct ? What happens when they are broken ? Are there any consequences ? Should there be any consequences ? AFTER READING : Copy and complete a similar table in your exercise books. In this activity you will do several different tasks based on your reading of Chapter 4. ‘You may work in pairs, groups, or the whole class, with your teacher guiding you as you gain more insight (0 the chapter. READING, WRITING AND SyNTHESIZING (RWS) Novel: AUTO CHAPTER: CRITERIA | ASSIGNMENT Tay tie tor | tats space write down what you think this chapter should bated. this enapear Tay rearon for this tle Here write down 3 question: you have about the story £ ar. Your questions should reflect higher order Question | thinking, which means your questions must show that you ae thinking erically about the book, or these ‘things that you don't understand, Based on what you have read 30 far, predict wht you expeet to happen inthe next chapte and give 8 Predict _Sotwincing reason why you believe this will happen, Carry an to the next page to complete the analysis of the chapter.Type-of conection : (Text to self. Text to Other Test, Text to World.) Conest Summarize | Write a brief summary of only one paragraph (5 = 6 sentences) to'show that you have un= derstood the storyline ofthis chapter, Remember to.use-your own words Pick out an issue or theme and give your thoughts. For example you right talk about ar- Aeect ranged marriages and give your opinion-on this issue, why you agree or disagree with ar ranged marriages. Your reflection should show whether you agree or disagree with an issue. tis ike a debate. Be prepered to defend your opinion. ‘WRITING Using the TEXC method, write about a festival you attended. Is it similarin nature to the Women at a Ram Naumi Festival.BEFORE READING * In groups, discuss the following, statement , then share your findings with the class: “in most sacieties, there are specific roles for men, women and children. Each member should know their place and role in society, so that Jaw and order may be maintained.” As you read Chapter Five, look for any specific roles played by the members of Okenkwo’s society, in particular, the members of a polygamous family, such as Okonkwo's . Note Ikemefuna and how he has become an important part af Okonkwo's family * ALSO, in this chapter, Achebe uses Okonkwo’s lack of skills with a gun, to foreshadow a later, itical event in his life. Take note. more AFTER READING Write a summary of the incident with the gun . Summaries require a special Kind of writing. A goad summary gives only the main ideas. It does nat include details, Before you begin to write, you should think about who, when, where, why, what and how. “ A summary gives only main ideas. It does not include details. ” 1. Follow these steps 2. Read from the second page of Chapter 5, which begins with : “ And then the storm burst..... went away with his gun.” 3. Underline the important ideas. 4. Make a list of the important ideas, Be sure toinelude whot, where, when, who and why. . and ends at : “He heaved a great sigh and 5. Study your list. Make sure that you have included only the main ideas. Cross out any items on your list that are details. 6. Write the Ideas on your list in full sentences. Try to combine the ideas with ‘conjunctions like and, but, or, however, because, etc. 7. Make sure your list is in a logical, if not chronological order. 8. Write a shart, one-paragraph summary . 0BEFORE READING : the people. [These feelings are very similar Share experiences on feelings leading up to and during big sports events like The Cokes Games, a Sev- ens tournament, World Soccer , World Rugby or any local tournament that evokes excitement amongst to what is described in Chapter 6. AFTER READING : Write a sports commentary on the wrestling match during the New Yam Festival. Study the sample below to give you ideas before you begin. CRITICAL FEATURES OF THE LANGUAGE OF SPORTS.COMMENTARY SEE HOW FEATURES ARE MATCHED TO EXAMPLES IN THE extnacr. © WHAT ISTHE PURPOSE OF ‘THIS EXTRACT? = Vorceo HesiTaTION, + HEsiTATION © SPORTS JARGON + srurreans © conTRACTIONS + INCOMPLETE SENTENCES (eLUPsis) + THE SIMPLE PRESENT TENSE + THE PRESENT CONTINUOUS TENSE + IMME © metapnor | Reperimion.” + EXCLUSION OF SUBJECT « + ACTIVE VOICE... © INTERIECTION . [ peased she ‘gun in the air, He is holding it up... set there goes the gun and Jiu is first out of the The 100 metres final for the Senior boys is about to begin.......... There is a cool breeze blowing from the east. The spectators are standing up - stretching - most of them . The most awaited race - the Blue Ribbon for the Senior boys. The Senior Boys Blue Ribbon race. Lane 1, Jiu of Sew High , Lane 2, Gade of Ramatau Secondary, Lane 3, Buli of Sawakasa Secondary, Lane 4 is Yee Soon of ‘Mali Secondary, Lane 5 is Bose of White Star High , Lane 6 is Meli of Lebau High , Lane 7 is Soti of Cun- ‘iningham High.and in the last lane is Jona of Naulu Hi On thei knees. It-seems like, th , the starter has Get blocks... the race is on. TIt's Jiu, Jiu, in Lane 1. He's,leading the race. Up to fi (the 70 metres mark.. Bose in Lane 5 is right be- hind...no.. third, And cooch! Soti-.yes, Soti gallops past | Jiu like 0, stallion....he's piling on the speed, He's got 5 metres to run, Soti has beaten Jiu to the tape 1 Oh ! |What.a-stallion What a dramatic finish’by Soti | In- 'deed ‘a dramatic 100 metres final | It will be some time before one. can forget this race. Sotincame out of no- ‘where and snatched the Blue Ribbon away from Jiu.any sports you like. Rubric for assessing the reading of a sports commentary: Here is a rubric for you to follow as you create your sports commentary on the wrestling match or SPORTS COMMENTARY SCORING RUBRIC Name: YEAR: Date:BEFORE READING In this chapter of the novel, something unusual and something sad happens to the people of Umuotia and RECALL a poignant or sad experience }t0:Okonkwo's family in particular. you have had. ‘what unusual event takes place atthe beginning of Share what happened with your part- [the chapter , and what do yeu think it symbolises, or ‘ner and how you reacted te the expe- is Foreteling ? | fience. What sad event takes place in Okonkwo's hausehold, Jand who is particularly aftected by it ? How could this sad event have Been avoided ? What effect will this event have later on in the fives of ‘those concerned ? AFTER READING 1. Think of ways the death of ikemefuno could have been prevented or avoided by Okonkwo . Write your suggestians dawn using the conditional tense and “if”. Use the underlined words in each of your sentences. Example : if only Okonkwo had loved Ikemefuna, he would have pleaded for his life. ‘Share all your answers and have them written up on the board where all can read them, and later, ‘copy them down. 2. Pretend that you are Nwoye, Oknokwo’s oldest son. Write a diary or journal entry of the death of Ikemefuna, and your reactions to it. 3. — The killing of Ikemefuna and the throwing away of twins areexamples of some customs which would be considered barbaric and heartless today. In groups, find out and discuss any such customs that were practised in your own indigenous culture and suggest reasons for why they were practised. ny 4. Discuss this quote in relation to Okonkwo and Ezeudu, and also on pas ‘with the youth and older people today. Pirmema)neonie Treat Pivsfuounecsuse of ine 2Before the killing of Ikemefuna, Okonkwo was advised by ane of the elders, not to participate inthe killing. However, Okonkwo chose NOT to heed the older man’s warnings. The consequences or effects , both immediately and later ,were unforeseen by Okonkwo. Think about a time in your life when you were given specific advice or warning by an older, more responsible person. It could have been an older ing, a teacher, a parent, a ‘grandparent, an aunt, etc. However, like Okonkwo, you chose to ignore the advice. ‘What were the consequences ? How did the episode end ? What did you learn ? Jotdown some details , answering the questions : WHO ? WHAT ? WHERE ? WHEN ? HOW? And WHY ? Share your experience with another student. ‘Share your experiences with another pair. You may have noticed that each time you retold your story , it became better, and clearer in your mind. Reread the section in the novel where the advice is given to Okonkwo. Plan the beginning of your story in a similar way. Use direct speech . It makes:your writing more enjoyable and professional. Plan the middle of your story around what you did , when you didn’t heed the warning. Plan the ending of the story around the consequences of your action, and the lesson(s) learnt. ‘Write your FIRST DRAFT. Give it to another student to read and comment on. Proofread and edit your own work. ‘Write your final draft . Turn itin for your teacher to read, enjoy and provide feedback, Monty {had listened . nAFTER READING FHINGS FALL APART CHAPTER REVIEWS: REMEMBER: * Choose events with care In groups : Use relevant details from the navel + Choose a chapter from the novel Be creative and imaginative + Use your response journals as a resource. + [Discuss the best way you can present a summary of what happens in your chosen chapter. * Practise and then present it to the class, in.a chronological order . DIRESENTATIONS MAY DE IN THE FORM OF + ROLERLAYS + POEMS * CARTOON STRIPS + POSTERS + TALK SINOWS + NEWSPAPER AD) + SONES * PWCRARTS = * RETELLING THEMES FROM THE NOVEL : 1. The complexity of Okonkwo’s society 2. Social Disintegration 3. Cultural clashes and disagreements 4. Change and transformation Again, in groups, find events and things that are said in the novel, which illustrate the above themes. NEXT, look at your own societies and make connections with the themes, looking at how they are relevant to your own societies , in the past and in the present. What are the similarities and differences ? Present your findings to the class.CHARACTERS FROM THE NOVEL Work in groups: You may choose ore assigned a character from the novel. Complete a table similar to the one belaw on your chosen character. Share your findings with the class. WATO CHARACTER STUDY ‘Select examples from your story that reflect personality traits of a specific character. STORY: ea CHARACTER Lurclea, EXAMPLES FROM THE STORY WHAT PERSONALITY TRAITS DOES THIS SHOW ? You see, | owe that man a thou- sand cowries. But he has not came A laser who doesn’t repay loans. MOF if any money came his way, he immediately bought palm wine.. As soon as Unoka understood what his friend was driving at, he burst out laughing. You, Unoka, are known in all the clan for the weakness of your matchet and your hoe... When your neighbours go out with their axe to cut down virgin forests...you stay at home and offer sacrifices to a reluctant soil OPINIONS OF OTHERS. ‘STATE WHETHER THIS: CHARACTER ISSTATICOR DYNAMIC, Give your reasons, He is a static character. woRDS. to wake me up in the morning for it. shall pay you, but not today. .. I shall pay my big debts first. He was very good on his flute... | A happy-go-lucky man ACTIONS He always succeeded in borrowing He could see the funny side of things. Lazy, reluctant to do any hard work In the story he never changes. BLanguage of Conversation ‘Making conversations with friends/family ar with any another person is part of our social interaction in our changing global village. The tople of conversations usually vary depending an the situation of the speakers Register LANGUAGE OF CONVERSATION Purpose | Will depend on the relationship between the participants, the choice of topic, the number af pariepants, the occasion, te, and place. Mode | Spoken. Souree | Willvary widely: beween tends, coleagues, employeremployee, players, ete, The writen conversation is.caled the transeript Tone \Willaiso depend on all he factors ithe purpose = foal, semi-ormal, informal or casual, ete. Depending ‘on who is-speaking, the tone can alsolbe authortative (especially if’ @ superior is reprimanding @ subordi- nate) "T | Voiced heatatonfilew e.g, 6 um ah [shows that person ls thinking] 7 | Use of rect acaress &g. Hey Pita (te get the person's atention) J | Use of pauses ea... (a pause Is usually indicated by the three dots]... and usually means that there Js. slight break in the-conversation perhaps when the speakers are still thinking about what to Unguistic 4. | Use of etipsis e.g Begin when ready. The correct sentence should be “Begin when you are ready.” features ‘An elipsis isthe omission of words that would make a sentance grammatically correct. (tog to the pony ‘S| Uso of repetition, Sometimes this cocurs n a conversation when the speakor i axcliod or i bying to remember what io say and keeps repeating the ast word or phrase, (can indicate excitement or em ;phasis—depending on the context) 6 | Use of slang and informal/colloquial expressions e.g. yeah, yo, wuzzup, gonna, yeah, etc, (The word “slang?” is Sometimes incomecty used 1 refer to “accent please note the comect term for speaking in.an aocentis not “slanging’?) (to show familiarity between the speakers) 7 | Uso of ncompete or minor santences 0.9. Going to. oF Going to town (he completo sertonce would be: | am going to own, (ta get to the point) @ | Use of consactonse.g. dont, shouldnt, couldn, mighin, etc saves time) 9 | Frequency of question tags and agreement responses e.g, anit herent you" - e.g You see, you kno {to continue with conversation) 70 | Sons of encouragement to the other speaker e.g. Good Lerd! Reali? You dont say. Go en, And then? (shows interest) “71 | Grammatical mistates and sips. (ref elpsis) "2 | False Sans or sudden change i topice.g. Tiss an..a nke photo. (False stan) Can borrow. .bey who i that? (Sudden change of 73 | Use of kiomate expression ar ciché e.g, Well, you know what they say: bids of a feather, (am) ‘we wait to Solve global warring we need fo put our hands together. (Ciché) (adds flavor to conver= sation “4 | Frequent use of parsonal pronouns especialy m informal conveteabons. (makes tone personal) "5 | Use cfexcamaton mark (This usually indicates excitement, or disbelief or thatthe word is spoken Joudly) 6 | Use of intejectors e.g, Wow! ( shows surprise) Exorcise: Create a conversation batween twa major characters from the novel, ‘Things fall Apart” and romembr to use the features Of the rogister given above. Identity the features used, EyEXERCISE: Analyse the sample given below by using the notes on page 24. CONVERSATION SAMPLE The following conversation takes place between two friends, Roko and Rinesh, under a mango tree during lunch time in their school. The friends are now opening theie lunch box. oko: | know that my mum must have cooked something GOOD today... Yes, mate . t's sausage and chips! Rinesh : What de you mean? Why you don’t lke to-eat vegetables? oko : What?..ummm...do you think 'm goat? | don’t know when welhad vegetables last at home... Rinesh ; Didn't you tel me that your father hata mild stroke last month? Roko: Yes... What has that got to dowith our diet? Rinesh : Weren't we tolé by aur form teacher about NCDS? I all adds up... the food we take hasthe most impact-on our health. My family has a weekly plan on what we should eat. You must have noticed that we try to have vegretables every day. Roko :1 thought that everyone in my family is educated.. thoughtfully) Why are they stil cooking meat every day? Rinesh ; Sometimes we are more cencemed about the taste... Other times, it's about convenience, . | mean ef. it's easy to cook since most canned meat and frozen meat de not require prior preparation, Roko : Hey buddy, how about we exchange our meals today and will go and talk tomy parents in the evening eh? Rinesh : We can share whatever we bring every day provided you can digest it! That day Roko thanked Rinesh for his advice and promised to eat a balanced diet. Even Rinesh promised to eat more fruits. They realized the importance of healthy eating. FSLO EX, NATION QUESTION ( rsicr 2010) ings Fall Apart “Without characters, there will be .no story. Chinua Achebe’s powerful choice of characters re-veals a Jot about the intensity of the message he wishes to convey. " With close reference to Things Fall Apart describe TWO characters who are so powerful in the story that the novel will be less enjoyable without them. (4 marks ) discuss TWO themes that Achebe is trying to convey from the actions of the two characters above (6 marks )The rove. author and the two hace ter are ack dred i eie incondacion, The question vale Bese ak 5 here anyating thar canbe ahted removed? Ihe second mes- sage Bows this message fhe o* ssthoreabttor GENRE : Novel QUESTION NUMBER: 9 oPmion 8 TITLE(S) OF WORK(S) STUDIED Things FllAnare NAME(S) OF AUTHORIS) / PLAYWRIGHT/ POETS : Chinua Achebe The navel, Things Fall Apart by Chinua Achebe hos many powerful char- acters. The two-chosen for this answer are the protagonist, Okonkwo, and his [fother, Unoka, With these two characters, achebe is oble ta convey some powerful messages. Okonkwo is a strong, powerful man. He is alse hardworking and ambitious, His [father Unoka is the opposite, both lazy and happy-90 lucky, living from hand ta mouth, Since Unoka has not been able to provide a legacy for his son, Okonk- wo os had to dalton his own, eventually becaming one of Umuofia’s great- est warriors and a respected elder ofthe clan, His greatest fear, that of becom ing like his father, deives him so hard that he forgets that theve are other things in ife. Unoka has diseovered happiness in music and palm wine drink ing, sharing what he has with others, borrowing when he needs to, but never | aying back. This contrast makes the novel quite enjoyable —how can o father and son be so different ? Achebe has used these two characters to convey two importont messages. The |Jirst is that in order to be successful, one must work hard, Okonkwo does this and becomes one of the most respected elders of the clan. The Igba peopre [judge others by the outcome of their work. That is why they respect Okonkwo and laugh at his lary father. This message is universal truth : hard work leads to suecess. The second message is that change is inevitable. it will hap- pen whether we like it or not. What we must do, is adopt thase changes to suit our lives. Okonkwo is happy with his Ife and he resists and resents change. Any change he allaws in his life may be seen by others.as a sign of weakiness. Weakness is 0 trait he associates with his father, Unoka. Since he hos been driven most of his life to be as diferent as possible from his father, he does not like change, and this leads to his downfall. Descriptors of Diora What ese cou be ded? Ie festa to merges Ss thes message pomertt 10h? Ingroups : + Read and discuss the above essay , and the side comments as well. + Use the comments to improve or make changes to the essay. + Rewrite the essay after deciding on changes you wish to make as a group. REMEMBER : a well-written essay + NOW ask your teacher for another examination question which you can plan and write on your own, + focuses on the question + gives details and examples from the story + selects only relevant parts of the story. —_uses your own personal responses.Content Outcomes tor ms unt: ‘You will participate in a survey and * develop research skills, + develop your writing skills + appreciate concepts of credit + use several reading shills that will enhance your comprehension . enhance your listening skills. * make connections between the text and other texts, your world, and the greater world. * know understand and use two language registers well, enhance your speaking skills. Language Outcomes torts unt: You will : * Make predictions = * = Take part in discus: * Dosomeresearch * Make connections with the text you Fea * Find out more about credit and finances Think critically. * Write better paragraphs. * Write a dialogue correctly * Compare and contrast ideas. * Write and present a report * Identify and use the features of the Language of Advertising effectively. * Summarize passages effectively. * Identify and use the features of the Legal Language effectively * Closely read and appreciate two short stories. =" Acquire new vocabulary“opinion poll (noun) atally er count ef public opinion which has been gained from question- ing a representative sample of the public, tally (noun }acount of (verb) te count or record “ Collins English Dictionary - Complete & Unabridged 10th Edition 2009. Your teacher will help you get into groups of equal number, depending on the number in your class. Five would be a good number. Each member of the group should : prepare an interview sheet with the same set of questions. fill in his or her own answers first on their own interview sheet. go to anew group where everyone else has a different set of questions to be an- swered. Using speech acts which express interest, ask far information or ask for confirmation, clarification or preference , conduct interviews in your new groups, to fill up your in- terview sheet. When your interviews are completed, return to your first groups, where you will col- late or tally the results of your opinion poll. SOME SPEECH ACTS.. ASKING FOR CLARIFICATION: STATING PREFERENCES ull that what you mean? Vd rather, id you say that. Youmeanthat preter don't you? p Fd much rather than.BELOW ARE THE SAMPLE QUESTIONS THAT EACH GROUP WILL TAKE TO THE OTHER: GROUPS. One group, one set of the same questions, one for each member. BREAKFAST : What do you usually have for breakfast? NAME FOOD DRINK Me Bread and buceer Temon tea LUNCH : What do you usually have for lunch? NAME FOOD: DRINK Me Fried Cassava ‘Water DINNER: What do you usually have for dinner? NAME FOOD DRINK Me Cassava and eggpianeveuna | Water curry =)*)*)>)"FAVOURITES : What is your favourite meal 7 NAME FOOD (DRINK Me Fire-roasted bréadfruit Fui Water 7 7 7 H e HATES : What do you avoid eating or drinking 2 NAME FOOD ORINK Me Eels in any recipe “Flezy drinks 7 3 7 a z Eating Out : Where would you go? NAME WHERE? TO EAT/DRINK WHAT 2 Me Joe's Cafe Sweet and sour chicken 7 3 7 5 a IN YOUR ORIGINAL GROUPS: 1 Organise your data so that you can come up with tables or diagrams that illustrate your findings. Be prepared to share your findings with the rest of the class ina Gallery Walk. or any other type of class presentation you and your teacher choose. in Gallery Malt. each grou post ther poster/chert somewhere arcu the raom_THEN the class wok around oodas hey stnin front of pote: the group response teaches the cess chou the contests ofthe pste..clss rey esk questions. make comments, before EVERYONE als tn he net aster / cherie, nBELOW is a suggestion on how you can present your group's findings . Ina survey carried out in one of the local high schools, all the senior students were asked the question : "Where con you access the internet ? Fram the responses given a pie chart was created, and a shart report was written. Availability of the Internet ALS os Town mAlthree 1& School and Town, = Home and Schoot 10% Tips for iwriting Start by saying exactly what the pie chert shows, The second sentence in the introduttion should su- marie the single must important thing from the chart. {i the second paragraph describe the survey results in detail, Use a variety of lenguage to describe frac: tions. percentages and proportinns ressions like Aowever... to ‘make comparisons. arclusion, summa ger picture & an the mast signif: cant percentages or Report on Findings asked them where they are able to access the Internet. It can be seen ' I I | | I ' ‘This pie chart shows the senior students’ answers toa survey which — | I I ‘that about one-third of those surveyed access the Internet in school. | I I I I |The largest group of students said they were able to-access the Internet | Fin school where they had free Intemet access , while just about half of | they could access the Internet at home. An equal {| [number of students said that they accessed the Internet both at school | town, a similar | [number to these who could aecess both in school and in toven. Finally, {another 13% said that they used all three avenues to access the Inter- met. {that number sai fand at home, Only ten percent accessed the Internet In conclusion, it is clear that every senior student has access to the In ternet , whether it be at school, home, or in town. These figures may 1 i 1 1 1 1 1 i 1 1 1 1 i i 1 indicate that the Internet is no longer as inaccessible as it used to be. It | 1 fmay also indicate that parents and educational authorities are more he Internet in the inter- fwilling to assist their children gain access to ' \ ' ' ' tests of education ! ' IAFTER THE GALLERY WALK, discuss the following questions and any other ones you may wish to ask : . Were there any surprising results ? + What was the most importont result, in your opinion ? . Why do you think the results are as they are ? + How can we act on these results ? Accritical factor that may influence the diet of a group of people is their socio- economic status. In order to improve one’s lot in life, there are several very sound principles which could be applied : © Avoid debt © Use a budget © Build a reserve © Value work © Support family 2) Seek education © Understand the influence of @secure food external forces . in groups, discuss the pros and cons of going into debt : When is going into debt recommended and when is it not ? . What are some reasons for going into debt , that you know of ? . BELOW IS A CASE STUDY . READ AND DISCUSS IT IN YOUR GROUPS WITH THE FOLLOWING QUESTIONS IN MIND : . What amount was initially borrowed? * How much did the family actually have to repay? + What wauld you have done about thisuse of credit f you were inthis situation ? + What are some financial lang-term implications of these credit arrangements ? + Wher ore some non-financial implicotions ? + Nowelse could the family hove accessed the money they needed ? + What are the dangers of easy access to credit? * How would this situation affect the family's credit history? 3BORROWING FROM A MONEY LENDER: THE WAQA FAMILY’S PREDICAMENT (pg 126 of Fin Ed Manual) The Waga family wanted a sum of money in a hurry .They had to pay for a temporary shortfall which was brought about because of a contribution they had to make towards funeral costs. They were ex- pecting some remittance to arrive from family members averseas , to help pay for these costs. Amaney lender was willing to give them an unsecured loan to be repaid within 14 days at a rate of 20%. The total amount borrowed was $260. The family knew that they would have to pay that amount, plus 20% inter- est, which would make the total amount to be repaid as $312. Unfortunately, the money did not arrive fram abroad and the Waga family was naw in a bind, They could not afford to repay the loan. Every fortnight after that, the maney lender charged further interest on the unpaid loan, until ten fortnights later, the amount owed was $1341.55 | After group discussions on the questions on Page 35, share your ideas with the class. Using your class discussions and ideas from the quote below, write a dialogue between a member of the Waqa family and someone he or she has confided in about their predicament: “Interest never sleeps nor sickens nor dies; never goes to the hospital; it works on Sundays and holidays; it never takes a vacation; it never visits nor travels; it takes no- pleasure; it is never laid off work nor discharged from employment; . . . it never pays taxes; it buys no food; it wears no clothes; it is unhoused and without home and so has no washing, it has neither wife, children, father, mother, nor kinfolk to watch over and care for; it has no expense of living; it has neither weddings nor births nor deaths; it has no love, no sympathy; it is as hard and soulless as a granite cliff. Once in debt, interest is your companion every minute of the day and night; you cannot shun it or slip away from it; you cannot dismiss it; it yields neither to entreaties, de- mands, or orders; and whenever you get in its way or cross its course or fail to meet its demands, it crushes you. So much for the interest we pay. Whoever borrows should understand what interest is; it is with them every minute of the day and night. 1. Reuben Clark, ir. April 1937. Provide a setting (Peni Waga.is resting with his neighbour, Timani efter warking on Timani's taro patch.) Each speaker'snameis | | Peni: ‘Timani, can | ask your advice about something ? Biven Before they Timani: Sure... hope I can give you the advice you need. You look worried. speak, Peni: {| Smiles sheepishly) Well, you know... Any stage directions-in ftalies and brackets The conversation continues until. Pen ‘Man, Timani, | wish Ihad known all this before..but thanks to your advice, There are no quotation maybe we can stop this before it gots any worse, (They go their seporate wayseach one deep in thought.) marks for the words spoken uwREAD THE FOLLOWING ARTICLE ON CREDIT REPORT OR HISTORY AND DO THE EXERCISES THAT FOL- LOW : (Refer to Fin Ed Manual page 130) YOUR CREDIT REPORT How good you are at paying your debts will be reported on your credit report. There are some com- mon features on a credit report but what a credit report contains can vary from country to country. In general, a credit report is likely to contain information about the way yau manage debt, your bill payment patterns, information about you and whether or not you have defaulted on a loan, Personal data, suchas your name and its variations, your current and past addresses and your plac- es of employment, are included, Variations on your name may appear because businesses may make enquiries about you without being certain how to spell your name ,or be aware of your full name, An error in your name could be a sign of identity theft. Without using a dictionary, and using only context clues ( words or phrases from the text), try to figure out what the words in bold print mean. WORD CONTEXT CLUES MY OWN MEANING features whata report contains defaulted data Identity theft Now carry on and continue reading about credit reports.s.u...uu Acredit report most often has detailed information about your credit cards and loans. . There can be information on your credit card balance, your credit limit, account type, account status and pay- ment history, Information on different sorts of loans including loan balances, the original loan amount, payment history and types of loans can all be listed on your credit report Arrange of information about debt management appears on your credit report. Your recent credit and loan applications are also likely to be recorded and stay on your credit report for possibly twenty-four months. A credit reportalsa includes a list of businesses who have enquired about your credit record. If an unpaid debt has been sent to a collection agency that will also appear on the credit report. Any debt collection proceedings that have gone through the legal system, such as. a mortgage sale, repossession or bankruptcy, may appear on your credit report for several years. You are entitled to.ask credit reporting agencies for a copy of the information they hold about you. Access to your credit information is only available to others with your consent. These are usually credit providers who are considering your application for credit. In addition, if you believe you have been the victim of fraud , including identity fraud, you can ask a credit reporting agency not to al- low your credit information to be made available fora couple of weeks. Ifyou ask for a credit re- port, you should be furnished with the information without too much delay. Ifyou think any infor- mation is incorrect, you can dispute the incorrect information with the agency. Using ind what you think the words or phrases in bold mean. is 8LITERATURE - SHORT STORIES Groupwork: In groups, do the following : List down the titles of all the short stories you have studied . ‘Compare your list with a second group., making sure that the titles shared are really the titles of short stories, Using your discussion as a basis, complete the following table in your groups. Share your findings with the rest of the class, SHORT STORIES What they are What they are not How they are similar to novels How they differ from novels NOTE : Ask your teacher to clarify any confusion or misunderstandings after your discussions.Now read the following short story about a character who gets into a financial bind and how he handles the situation, Ais you read, pause every now and then and answer the questions in the margins. They will enhance your comprehension and enjoyment of the story. Suggest other reasons for ‘the old man’s poverty. So far, Ist the adjectives the author has used to describe the father. What effect does this have on you? What does it mean, to “pawn himself“? what Is he now obliged to do ? Ajaiyi and the Witch Doctor Ammos Tutuola Several years ago, there was an old man who lived in awit lage. He was 2 farmer and had one son named Ajal ‘old man was.so poor that all of his friends and neighbours believed that he was really created in poverty by his creator, ‘After several years’ hard work this pocr old man became too old and weary to work on his farm. But Ajaiyi, his only son, took aver from him. He was working hard on his old father's farm and by that he was getting sufficient food to feed his father and himself. Ajaiyi worked as hard as he could until he became thirty years old but yet he and his father’s pov- erty became worse, Now, one midnight, it came to Ajaiyi’s mind to get a wife of his own as al of his friends had, Having thought so to himself forsome weeks, he brought this matter before his weary father : “My father, how can I get money with which to mas a lady as | am old enough now ? Ajaiyi gently asked his fa- ther. * infact, according to our custom, it isthe father's right to pay the dowry of his son's first wife, But now, itis 2 pity, as you know, that !am so poor that | have nat even a halfpenny to: give you to pay for the dowry of a lady. |am very sorry indeed, Ajaiyi’ Ajaiyi’s father explained quietly with tears. Then Ajaiyi left him in the room and went to the front of the house. He sat on the pavement and wept bitter- We After a while, it came to Ajaiyi’s mind to pawn himself for money. At the same time he went to.a wealthy pawnbro- ker who gave him sufficient money with which he married a beautiful and sensible lady the following week. Afew months after his marriage, his father became seriously il so that he died ina few days. But unfortunately, Ajaiyi had no money to perform the funeral ceremony of his dead father. Of course, as it would have been a great shame 0 What could be same Indications of their poverty ? What's a dowry ? (5.0 dowry paid in y our culture ?In what form ? What kind of relationship does Ajoiyt have with his fother ?Does this sound to Ajaiyi if he had failed to perform the ceremony, he pawned familiar ? What himself to another pawnbroker who gave form the ceremony. the money to per- outcomes can you predict ? Now, Ajaiyi had pawned himself to two pawnbrokers. He was working for the first from morning till twelve o'clock and f or the secand from one o'clock till the sun set. But as Ajaiyi had- not sufficient time anymore to work on his own farm for his and his wife’s living, his poverty became more serious. And as every- thing was still growing from bad to worse everyday, his wife ad- vised him one day: What do you think ofthis ‘Ajoiyi, will you go to the witch doctor and find aut the causes of our poverty and find out as well what can stop it?” ; | . ‘odvice ? Without hesitation, Ajaiyi went to the village witch doctor, He explained to him about his inherited poverty. But with a sharp and merciless voice the witch dector replied — If you want your poverty to stop , you must buy nine rams and nine empty sacks. Having bought all and brought them to your house, you will put each of the rams alive inside each of the empty sacks. Then at midnight, you will carryall to the grave of, Whar kind of society is Ajaiyi part of? What are rams > Do you see any your father and put allon top of the grave . But to make sure whether your father has taken the rams, go back to the grave the following morning. | am quite sure, you will you will meet only the nine empty sacks on top af the grave and that means your dead father has taken all the rams, But try to bring the empty sacks back to your house and keep them in the room and you will be surprised, in a few days’ time, whenall are filled up connections here to your own society ? Talk about them, money by your dead father to find you will be freed from your poverty. But you must come and tell me as soon as you have put the rams on top of the grave. When the witch doctor had explained to Ajaiyi what to do before his poverty could be stopped, he thanked them and then left his house. But as Ajalyi was returning to his hause in the darkness, he began to think in his mind. ‘The witch doctor said | had to sacri- fice nine rams to my dead father before | could be freed from the poverty ! But | believe | will never be free from this poverty What advice because | have no money to buy even a small cock, How much could yau give ? more do I need far nine rams 2 Be £6 4S &What characteris- ties does the wife display here ? Discuss the validity of this piece of wifely advice. What other charactensties ore evident nere ond there ? “What did the witch doctor tell you about our poverty, Ajaiyi ? * Ajaiyi’s wife hastily asked as he entered the house and he explained to her what the witch doctor told him to do. But as Ajaiyi explained further that he had no money to but the rams and the empty sacks , his wife sald loudly : “Ah, Ajaiyi, you said you have no money to buy the rams | [Are we going to die in this poverty ? Better you pawn yourself to ‘the third pawnbroker who will give you the money to buy the rams and the empty sacks |‘ “Ab | To pawn myself to the third pawnbroker ! But |am afraid if | do so, how can | satisfy the whole of them and who will be working for our living then ? ‘ Ajaiyi asked with great sorrow. “Never mind about our living, Ajaiyi. | believe if you work hard, you will satisfy all the pawnbrokers | ‘ Ajaiyi’s wife advised him strongly. The following morning, Ajaiyi went to the third pawnbroker What isthe ‘who gave him ten pounds. Then he and his wife went to the couiient i" ‘market with the ten pounds. But unfortunately, the ten pounds currency ? were not sufficient to buy the whole nine rams and the nine empty sacks, Having seen this, Ajaiyi was greatly perplexed. He told his wife to let them return home with the money. ‘Oh, my husband, don’t let us go home with this money otherwise we shall spend it for unnecessary things and yet our poverty will remain as itis. But now, let us buy as many rams and empty sacks-as it can buy. Then at midnight, you will carry them to the grave of your father. You ‘will explain before the grave that you will bring the rest as soon as |you have money to buy them. And I believe, your father will not refuse to accept them because he knew that he had left you in _great poverty before he died. * Ajalyi agreed when his wife advised him like that. Then they bought the six rams and the six empty sacks that the money could new buy and carried them back to the house. ‘When it was midnight, Ajaiyi put each of the rams inside each of the sacks . He carried them one by one to the grave of his father which was about half a mile from the village. Having put all on top of the grave, he explained before it that : “ My father, please take these rams as the first instalment and | shall ring the ather three for you as soon as you help me to ‘get money to buy them.’ Having done all that, Ajaiyi went direct to the witch doct[What does the ‘great Laughter “suggest ? [Can you relate to this ? What is his plan ? Discuss and shore whot you think his plan is... He told him that he had carried six rams to the grave . He thanked Ajaiyi with great laughter and then he advised him that he must not keep long before taking the other three to the grave. After that Ajalyi came back his house in the dark- ness, But he had hardly left before the witch doctor and his servants went to the grave and carried the whole six rams to his own house. He killed all for his food and then he gave the empty sacks to his servants to return them to the grave before daybreak. Early in the morning, Ajaiyi and his wife ran to the grave and both were very happy when they met only the empty sacks on top of the grave for they believed the dead father had taken the rams into his grave. Then with surprise, they carried the empty sacks back to the house. Ajaiyi put them in the room and then he and his wife were expecting the dead father to fill them with the money. But they waited and waited for many months and the sacks were not filled with money and their poverty became even worse. Again, all the three pawnbrokers were dragging him here and there for he failed to satisfy any of them. Then he blamed his wife with sorrow : “| told you in the market that day that we should return home with the money as it was not sufficient to buy all the rams at one time!’ ‘Ajaiyi, don’t let us give up just yet, we must try hard. ‘My advice now is to go back to the witch doctar and find out Why our poverty is getting even worse than befare we sacri- ficed the sixrams to your dead father,’ Ajaiyi’s wife advised him softly. Again, Ajaiyi ran back to the witch doctor and asked him the reason. ‘Ah | Your poverty cannot end yet and the sacks in your room cannot be filled with money as you expect until after you have taken the three rams to your dead father I" The witch doctor frightened Ajaiyi. Without hesitation, Ajaiyi came back to his house and told his wife what the witch doctor had told him, “What are we going to do next to get money to buy the rams and the empty sacks ? “she asked calmly. ‘As you know that we have not even ane penny in hand, how can we get enough money to buy three rams and sacks | But now, my plan is... Did you foresee the witch actor's devious ion ?After sharing your plans with the class, ask your teacher to read the rest of the story to you.....take notes and compare the author's ending to the ones shared in class. ‘Take a vote on which ending you prefer, and discuss why. ‘Also decide which suggested ending was the closest to the author's and ask the group which suggested it to explain why they chose that ending. SHORT STORY ANALYSIS + Every short story has a beginning, a middle and an end, With your teacher, decide the beginning, middle and end of the story about Ajaiyi. ‘© Ingroups, choose.a section from the short story grid below and fill itin with what you have read and understood from the story. + After completing your section, get it proofread and then allow the other groups to copy your findings. ‘+ Atthe end of the exercise, you should have a completed short story grid. SHORT STORY GRID TITLE OF SHORT STORY: ay,LANGUAGE STUDY Exercise 1: Tenses Underline the words that denote each tense below: SIMPLE PRESENT TENSE She saves money o lot of mancy. PRESENT CONTINUQUS TENSE saneen Sh@is Saving e'fot of money PRESENT PERFECT TENSE... ~She hos saved a lot of money SIMPLE PAST TENSE She saved a lot of mane. PAST CONTINUOUS TENSE ihe was saving a lot af money PAST PERFECT TENSE mee a ~nnShe hed saved a lot of money, SIMPLE FUTURE TENSE... --She will save money a fat of money. FUTURE CONTINUOUS TENSE . She willbe saving a lot of meney. FUTURE PERFECT TENSE . She will have saved a lot of money CONDITIONAL ~ By the end of the year, she will hove saved a ot of money. Now make statements about Ajaiyi and the other characters in the short story, using each of the above tenses correctly. Have another student check your sentences for accuracy and clarity before your teacher marks. Rewrite your sentences if you need to. You can read out your sentences to the class. Exercise 2: Reported or Indirect speech. Reported speech is used to relate what others have said. Here are some of the most common verb changes made for reported speech = * present simple ———— past simple Original Statement. Tam poor Reported Statement He said he was poor, + present continuous ——+ past continuous Original Statement: She is advising Ajaiyi Reported Statement: He said she was advising Ajai = future with ‘will! ———=> future in the past with ‘would’ Original Statement: ‘The witeh doctor will have a great fe Reported Statement: He said the witch doctor would haye a great feast, Bfuture with "going to" ——+ future in the past with ‘was / were going to’ Original Statement: The witeh doctor is going te triek the couple. Reported Statement: She said the witeh doctor was going to triek the couple. present perfect. ———» past perfect Original Statement: Ihave borrowed money three times. Reported Statement: He said he had borrowed money three mes. + pastsimple ————+ past perfect Ajaiyi bought six rams. Reported Statement: She said Ajaiyi had bought six rams. Changing Pronouns and Time Expressions Remember to change pronouns and time expressions when using reported speech, Fi Original Statement: Vm going to visit the pawnbroker tomorrow. Reported Statement: Ajaiyi told me that he was going te visit the pawnbroker the next day. Original Statement: We are working on repaying our loan right now. Reported Statement: She said they were working on repaying their loan at that moment. 1. Now go back to page 36. Reread Ajaiyi’s father’s comment on dowries. Rewrite one of his, tatements in reported speech. 2. Turmto page 37. Rewrite Ajaiyi's wife's advie in reported speech 3. Still on page 37. Rewrite one of the v hdoctor’s instructions in reported speech. 4. Turn to page 38, Choose an example of direct speech and rewrite in reported speech. 5. Turmto page 39, Rewrite the witch doctor's advice in reported speech. am for doing good to the poor, but! Cee a ee ee poverty. but leading or driving them| out of it. In my youth I traveted| much, and | observed in different Se ee Provisions w: SS the less they provided for| themselves, and of course became| poorer. And, on the contrary, the| Pe en they did for themselves, and| became richer. Peery 6. Rewrite the above quote by Ben Franklin in reported speech: [Compare your answers to the classmates]Exercise 3: Proverbs and Idioms Below is a column of proverbs concerning money. Match them with what you think they mean from the second column. PROVERB The best things in life are free. ‘A fool and his money are soon parted. Money doesn’t grow on trees, Money is a good servant but a bad master. The love of money is the root of all evil, Riches have wings. Where there's muck, there’s brass. Money makes money If you pay peanuts you get monkeys. He who pays the piper calls the tune. ‘A good name is better than riches. MEANIN An employer who pays poor wages will get poor workers. It's not easy to make money, You have to work har All immorality and wickedness is caused by people loving money ‘Your good reputation is worth more than riches. Ifyou have money, you can invest it to make more money. There is money to be made in dirt and dirty jobs. ‘We don’t have to pay forthe things that are really valuable, like love, friendship and good heal Ifyou have money, it will serve you and work for you well, But if you owe money to other people, that money will control you in an unpleasant way. Stupid people spend their money carelessly and soon become poor, Money can disappear easily. Money is like a bird with wings: it can fly away if you are not careful, ‘The person who pays a musician can decide what music he wants to hear, The person who pays for any service has the right to-say exaetly what he wants ‘Which of these proverbs could be applied to the short stary: Ajaiyi and the Witch Doctor ? Write a paragraph explaining the connections you have made. Remember to use the TEXC method of paragraph writing. Share your writing with the rest of the class. A proverb is @ short, clever expression that usually contains advice or expresses some: obvious truth, 45The following is the text of an interview with a Vear 11 student of a local school, She is Mercedes Semaan « [At the time of this interview , Mercedes and her business partner, Anika Taylor, have been running thelr business for about six months. Here is their story. ‘Question: How did you begin ? Mercedes: Anika and | both wanted to be more seff-reliant, not depending on our parents too much for spending ete. ..and we wanted to be a bit adventurous and try something new. We also liked to recycle things , so we knew what we wanted to try out. Question: So what did you try out ? Mercedes: Ve decided to go into the bag-making business, making bags using recycled materials Question: What were some things you had to consider before you actually started ? Mercedes: Well, we had to identify our target market, which was women or ladies who had same disposable income . ‘Question: And then 7 Mercedes: Then we designed a website which would attract them, This was my favourite part. Everything that went into that website had to be chosen with care, to appeal to our target group.....even the colours we chose were critical to our customer appeal. We called our website ragbagsfiji.com ‘Question: What else did you do? Mercedes: We also created a Facebook page: Our goal was to get more than 1,000 likes . Our page is called Ragbags Fiji ‘Question: $0 is this how you were able to gauge your market ? Mercedes: Yes, It is very important to figure out and capture the minds of the target group. Mercedes and Anika with some of the bags they have produced. 46epee Question : What were some requirements you had to fulfil in the process of creating your business ? Mercedes : Well, we had to have a bank account. Because of our age, we were advised to just open a joint student account, with about $10.00. Question: What other legal aspects of starting a business did you have to take care of ? Mercedes : Well, because of our age, ( under the legal age ), we needed our parents’ consent to register. Itis quite unusual to register a company at such a young age. Question: Was thare a fee for registration ? Mercedes: WWe had to pay $1.75 |Question : So how long did all this take 7 IMereedes : It took us about two months, and by March of this year ( 2014 ), we had a legally registered company. Question : Where do you operate from, and how do you juggle this with school and other activities ? Mercedes : We work from home, and outsource our sewing after we design the bags. We get recycled material from donors or from second-hand clothes dealers. At first we tried todo everything ourselves, but have learnt that we cannot do everything, as we still have to do things like go to school and de homework ! Question : That's great. fo you have learnt to balance time between school, your social life and your business. Through this venture, are there any other things you have learnt ? Mercedes: Oh yes |, My social skills have become better. Having fo communicate more with adults has helped me become more confident . | have also leamt the importance of being more disciplined . Question: $0 how has your business progressed ? Mercedes : Well, before we really began, we talked to several people getting their advice. We spoke fo an accountant, a lawyer and a website designer. We are grateful for their advice and support. This has helped us meet our weekly goal of selling a minimum of & bags per week. Our prices range from $20 to § 50 per bag. (Question : And what do you do with your weekly income ? Don’t you just want to spend it all ? Mercedes: Sometimes.......but because of sound advice and some early experiences, we have leamt that self-discipline is the key. So for our weekly earnings, we allow ourselves to spend 5% ( pocket money ), spend 10% on overheads and purchasing new material, and the rest ( 85%) we bank, as we have a goal to reach. Question: Are you getting there 7 Mercedes: Yes......and I'd just like to encourage other students ta look for ways in which they, too, can become entrepreneurs. Start small. Give it a try. Don't be distracted, |Questioner: Thank you very much Mercedes. Here’s hoping you achieve all your goals ! | a7CAPTURE SHEET ‘What have you “captured” from the interview ?- Writea 3: 2: 1 summary. 3 things/ideas/ concepts you learned from the extract ; 2 things/ideas/concepts you still do not understand OR want to know more about ; 1 thing you will do as a result of what you have learned from this reading. Look at the words below from the interview extract. Using context clues, try to figure out what they mean. target market 2. disposable income customer appeal 4. legally registered company outsource 6. overheads. entrepreneurs. PERSUASIVE LANGUA Advertising is a form of persuasive language. Most businesses use advertisements as part of their strategy to attract customers . The two students in the interview realised this and put a lot of time and effort into their online advertisements for their business. This was , and stillis, an important aspect of their business.POSTERS Posters are another form ef communication. Posters give information about products, goods or services . ‘They can be found in newspapers, magazines on billboards, on notice boards , walls , websites and even on television. Headline to attract the reader's eye, Picture which sued to NEED THAT Creative Cakes for any posite | SPECIAL CAKE ? occasion. Just readers and increase the wish to buy. jal and our efforts will be totally satisfacto or money returned. Try us Mondays to Saturdays, open from 22 Waitolu Road, 6.00 am to 6.00 pm. tng dei Gpposite the Ringicel Call in or Facebook More stand- riving address main office in the Ono Bay us @ Creativecakes. Industrial Sub-division. Name of songeey Creative Cakes cust Ly Tel: 679 555555 phone num: The colours chosen ,the layout of the poster, the main focus of the poster, the words used, the different fonts used , the amount of information given, all add to the effectiveness of the poster. So a well-planned poster is more effective.‘QUESTIONS + What are some words you could use as titles in posters for : telephones, a cold drink, shoes, school bags, caps, some food ? « | What emotive words could you use for the above products ? + Draw or find pictures that would enhance the likelihood of the products being bought. + What imperatives could be used to encourage the purchase of these products ? APPLICATION PLAN AND CREATE an advertisement you think Mercedes and Anelza could use to ad- 'vertise their products. ‘Suggested steps for planning + /Grainstorm the ideas and suggestions you would lice ta put on your poster. 1, What kind of interesting persuasive language con |use ? 2, What other information should give ? 7. Which sections should | highlight 2, |. Which colours should | choose ? 16. How much space do tneed ? 4, What pictures, letters etc should | use? 5.. How should I set these pictures letters, etcout ? DISPLAY YOUR POSTERS AND HAVE CLASS VIEWING.THE WASTE LAND BY ALAN PATON PART ONE ‘The moment that the bus moved on he knew he was in danger, for by the lights of it he saw the figures of the young men waiting under the tree. That was the thing feared by all , to be waited for by the young men . It was a thing he had talked about; now he was to see for himself. It was too late to run after the bus; it went down the dark street like an island of safety in a sea of perils. Though he had known of his danger only for a second , his mouth was already dry , his heart pounding in his breast , something in him was cry- ing out in protest against the coming event. His wages were in his purse, he could feel them weighing heavily against his thigh . That was what they wanted from him. Nothing counted against that. His wife could be made a widow , his children fatherless, nothing counted against that. Mercy was the unknown word. While he stood there irresolute, he heard the young men walking towards him, not only from the side where he had seen them , but from the other also . They did not speak, their intention was unspeakable. The sound of their feet came on the wind to him. The place was well chosen, for behind him was the high wall of the convent , and the barred door that would not open before a man was dead. On the other side of the road was the waste land , full of wire and iron and the bodies of old cars. It was his only hope , and he moved towards it; as he did so he knew from the whistle that the young men were there too, Worksheet for “ The Waste Land “ by Alan Paton. Part 2 ; Characterisation and atmosphere In the course of your seading so far, you have found eut several things about the man, and the young men . Complete the table below about these characters, writing in everything you knew about each one of them ‘rom what you have just read. CHARACTER, DETAIL ‘SUPPORT REFERENCE, Theman Fearful “he knew he wasin danger ™Write down a problem that has been introduced in the story. 3. On the text, circle in pencil , any clues that you can find to help you establish the approxi- mate time — past, present or future — in which this story might take place. VOCABULARY : With your group, and using clues in the story, work out the meanings of : perils, irresolute, convent and unspeakable. Cross out these word and write in their meanings. Sketch or draw the scene as described in Part One. In Part 2, the author creates an atmosphere by giving small details that add to your knowledge about the importance of the problem introduced ( the mugging or robbery ). Words and phrases create a particular feeling or atmosphere. 6. After reading Part 2, complete a table like the one below as best you can.PART His fear was great and instant, and the smell of it went from his bady to his nostrils. At that very moment, one of them spoke, giving directions. So trapped was he that he was filled with sudden strength and anger, and he ran towards the waste land swinging his heavy stick. In the darkness a form loomed up at him, and he swung the stick at it. And heard it give a cry of pain. Then he plunged blindly into the wilderness of the wire and iron and bodies of old cars. Something caught him by the leg, and he brought his stick crashing down on it, but it was noman, only some knife-edged piece of iron. He was sobbing and out of breath , but he pushed on into the waste, while behind him they pushed on also, knocking against the old iron bodies and kicking against tins and buckets. He fell into some grotesque shape of wire; it was barbed and tore at his clothes and flesh. Then it held him, so that it seemed to him that death must be near, and having no other hope he-cried out, ” Help me, help me! “ in what should have been a great vaice but was voiceless and gasping. He tore at the wire, and it tore at him, too, ripping his face and his hands. ‘Then, suddenly, he was free. He saw the bus returning, and he cried out again in the great voice- less voice, “ Help me, help me! “ Against the lights of it he could plainly see the form of ane of the young men. Death was near him , and for a moment he was filled with the injustice of life, that could end thus for one who had always been hard-working and law-abiding, He lifted his heavy stick and brought it down on the head of his pursuer, so that the man crumpled to the ground, moaning and groaning as though life had been unjust to him also. ‘Shade /highlight three details from the extract that give you more information about the waste land, Wark out the meaning of the words : loomed, wilderness , grotesque , injustice Some Words that Denote Mood ANGRY ANXIOUS CALM CAREFREE CAUTIOUS CHEERFUL EXCITED FEARFUL FRUSTRATED FUNNY GLOOMY HAPPY HOPEFUL HUMOROUS JOYFUL LONELY MISCHIEVOUS OPTIMISTIC PATRIOTIC PESSIMISTIC RELAXED SAD SERIOUS SOMBRE SILLY SUSPICIOUSNowe READ PART of the story. PART 3 Then he turned and began to run again, but ran first into the side of an old lorry which sent him reeling. He lay there for a moment expecting the blow that would.end him, but then his wits came. back to him, and he turned over twice and was under the lorry, His very entrails seemed to be coming into his mouth, and his lips could taste the sweat and blood, His heart was like a wild thing in his breast , and seemed to lift his whole body each time that it beat. He tried to calm it down, thinking it might be heard, and tried to control the noise of his gasping breath, but he could do nei- ther of these things. Then suddenly against the dark sky, he saw two of the young men . He thought they must hear him: but they themselves were gasping like drowned men, and their speech came in fits and starts. Then one of them said , “ Do you hear 2” They were silent except for their gasping, listening. And he listened also, but could hear nothing but his own exhausted heart. “ Lheard a man.... Running..... on the road, " said one. “He's got away....let’s go.” Then same more of the young men came up, gasping and cursing the man who had got away, " Freddy,” said one, * your father’s gat away.” But there was no reply, “Where's Freddy ?” one asked, ‘One said, * Quiet !” Then he called in a loud voice, “ Freddy |" But still there was no reply, "Let's go," he said. They moved off slawly and carefully, then one of them stopped. “We are saved,” he said. “Here is the man.” He knelt down on the ground, and then fell to cursing. “There's no money here. “ he said ‘One of them lita match, and in the small light of it the man under the lorry saw him fall back. “It’s Freddy, "one said . “ He’s dead.” Part 3 : Detai The authar uses descriptive wards and phrases to develop our feelings about the stary being told. 9. On the text, shade every phrase or word used to describe a. the man b. the young men In the margin of the text, note the feeling conveyed. 10. On the text, put brackets around two or more details that make the story realistic.11. Vocabulary : In the table below , work aut the meaning of the words by using clues from the story, The writer has created a particular feeling about the story. Reread your answers about the man, the young men and the waste land. In your group, brainstorm 15 words that could describe the atmosphere of the story. Decide whether this a jolly, happy story , ora violent, tragic story. Then the one who had said “ Quiet” spoke again. “Lift him up,” he said, “ Put him under the lorry.” The man under the lorry heard them struggling with the body of the dead young man, and he turned once, twice, deeper into his hiding-place. The young men lifted the body and swung it under the lorry so that it touched him. Then he heard them moving away, not speaking, slow- ly and quietly making an occasional sound against some ebstruction in the waste. He turned on his side so that he would not need to touch the body of the young man. He bur- ied his face in his arms, and said to himself in the idiom of his own language , * People , arise ! ‘The world is dead!" Then he arose himself and went heavily out of the waste land. Part4: After reading Part 4 of the stary, return ta Part 1 and 13. Explain how the young men know about the man’s wages. 14, _ Explain why the man does not know he has killed his own son until he hears the conversation in Part 3 15. Write down ten words or phrases from Parts 1, 2. and 3 that prepare you for the unexpected end of the story. 16. Explain what you and your group think the idioms, * People arise ! The world is dead !” mean.LOOKING BEYOND THE STORY Working in groups of 4to 6 members , choose ONE of the following methods to present your under- standing of the short story “The Waste Land “ +e CHOOSE several characters from the short story that could be invited to a TALK SHOW/ ‘TALKBACK. They can include Freddy's father, a friend, a nun, maybe Freddy's mother, the owner of the waste land, a police representative, a social worker , etc. Practise and present @ TALK SHOW on the death of Freddy and the issues that come with it. Members of the class may ask the panel questions at the end of their presentation. iy CREATE @ poem and recite ito the class, based on your feelings about the events in the story. hk compose a song based on the short story, and sing it to the class. x ILLUSTRATE PARTS of the story in comic strip form. WT cneare a suitable dialogue and ROLE PLAY for the rest of the class. SHC CREATE a television advertisement on an issue from the short story. ACT it out in class or record it and show it to the class. CREATE a poster advertising a product you think may be relevant to the short story, “The Waste Land.” SHORT STORY GRID: + COMPLET Ea grid similar to the ones on pages 40 and 41, working in your groups . + — COMPARE your groups’ notes with other groups. Exchange with other groups and read to your own groups 10 nges you think will improve your notes and understanding of nel”Now you are ready to aniwer an examination queition, baied on the two short stories « BELOW IS AN ESSAY WRITTEN IN ANSWER TO THE QUESTION : “The endings of short stories often depict the writers’ main concems." Choose TWO short stories from “ Other Worlds “ , describe how each story ends, AND what you believe to be the writer's main concern. Titles, authors and the main idea of the essay are in- Alaw Pa! The two short stories | studied this yeow were“ The waste Land ly we awed * Exava Su Henry Slesar. % cluded in the intro th duction te Land * nds with the main character Lying under an The simple present a tense is used to state facts from eee fritnds. tt Is li st of hi ck, right next m, Fredliy, is rhe tries to rob hine w killed by his o e help of s trying to portray the possible outcomes Of today’s situations of poverty aud youth crimes. HE iS probably Inepl ying that crime does not payy. Death and darkeness will fe The phrase "As for is used to con. eet the two para: emp: s véquinéd Both parts of the question are an- swered, focussing ‘on one story at a time. erneal abo. ‘The conclusion. it restates the main Idea ofthe essay ast-fou paragraphs of the story, Laving the read and ends with a sense of closure. impressions of their main concerns. (240 words } 37Using the sample as a guide, you may work in groups. and write a group essay on any one of the following topics taken from previous examination papers. Authors often create the setting of their stories ta give the readers a sense of belonging; that is, readers con relate the setting to their own society. With reference to TWO short stories , {a} describe the setting of each of the short stories {6 marks) {b) explain how the settings described above give you a sense of belonging. (4 marks ) “The ending of a short stary can make @ reader happy, angry or sad.” ‘Choose two short stories and for each , {a) describe the ending of the story (4marks ) (b) explain how the ending has made you feel the way you do. {6 marks ) Select any two short stories you have studied and for each, (2) discuss the writer's main idea (4 marks) ‘comment an how effective the author's style of writing is in portraying the main idea. (6 marks )SEEK EDUCATION AND VALUE WORK The: following is an article on the importance of education to financial security. As you read try to identify two different types of statements : FACTUAL STATEMENTS and STATEMENTS OF OPINION, Also, look at the marginal notes which will help you think and make connections with the text as you read. Discuss whot you think the EDUCATION: Who pays ? title means ? , There is a correlation between good education and economic growth What is the moin idea of this oreoranh? Does economic growth lead to greater investment in education, or does jgood education stimulate economic growth ? It's probably a bit of both. In ithe eighteenth, nineteenth and twentieth centuries, countries like Germa- ny, Japan and the Republic of Korea respectively, have proven that an edu- [cated population is the springboard for jumping to high economic perfor- mance. What de you think the writer {s setting out to prove ? The question between good education and a growing economy raises sev- eral other questions; for example, how does one explain those cases where states outperform their neighbours educationally but not economically ? Part of the explanation may be that economic growth is a blunt instrument you ? What's wrong with « | /#F Measuring a society's success, More subtle and comprehensive blunt instrument ? measures , such as the United Nations Develepment Programme (UNDP) Human Development Index, shows that the overall quality of life is higher in better educated communities, Another explanation is that, some states Which question is this refer fing to ? (Look bok ) What does the comparison too blunt instrument tell How many explanatians are given hece ? have done better than others at creating the economic and political frame- work that allow educated people to work productively for the good of everyone. ‘Then there is another challenging question. Ifeducation is good for the Jeconomy, why have so many countries nat achieved Education for All ? Most governments claim that their aim is to deliver economical growth, yet many have failed to use education as a tool in its support. In some cases, the absence of democracy has prevented peaple from voicing their de- ; ; mand for education . Maintaining education and economicinequality ee ee vntoon actually suits the ruling elite. Political leaders have become adept at saying cmment's budget ? that education is important, but are less inclined to show this when they allocate their annual budgets. What is the question here ? What reesons have been given? How real are these reasons Inyour own society ? A recent UNESCO and the Organization for Economic Co-operation and Development (OECD ) study confirms that investment in education and 59‘Whet is the main idea of this para- graph? Which details support this ideo ? How long have these countries been Investing in thele people ? ‘Whot has the outcome been ? What are seme outside influences ‘that can hinder ecenomic growth ? Whot do you see os the main differs ence between the poor and rich na tions ? Woot isthe main idee inthis pero: graph? According to the person being quot ed, what is the best way to help any society ? Whot is Brain power ? Whot is @ trump card ? Whot is knowledge economy ? Give some examples of * unskilled Jabs". Whot does this writer conclude In this paragraph ? Which section of society is paying the most for education right now ? What do you think is * Education For Al? Mow do governments subsidize edt- cation ? Give some focal examples. Give some iocal examples of fomily, community, the prlvote sector NGO ‘ond international Aid’ contributions. and economic growth ge hand in hand. Currently, governments are funding basic education. However, both rich and poor countries are looking more and more at the private sector , communities and par- ents to share the load. Investment in education has proven very profitable for individuals and societies. A survey called ‘ Financing Education- Investments and Returns “, reports on sixteen develop- ing countries that invested in human resources for the past two dec- ades. They are reported to have added half a percentage point to their economic growth rates. Such progress is also felt by individuals. However, economic growth is not automatic when a country invests in education. It can be cancelled by a high birth rate, natural disas- ters and political crises, In 1960, adults in the sixteen countries stud- ied , had spent an average of 3—4 years at school. In 2000, that fig- ure had risen to 7.6 per cent compared to 10.2 per cent in rich coun- tries. At that rate, it will take another thirty years for the countries furthest behind to cateh up with rieh countries. Investment in education is not just what ought to be done to help people achieve a better standard of living. It is also an economic ne- cessity. “It ‘s very simple, “says Serge Peano, Senior Programme Spe- Gialist with UNESCO’s Institution for Educational Planning ( IEP) in Paris, “ Education is the root of any society's growth, There’s no ath- er development model for people who can’t read or write. ” Further, the strength of rich countries is based on education, Peano adds, “ Brain power is still theirtrump card in a competitive world.” This is particularly true in the context of globalisation and a knowledge economy where the number of unskilled jobs is shrink- ing, By 2020 industrial production in many developing countries is expected to double, while jobs in the unskilled sector will fall to be- tween 10 to 15 per cent of the labour force. Hence the importance of getting as many children into schools as possible. To do this, enormous investment is needed. Up until now, govern- ments have come up with the bulk of the money, In many develop- ing countries, individuals bear an increasing part of the cost of edu- cation , often subsidized by governments. Worldwide, 63 per cent of the cast of education is paid for by the state, with families, commu- nities, the private sector and non-government organizations (NGOs } providing 35 percent and international Aid, 2 percent, Despite nu: ‘merous initiatives being put into place globally for education, the Education for All Monitoring Report 2002, reveals that seventy countries are still unlikely to achieve the Education for All targets by the year 2015. ( Adapted from unesco newsiete, 2004}FACT OR OPINION The ability to be able to distinguish between a fact and an opinion isa skill every student who wishes to become better at reading comprehension must develop and acquire, As nearly everything we read is a mixture of both fact and opinion , it i important to understand the difference. Opinions are not facts. In order for an opinion to be valid, it must be supported by cold, hard facts. Opinions are debatable, while facts are not. Therefore, facts are *things known for certain to be true. (Money is portable ) *things known for certain to have happened. (Wall Street collapsed in 1929) *things known for certain to exist. (The Royal Canadian Mint is in Ottawa) In contrast, opinions are *things believed to be true. (The love of money is the root of all evil .) “things believed to have happened. (The Wall Street collapse caused my father’s ill health.) “things believed to exist. ( The Canadians are very rich, because they have a mint there and can make their awn money.) RCIS! 1 Read the following extract taken from education.com. Some sections are in red, while others are in blue. Decide which ones are facts. and which ones are opinions, “There are many different ways to invest your money to provide for a financially secured future. Many people invest in stocks and bonds, but I think good old - fashioned savings accounts and CDs (certificates of deposit) are the best way to invest your hard - earned money. Stocks and bonds are often risky, and it doesn't make sense to risk losing the money you've worked so hard for. True, re: savings aecounts and CDs can't make you a millionaire overnight or provide the high returns some stock investments do, But by the same token, savings accounts and CDs are fully insured and provide steady, secure interest on your money. That makes a whole lot of cents. “A. Now go back to the article titled : Education : Who Pays ? For each paragraph, copy ane fact, and one opinion. ‘Compare your choices with another student. Discuss why you think your facts are facts, and your chosen opinions are opinions. Make adjustments. Decide whieh sentence for each paragraph is definitely a fact, and which one is definitely an opinion. Give reasons for your final choices. B, Review the whole unit on Provident Living. Write down 10 facts you discovered from the ur Write down § opinions you agreed with. Explain your reason for each choice. Write down 5 opinions you disagreed with. Give a reason for each choice. A fact is j:* An opinion something ishowa you can person or prove to be thing feels either true about or false. something. You cannot : You can change a change an opinion.CONTENT OUTCOMES: In this wit, you will be able to + develop an understanding and awareness of your place in society and ijl acquire appropriate knowledge and information on democratic values and principles. Increase your understanding of the processes and pillars of society. ain knowledge and skills for preventing undemocratic behaviours. acquice new vocabulary. develop various writing skis. develop critical thinking skills develop speaking and listening skills. LANGUAGE OUTCOMES: In this unit you will Hold discussions on photographs and static images. Use Gallery Walk and Four Comers to peer teach. ‘Acquite vocabulary through the use of various strategies. Use reading comprehension skills like context clues, paraphrasing, summarising and identifying fact and opinion. Use the simple present tense correctly, find word callocations, word forms, do proofreading - Use the think-pair-share method effectively to aid comprehension. Identify , evaluate and use the following types of writing effectively : biography , captions, diary ‘entry, descriptive writing, letter to the editar, news report, making comparisons, editorial, static images, TEXC paragraphs. Do close readings of two short stories and be able to make personal connectionsGROUP ACTIVITY In your groups, read and discuss the slide presentation created by some Year 11s. You may use the accompanying questions to help you in your discussions. Rate trol a ere ss Se pen hin ee Cate epee tare ae cs L he rs = Dds ed Bata) 19a oe MOST BEAUTIFUL SCENERYINTHE WORLD. WOW- REASON # 5 : RESILIENT PEOPLE Ped ae cea eed a UC eelREASON #6 : RUGBY REASON #7: SURFING Best rugby teams and Fh ord Po Py co ad are all molt Be Ideas to xansider : 1. Aro there any reasons yeu disagree with ?Why? 2. Which roason: do you agree with ? Why ? }3. tn your groups, create your own 10 reasons and illustrate theny as these students have done, 14. Present your finished work to therest.of the class,‘One of the ways you can show your love for your country is to play an active role in citizenship participation and to develop political tolerance. EXERCISE A: VOCABULARY WORK, Below is.a list of words which will appear in an extract presenting facts about citizenship participation and political tolerance. Match each word to its correct definition after you have read the extract. Also check for their correct pronunciation by consulting a dictionary if you have to. DEFINITION the state of having many different people, races, cultures, types, forms or ideas, citizenship a group whose members have significantly less control or power conflict a system of government by the whole population or all the eligible members of a state, typically through elected representatives, democracy a group of adversaries or competitors, especially a rival political party or athletic team, dive a fight, battle or struggle, especially a prolonged struggle ; strife. willing to accept feelings, habits or beliefs that are different from your own. minority group the state of being vested with the rights, privileges and duties of a citizen. opposition a person who legally belongs to a country and has the rights and protection of that country, a formal and organised process of electing or being elected, especially of members of a political party. “ Citizenship is » sense of delooging tos CoOMMuUNIty for which one bears some F@SPONSIBITItY. in» word

You might also like

• The Subtle Art of Not Giving a F*ck: A Counterintuitive Approach to Living a Good Life

  

  From Everand

  The Subtle Art of Not Giving a F*ck: A Counterintuitive Approach to Living a Good Life

  Mark Manson

  Rating: 4 out of 5 stars

  4/5 (5823)
• The Gifts of Imperfection: Let Go of Who You Think You're Supposed to Be and Embrace Who You Are

  

  From Everand

  The Gifts of Imperfection: Let Go of Who You Think You're Supposed to Be and Embrace Who You Are

  Brené Brown

  Rating: 4 out of 5 stars

  4/5 (1093)
• Never Split the Difference: Negotiating As If Your Life Depended On It

  

  From Everand

  Never Split the Difference: Negotiating As If Your Life Depended On It

  Chris Voss

  Rating: 4.5 out of 5 stars

  4.5/5 (852)
• • Magazines
  • Podcasts
  • Sheet music
• Principles: Life and Work

  

  From Everand

  Principles: Life and Work

  Ray Dalio

  Rating: 4 out of 5 stars

  4/5 (612)
• The Glass Castle: A Memoir

  

  From Everand

  The Glass Castle: A Memoir

  Jeannette Walls

  Rating: 4.5 out of 5 stars

  4.5/5 (1720)
• Grit: The Power of Passion and Perseverance

  

  From Everand

  Grit: The Power of Passion and Perseverance

  Angela Duckworth

  Rating: 4 out of 5 stars

  4/5 (590)
• Sing, Unburied, Sing: A Novel

  

  From Everand

  Sing, Unburied, Sing: A Novel

  Jesmyn Ward

  Rating: 4 out of 5 stars

  4/5 (1105)
• Hidden Figures: The American Dream and the Untold Story of the Black Women Mathematicians Who Helped Win the Space Race

  

  From Everand

  Hidden Figures: The American Dream and the Untold Story of the Black Women Mathematicians Who Helped Win the Space Race

  Margot Lee Shetterly

  Rating: 4 out of 5 stars

  4/5 (898)
• Shoe Dog: A Memoir by the Creator of Nike

  

  From Everand

  Shoe Dog: A Memoir by the Creator of Nike

  Phil Knight

  Rating: 4.5 out of 5 stars

  4.5/5 (541)
• The Perks of Being a Wallflower

  

  From Everand

  The Perks of Being a Wallflower

  Stephen Chbosky

  Rating: 4.5 out of 5 stars

  4.5/5 (2105)
• The Hard Thing About Hard Things: Building a Business When There Are No Easy Answers

  

  From Everand

  The Hard Thing About Hard Things: Building a Business When There Are No Easy Answers

  Ben Horowitz

  Rating: 4.5 out of 5 stars

  4.5/5 (349)
• Elon Musk: Tesla, SpaceX, and the Quest for a Fantastic Future

  

  From Everand

  Elon Musk: Tesla, SpaceX, and the Quest for a Fantastic Future

  Ashlee Vance

  Rating: 4.5 out of 5 stars

  4.5/5 (474)
• Bad Feminist: Essays

  

  From Everand

  Bad Feminist: Essays

  Roxane Gay

  Rating: 4 out of 5 stars

  4/5 (1025)
• The Outsider: A Novel

  

  From Everand

  The Outsider: A Novel

  Stephen King

  Rating: 4 out of 5 stars

  4/5 (1867)
• Her Body and Other Parties: Stories

  

  From Everand

  Her Body and Other Parties: Stories

  Carmen Maria Machado

  Rating: 4 out of 5 stars

  4/5 (823)
• The Sympathizer: A Novel (Pulitzer Prize for Fiction)

  

  From Everand

  The Sympathizer: A Novel (Pulitzer Prize for Fiction)

  Viet Thanh Nguyen

  Rating: 4.5 out of 5 stars

  4.5/5 (122)
• The Emperor of All Maladies: A Biography of Cancer

  

  From Everand

  The Emperor of All Maladies: A Biography of Cancer

  Siddhartha Mukherjee

  Rating: 4.5 out of 5 stars

  4.5/5 (271)
• Angela's Ashes: A Memoir

  

  From Everand

  Angela's Ashes: A Memoir

  Frank McCourt

  Rating: 4.5 out of 5 stars

  4.5/5 (442)
• Brooklyn: A Novel

  

  From Everand

  Brooklyn: A Novel

  Colm Toibin

  Rating: 3.5 out of 5 stars

  3.5/5 (1948)
• The Little Book of Hygge: Danish Secrets to Happy Living

  

  From Everand

  The Little Book of Hygge: Danish Secrets to Happy Living

  Meik Wiking

  Rating: 3.5 out of 5 stars

  3.5/5 (403)
• A Man Called Ove: A Novel

  

  From Everand

  A Man Called Ove: A Novel

  Fredrik Backman

  Rating: 4.5 out of 5 stars

  4.5/5 (4771)
• Steve Jobs

  

  From Everand

  Steve Jobs

  Walter Isaacson

  Rating: 4.5 out of 5 stars

  4.5/5 (809)
• The World Is Flat 3.0: A Brief History of the Twenty-first Century

  

  From Everand

  The World Is Flat 3.0: A Brief History of the Twenty-first Century

  Thomas L. Friedman

  Rating: 3.5 out of 5 stars

  3.5/5 (2259)
• The Art of Racing in the Rain: A Novel

  

  From Everand

  The Art of Racing in the Rain: A Novel

  Garth Stein

  Rating: 4 out of 5 stars

  4/5 (4208)
• The Yellow House: A Memoir (2019 National Book Award Winner)

  

  From Everand

  The Yellow House: A Memoir (2019 National Book Award Winner)

  Sarah M. Broom

  Rating: 4 out of 5 stars

  4/5 (98)
• Devil in the Grove: Thurgood Marshall, the Groveland Boys, and the Dawn of a New America

  

  From Everand

  Devil in the Grove: Thurgood Marshall, the Groveland Boys, and the Dawn of a New America

  Gilbert King

  Rating: 4.5 out of 5 stars

  4.5/5 (266)
• A Tree Grows in Brooklyn

  

  From Everand

  A Tree Grows in Brooklyn

  Betty Smith

  Rating: 4.5 out of 5 stars

  4.5/5 (1929)
• A Heartbreaking Work Of Staggering Genius: A Memoir Based on a True Story

  

  From Everand

  A Heartbreaking Work Of Staggering Genius: A Memoir Based on a True Story

  Dave Eggers

  Rating: 3.5 out of 5 stars

  3.5/5 (231)
• Yes Please

  

  From Everand

  Yes Please

  Amy Poehler

  Rating: 4 out of 5 stars

  4/5 (1903)
• Team of Rivals: The Political Genius of Abraham Lincoln

  

  From Everand

  Team of Rivals: The Political Genius of Abraham Lincoln

  Doris Kearns Goodwin

  Rating: 4.5 out of 5 stars

  4.5/5 (234)
• The Woman in Cabin 10

  

  From Everand

  The Woman in Cabin 10

  Ruth Ware

  Rating: 3.5 out of 5 stars

  3.5/5 (2525)
• Wolf Hall: A Novel

  

  From Everand

  Wolf Hall: A Novel

  Hilary Mantel

  Rating: 4 out of 5 stars

  4/5 (3973)
• Fear: Trump in the White House

  

  From Everand

  Fear: Trump in the White House

  Bob Woodward

  Rating: 3.5 out of 5 stars

  3.5/5 (738)
• John Adams

  

  From Everand

  John Adams

  David McCullough

  Rating: 4.5 out of 5 stars

  4.5/5 (2409)
• On Fire: The (Burning) Case for a Green New Deal

  

  From Everand

  On Fire: The (Burning) Case for a Green New Deal

  Naomi Klein

  Rating: 4 out of 5 stars

  4/5 (74)
• The Light Between Oceans: A Novel

  

  From Everand

  The Light Between Oceans: A Novel

  M.L. Stedman

  Rating: 4.5 out of 5 stars

  4.5/5 (789)
• Manhattan Beach: A Novel

  

  From Everand

  Manhattan Beach: A Novel

  Jennifer Egan

  Rating: 3.5 out of 5 stars

  3.5/5 (880)
• The Constant Gardener: A Novel

  

  From Everand

  The Constant Gardener: A Novel

  John le Carré

  Rating: 3.5 out of 5 stars

  3.5/5 (104)
• The Unwinding: An Inner History of the New America

  

  From Everand

  The Unwinding: An Inner History of the New America

  George Packer

  Rating: 4 out of 5 stars

  4/5 (45)
• Rise of ISIS: A Threat We Can't Ignore

  

  From Everand

  Rise of ISIS: A Threat We Can't Ignore

  Jay Sekulow

  Rating: 3.5 out of 5 stars

  3.5/5 (137)
• Little Women

  

  From Everand

  Little Women

  Louisa May Alcott

  Rating: 4 out of 5 stars

  4/5 (105)
• Economic Act Strand 2 Questionds

  

  Document8 pages

  Economic Act Strand 2 Questionds

  Rainald Avish chand

  No ratings yet
• Year 12 - Computer Studies Worksheet 1

  

  Document4 pages

  Year 12 - Computer Studies Worksheet 1

  Rainald Avish chand

  No ratings yet
• Year 12 - Computer Studies Worksheet 4

  

  Document5 pages

  Year 12 - Computer Studies Worksheet 4

  Rainald Avish chand

  No ratings yet
• Revisional Short Test English 2023y13

  

  Document10 pages

  Revisional Short Test English 2023y13

  Rainald Avish chand

  No ratings yet
• Ministry of Education, Heritage & Arts Year 12 Computer Studies

  

  Document4 pages

  Ministry of Education, Heritage & Arts Year 12 Computer Studies

  Rainald Avish chand

  No ratings yet
• 3 Copy of GREEN COMPUTING

  

  Document15 pages

  3 Copy of GREEN COMPUTING

  Rainald Avish chand

  No ratings yet
• Production, Costs and Specialisation

  

  Document49 pages

  Production, Costs and Specialisation

  Rainald Avish chand

  No ratings yet
• Markin Sheet

  

  Document1 page

  Markin Sheet

  Rainald Avish chand

  No ratings yet
• 2 Ergonomics

  

  Document11 pages

  2 Ergonomics

  Rainald Avish chand

  No ratings yet
• Microeconomics Final Exam

  

  Document5 pages

  Microeconomics Final Exam

  Rainald Avish chand

  No ratings yet
• International Economics Final Exam

  

  Document5 pages

  International Economics Final Exam

  Rainald Avish chand

  No ratings yet