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| LO 2.2 |
Celebrating my own differences
Make a SWOT analysis of yourself. This is how it works:
Consider your qualities and characteristics under the headings supplied in the table below.
S = strengths (list the physical as well as the emotional/ intelligent ones. Be as positive as you can about yourself.)
W = weaknesses (We are often our own worst critics – make your list.)
O = opportunities (Think of your future… what choices and golden opportunities are out there waiting for you?)
T = threats (what poses a threat to you becoming all you can be? Problems / obstacles holding you back. A limiting paradigm.)
Be brutally and totally honest about yourself when completing this exercise.
| LO 5.1.6 |
SWOT analysis
Now that you know what makes you tick, celebrate your strengths, make use of your opportunities and find ways to overcome your weaknesses and threats.
If, for example, you consider yourself to be shy, try something today that will contradict that paradigm.
What occupies your time and energy when you have free time? Remember that what is most important to you will become your focus point or paradigm. Be a hawk and FLY!
| Learning Outcomes(LOs) |
| LO 1 |
| LISTENINGThe learner will be able to listen for information and enjoyment, and respond appropriately and critically in a wide range of situations. |
| Assessment Standards(ASs) |
| We know this when the learner: |
| 1.1 listens to and appreciates expressive, imaginative and narrative texts (e.g. ballads songs, short stories, folktales); |
| 1.2 listens actively and carefully for specific information and main ideas, and responds appropriately for example: |
| 1.2.1 takes notes, summarises and passes on information accurately; |
| 1.3 recognises how familiar oral texts are organised and describes some characteristic features (e.g. weather reports, directions, jokes, songs), this will include recognising tools used for humour, such as pausing and simple punch lines, and identifying the use of sound effects in different audio-visual texts. |
| LO 2 |
| SPEAKINGThe learner will be able to communicate confidently and effectively in spoken language in a wide range of situations. |
| We know this when the learner: |
| 2.2 communicates ideas, facts and opinions clearly and with some accuracy and coherence, using a limited range of factual oral text types (e.g. discussions, short arguments); |
| 2.4 demonstrates basic interaction skills by participating actively in group discussions, conversations, interviews and debates. |
| 2.4.2 takes on different roles; |
| 2.4.3 acknowledges other opinions; |
| 2.4.6 bridges gaps by asking questions, giving choices, keeping responses open-ended and showing genuine interest. |
| LO 3 |
| READING AND VIEWINGThe learner will be able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts. |
| We know this when the learner: |
| 3.4 shows understanding of information texts; |
| 3.4.1 identifies main ideas and explains how details support the main idea; |
| 3.7 identifies and sicusses techniques used to create particular effects in selected visual, written and multimedia texts such as: |
| 3.7.1 simple literary devices and use of language (e.g. word play, register). |
| LO 4 |
| WRITINGThe learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes. |
| We know this when the learner: |
| 4.1 writes a selected range of imaginative texts: |
| 4.1.1 to express imagination, ideas and feelings about self and others; |
| 4.1.2 to explore the creative and playful use of language by means of narrative and descriptive compositions, diaries, friendly letters, dialogues, poems, cartoons, limericks and songs; |
| 4.3 demonstrates basic skills in selected features of writing appropriate to the text type (e.g. uses straightforward language in simple descriptions). |
| LO 5 |
| THINKING AND REASONINGThe learner will be able to use language to think and reason, as well as to access, process and use information for learning. |
| We know this when the learner: |
| 5.1 uses language to think and reason: |
| 5.1.3 weighs options by deciding which of two alternatives is the better choice; |
| 5.2 uses language to investigate and explore: |
| 5.2.3 listens to, reads and views texts from a variety of sources to collect and select ideas. |
| 5.2.5 works on integrated projects across Learning Areas and produces a synthesised product. |
| 5.4 thinks creatively: |
| LO 6 |
| LANGUAGE STRUCTURE AND USEThe learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts. |
| We know this when the learner: |
| 6.1 works with words: |
| 6.1.3 uses the dictionary and thesaurus o increase vocabulary and improve spelling; |
| 6.2 works with sentences: |
| 6.2.1 identifies and uses nouns, verbs, modals, adjectives, pronouns, prepositions, conjunctions, and articles. |
| 6.4 develops awareness and use of style: |
| 6.4.3 uses idioms and idiomatic expressions of the language appropriately. |
1. She thought that she was a chicken.
2. You are what you believe yourself to be.
| Past tense | Present tense | Past participlehave / has / had |
| fall | fell | fallen |
| fly | flew | flown |
| go | went | gone |
2.1
2.2 A moth laid her eggs on a keurboom’s roots in a forest. A caterpillar hatched and looked for a place to hide, as all the other creatures were antagonistic towards her.
Finally she found a spot and spun a cocoon. She was a beautiful butterfly when she hatched out.
2.3.1 The other creatures were antagonistic towards her and thought she was ugly.
2.3.2 She was admired and respected.
2.3.3 Fine feathers make fine birds.
2.3.4 metamorphosis
( Teacher first to read the story, THE SENSE OF A GOOSE to the learners )
1. As geese fly (migrate) in a ‘V’ formation they create an updraft.
2. They take turns in leading.
3. They stay in formation to avoid fatigue.
4. They encourage each other by honking.
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