To communicate ideas accurately  (Page 3/3)

“When matriculants are done with school, there will be a job for each one of them”. Or rather, this is what all of us want to believe. The reality is: unemployment if you do not plan, which is why you need to equip yourself with as many skills as possible. Most people need to face the reality of working towards having a career and to begin to consider other alternatives such as self-employment. Also, they need to equip themselves and expose themselves to the world, by joining clubs and participating in various extra-mural activities.

If life were a journey and one is supposed to enjoy the ride, one must climb on board, not sit on street corners while many rides, in the form of opportunities, fly you by. (283 words)

Adapted from Career pamphlet Department of Manpower

• The above passage contains both misconceptions and facts about the great career question. ‘Misconceptions’ are false beliefs. Identify the misconceptions from the facts. Give four examples of each.

• Misconceptions:
• Facts:

Assessment

Learning Outcomes(LOs)

LO 1

LISTENING

The 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:

1.6 recognises and accepts a wide range of different varieties of the language such as different accents and dialects and the language of different age groups (e.g. slang).

LO 2

SPEAKING

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

We know this when the learner:

2.2 communicates ideas, facts and opinions on challenging topics accurately and coherently, using a wide range of factual oral text types (e.g. explanations of technological processes such as how to use a computer or video player);

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

2.5 gives oral presentations confidently and creatively, paying attention to:

2.5.1 pausing and variation in tempo and volume at key points;

2.5.2 purpose and audience;

2.5.3 posture, gesture, body language and facial expressions to engage audience interest;

2.5.4 variety in presentation modes;

2.5.5 register;

2.5.6 tone;

2.5.7 degree of formality;

2.5.8 different social and cultural conventions;

2.5.9 appropriate figurative devices such as climax, anti-climax, hyperbole and rhetorical questions.

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:

3.1 reads spontaneously and extensively for pleasure and information across the range of text types studied, compares personal responses, and makes motivated recommendation to others;

3.8 responds critically to texts:

3.8.1 evaluates writers point of view.

LO 4

WRITING

The 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:

writes a wide range of imaginative texts:

4.1.1 to express imagination, ideas and feelings about self and others.

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:

5.2 uses language to investigate and explore:

5.2.3 questions and weighs options;

5.3 processes information:

5.3.2 chooses best and most appropriate information from various sources and individuals, and synthesizes contributions with own ideas into a coherent piece of work or presentation;

5.5 uses language to reflect:

5.5.1 reflects on and evaluates the quality and accuracy of information in own work and that of others;

5.5.2 reviews own critical reading, writing and listening skills, habits and experiences, and notes strengths and areas for development.

LO 6

LANGUAGE STRUCTURE AND USE

The 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:

works with words:

uses common abbreviations and acronyms appropriately;

explains and uses word families and words of the same field to develop vocabulary in context;

uses common prefixes and suffixes to work out meaning.

Memorandum

Activity 2

1. Any two: libraries, universities, technicians, career counsellors, or career information centres. (2)

“…be sure of which subjects best fit their many career options” and “participating will also benefit the learner”. (2)

3. circle: university and technician. (2)

1. This means to ask whether you may be of service, often without being paid (2)

Own words must be used. You will gain experience, realize what you are good at and practise those skills and realize what really interests you. (3)

1. This could be in a library or your school.

(Also accept ‘at the Department of Manpower’). (2)

7. Circle: B (1)

8. Own words. These activities help you to know yourself better, help you to improve your skills, and help you to realize your talents and to cope with various situations. (3)

Give a mark for a suitable answer. For example: “Be true to yourself” or “It pays to plan ahead”. Quotation marks are important (1)

Mark according to the rubric given.

Activity 3

Myths

1. There is only one career for you.
2. You do not need time to make a career choice.
3. You do not have to take responsibility for a final career choice.
5. There will be a job for all matriculants.

Facts

1. We are all suited for a variety of jobs.
2. The making of a career choice is a process which takes time.
3. The learner must make the final career-choice decision.
4. You will face unemployment if you do not plan.