Forward to the Past
Outcomes Envisioned
for Chapter 8
(I) LINGUISTIC OUTCOMES
After satisfactory completion of chapter
8, learners should be able
- to identify
the root on which many English words are based;
- to identify
words deriving from -duc;
- to give
the meaning of common prefixes and function and meaning of suffixes;
- to work
out the meaning of compound words where both -duc and added element
are known to them;
- to use
compounds with -duc and prefixes correctly and with confidence;
- to speak
and write competently about 'abduction';
- to acquire
the basis for study of e.g. Afrikaans, Portuguese, French and
Italian words that all derive from -duc;
- to render
the Latin root -duc idiomatically in English;
- to be prepared
to adapt the basic meaning attached to -duc appropriately in
context (e.g. lead, take, bring etc.);
- to describe
the nature of the differences between e.g. the noun 'abduction',
the verb 'abduct' and the adjectives 'abducting' or 'abducted';
- to develop
awareness of different registers in modes of expression in English
-esp. in the use of 'abduct' vs. 'steal';
- to display
such flexibility in speaking or writing;
- to know how
to find the meaning of a unknown word through understanding the
ordering system and abbreviations current in any English dictionary;
- to apply
knowledge of common prefixes and compound formation towards finding
cognate derivatives;
- to apply
this knowledge in the context of any language;
- to apply
knowledge of the function of common suffixes to find cognate
nouns, verbs, adjectives and adverbs;
- to become
accustomed to enquiring about the derivation of unfamiliar words
from familiar or unfamiliar Latin roots;
- to apply
skills developed in correct interpretation of signals to any
areas which involve problem solving;
- to formulate
problems of word derivation and meaning in the abstract;
- to derive
satisfaction from the correctness of manipulation of English
derivatives from Latin within the context of English sentences;
- to listen
with enjoyment and understanding to the reading aloud of stories
from the Roman world;
- to conduct
independent reading from the learning material, which covers
literary, historical and cultural topics;
- to develop
research skills such as appropriate use of encyclopedias;
- to seek suitable
illustrative material, where appropriate;
- to participate
in suitable role playing or free dialogue and oral work in English;
- to join in appropriate
discussions in English of issues raised by the material presented;
- to use
newly acquired English vocabulary in appropriate creative writing,
in suitable format, with attention to fluency, accuracy and continuity;
- to display
understanding of the universal importance of communication;
- to display
understanding of the function of story-telling as a means of
communication;
(II) CULTURAL OUTCOMES
After satisfactory completion of Chapter
8, learners should be able
- to deduce
aspects of ancient society from the material studied (e.g. that
only boys went to school, that the abduction of Proserpina was
told to explain the change of seasons, etc.);
- to describe
those aspects of ancient society which they have studied;
- to explain
Roman influence on English words;
- to describe
aspects of their own culture which either coincide with or differ
from the ancient cultures studied;
- to apply
knowledge acquired to aspects of the world around them, including
enrichment of other learning areas in which they are engaged;
- to enjoy
the myths as wonderful stories;
- to tell the
stories of these myths in appropriate modern idiom;
- to compare
these stories with similar stories from their own culture;
- to become aware
of the ubiquity of references to Classical mythology in the modern
world;
- to understand
the significance of myth in the development of a society's view
of itself and others;
- to distinguish
subtleties in distinction between 'myth' and 'history';
- to become aware
of the influence of architectural styles from the ancient world
- such as the arch in aqueduct - on South African buildings and
monuments;
- to display an
emotional and intellectual response to aspects of life identifiable
as being of timeless importance;
- to see
the relevance of issues raised by the study material to aspects
of modern life;
- to apply
the principles involved in issues with timeless importance in
their own lives;
- to examine
and discuss issues involving abduction as these apply to aspects
of South African society;
- to identify
some social and political norms (esp. concerning 'rules of common
humanity') considered desirable in Roman society;
- to compare
these to the values and cultural norms considered of universal
importance by social thinkers of today, as embodied in the S.A.
Constitution;
- to gain
lifelong perspective on desirable social and political norms;
- to judge
the relative importance of the issues addressed in the material
studied;
- to show
tolerance for divergent cultures;
- to apply
the tolerance they have developed to any new situation;
- to indicate
competence in communication through confident participation in
group discussion of issues raised by the learning material;
- to extend
this confidence to other areas of communication;
- to indicate
knowledge of the meaning and derivation of words in English;
- to continue
to seek vocabulary extension by etymological means as a lifelong
manner of enhancing their communication skills;
- to use
and extensive and appropriate English vocabulary accurately and
confidently in daily speech and in writing;
- to demonstrate
continued awareness of own enrichment through contact with a
language that strongly influences modern communication;
- to display
a willingness also to explore the meaning of common fixed Latin
phrases as they occur in communication.
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