1.1 Maturity  (Page 3/4)

There is something that you can do to gain confidence in this area.

To empower yourself.

Then you will be able to say what you mean and mean what you say in such a way that the world is a better place for your input.

First of all, you need to look at some problem areas which most speakers fear.

You are not alone. So take courage and take the plunge.

Activity 2:

Here are a few fears that most speakers have: tick those that you suffer from too.

I sound monotonous

I talk too fast or too slowly

I speak too softly or too loudly

I do not know how to stand correctly

I do not know what to do with my hands

I do not make contact with the audience

I am a lifeless/ unenthusiastic speaker

I do not know how to use hand movements effectively

I cannot think of original ideas / how to plan a speech

Perhaps you would like to discuss a few more fears with your friends and educator.

• Write down some other fears that you have, discuss them with a friend first and then let the educator assist you to find a solution.

[LO 2.6]

We hope you will feel better for airing your fears.

Assessment

LO 2 Speaking

The learner will be able to communicate confidently and effectively in spoken language in a wide range of situations.

We know this when the learner:

2.1 communicates ideas and feelings creatively and expressively with a great degree of confidence and with limited

assistance, using a range of selected oral text types;

2.2 communicates ideas, facts and opinions on challenging topics clearly and accurately and with a greater degree of

coherence, using a range of factual oral text types;

2.3 demonstrates basic skills in a range of oral text types:

2.3.3 explains how to do an experiment.

2.4 demonstrates a range of interaction skills by participating actively in group discussions, conversations, debates and

group surveys and while so doing, tackles important issues, asks appropriate questions, takes on different roles, acknowledges

others’ opinions, motivates own point of view, gives and receives criticism;

2.6 identifies and discusses the features which contribute to the success of own

LO 3 Reading and Viewing

The learner will be able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts.

We know this when the learner:

3.2 reads aloud and silently for a variety of purposes consolidating the appropriate reading strategies developed in earlier grades;

3.3 discusses the purpose, audience and context of a text;

3.4 shows understanding of information texts:

3.4.3 makes judgements and draws conclusions about ideas on the basis of evidence;

3.10 reflects on and discusses own skills as a reader.

LO 5 Thinking and Reasoning

The learner will be able to use language to think and reason, as well as to access, process and use information for learning.

We know this when the learner:

5.1 uses language to think and reason:

5.1.1 applies thinking and reasoning skills in a variety of contexts across the curriculum;

5.3 processes information: