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  • GETSenPhaseLang display tagshide tags

    This module is included inLens: Siyavula: Languages (Gr. 7-9)
    By: SiyavulaAs a part of collection: "English Home Language Grade 8"

    Collection Review Status: In Review

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Maturity

Module by: Siyavula Uploaders. E-mail the author

ENGLISH HOME LANGUAGE

Grade 8

VALUED VALUES

Module 2

MATURITY

You might feel at this stage that you are not coping or that you are finding things a bit confusing. That is natural. So let us look a bit more closely at the whole question of MATURITY and at your relationship with your parents or guardians.

ACTIVITY1:

Read the following CAREFULLY and then answer the questions that follow:

Parents want us to be mature but when we make our own decisions, then we are not mature enough!

So how CAN we win the confidence of parents?

Well, TWO things are crucial: It all boils down to TRUST and we have to EARN that trust.

Let me tell you something about parents. They are fine so long as they know what you are doing and where you are going and when you will be home. The problem arises when you reach the age of independence and you feel the need to be mature and to make your own decisions or your own judgement calls. Then parents feel they are losing control and they think you are too.

Just try going out without telling your parents whom you are with, what you are doing and what time you will be home. No matter HOW harmless your time has been, there is only one rule as far as parents are concerned: THEY WILL THINK THE WORST. If you are ONE minute late, then they think there has been a terrible accident, somebody has kidnapped you and so on.

Again, TWO things come into play here: Their concern actually shows that they LOVE you (enough to really worry) and we ARE actually living in a world where terrible things DO happen, AND your parents DO NOT WANT THIS TO HAPPEN TO YOU.

SO, now you two parties need to talk.

Let me give you a clue: PARENTS NEED REASSURANCE. They do not need confrontation. This is because a confrontation shows immaturity and a full CALM discussion shows maturity.

1. Make sure that your friends ARE trustworthy. If not, your PARENTS WILL never REST.

2. Let your parents into your life. They are not totally unreasonable and become more reasonable as they learn to understand YOUR value system. So, YOU need to trust THEM. It works both ways!

3. Bring your friends home, share what you have been doing and let your parents feel YOU trust THEM with YOUR life. Share your experiences; your likes; your dislikes. Let them KNOW that YOU know the difference between right and wrong by your value choices.

4. You do need to make MATURE choices otherwise you will lose their trust and that is very difficult to regain. So treat this with sensitive behaviour. Try to act rationally and calmly. Treat others and their property with respect. THIS shows maturity. This SHOWS maturity. This shows MATURITY. (Examine these three sentences carefully!)

5. Do things at home that you have not done before – NOTHING will get your parents to admire you more quickly than this: Tidy your room for a change; ask if you can help with something at home; offer to wash the dishes! Sometimes stay home to be with your parents.

Ask your father/mother how they are. It works like magic!

6. You must be SINCERE. So NO CHEATING. Parents can see through this VERY quickly.

6.1 Have you understood the passage?Use a dictionary or a thesaurus for the following answers:

Can you give another word with the same meaning (synonym) for:

mature -

confidence -

crucial -

independence -

kidnapped -

terrible (its actual meaning) -

parties (the way it is used IN THIS PASSAGE) -

reassurance -

confrontation -

trustworthy -

[LO 6.1.3]

6.2 Re-write the first sentence in your own words to show that you have understood it.

6.3 WHEN does the relationship between parent and child become difficult and WHY, according to this writer? Give a few reasons, taken from the passage. Write simply.

[LO 3.4.3]

6.4 Give the FIVE abstract nouns used in paragraph 8:

[LO 5.1.5]

6.5 Why should you make sure your friends are trustworthy?Give a reason from the passage and also supply a reason of your own.

[LO 3.4.3]

6.7 “It works both ways” means that there should be ‘co-_________’ between the two.

  • Explain how this word was formed.

Co = ___________ ____________________________________________

[LO 6.1.1]

6.8 According to word classes, what is the difference between ‘you’ and ‘your’ in No. 3

you

your

[LO 6.1.5]

6.9 Explain the function of the semi-colons in No. 3.

[LO 6.2.6]

6.10 In No. 4 the following two words are connectives. Explain why.

So

This

[LO 6.1.5]

6.11 ‘mature’, ‘their’, ‘sensitive’, ‘three’ (No. 4) all belong to the same word class: ADJECTIVE

  • Explain why.

‘mature’ qualifies

their qualifies

sensitive qualifies

three qualifies

[LO 6.1.5]

6.12 ‘calmly’ and ‘rationally’ (No. 4) are both ADVERBS. Explain why.

very quickly (N0. 6) are both adverbs. Explain why.

[LO 6.1.5]

6.13 Give the function of the following punctuation marks in No. 5

The dash

The colon

The semi-colon

The exclamation mark

The backslash (virgule)

[LO 6.2.6]

NOW, let us look at ourselves a bit more closely. Read the following to yourself first.

Most people want their messages (communication) to be received.

We often feel that nobody is listening to us!

Well, the solution sometimes seems complicated but is actually very simple.

When you were born, you were given the human right to have a voice, to have an opinion. You can ALWAYS say what you feel. You can ALWAYS air your grievances, your anger, your frustrations; your decisions.

The GREAT, BIG SECRET is how: HOW you do all this is the magic trick!

You can be hysterical, unreasonable, out of control, highly emotional, tearful, violent OR you can think out your arguments clearly BEFORE you present them.

You can be calm when you DO present them and you can be reasonable.

It is SO EASY to have a discussion when everybody is calm and reasonable.

So if you feel that the timing is not right or that tempers are too heated, then WAIT until both parties can talk.

After all, it is a solution that is needed. Not more hysteria, anger etc.

Put the focus on the SOLUTION!

What do you think the following means?:

"Speech is the index of the mind”

Seneca

To speak is not always so easy. So we want to show you some easy steps.

Public speaking, and in some cases, even private speaking, is frightening to many.

However, never fear, the solution is near. And here. In this module.

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.
Table 1
  • MY MAIN FEARS
  • WHAT I CAN DO ABOUT THEM
   
   
   
   
   
   
   
   
   

[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:

5.3.3 extracts and synthesises information, using listening, reading, writing and viewing skills;

5.3.5 summarises information or ideas by selecting generalising, categorising and editing, and reflects critically on the product.

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:

6.1 works with words:

6.1.1 uses a range of different strategies to spell unfamiliar words;

6.1.2 creates personal spelling list and dictionary of words across the curriculum and discusses which words give problems;

6.1.3 uses the dictionary and thesaurus competently for vocabulary and spelling research;

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

6.2 works with sentences:

identifies and uses the components of a sentence such as subject, verb, direct and indirect object, main and subordinate clauses;

uses a range of punctuation appropriately.

Memorandum

ACTIVITY 2:

This passage can lead to pupils opening up and this should be encouraged, especially by letting them understand the value of calm and rational conversation. Pay close attention to their answers about friends. Friends that are cultivated in high school can decide the future of any pupil! Allow them to understand about Freedom of Speech but that the MANNER in which one airs views is crucial!

  • It might be a good idea to discuss the quote: Speech is the index of the mind. P. 2Here you can introduce the idea of “register” again i.e. registering to whom you are speaking and where you are when you speak!

One can also briefly discuss the poor practice of loud noise, profanity, crudeness and rudeness. “We are what we speak” / “Who we are is how we speak” in other words.

ACTIVITY 2:

  • FEARS: Go over these slowly so that you can involve every learner who might have a fear that (s)he is not expressing.

Here are suggested SOLUTIONS to some of the fears; others are dealt with in the course of this module.

MONOTONY

Take a simple sentence and STRESS certain words. This will make your voice go up immediately. Learn to allow the tone to move up and down so that it does not stay on the same tone (mono-tone).e.g. But WHY do you choose THAT colour? Oh PLEASE! DON’T be so ridiculous!

PACE

Use a timer. Let them say so-many words in so-many minutes and actually time them. Then some learners will realize that they are talking too slowly or too fast. But you will have to have a standard time to work against.

AUDIBILITY

Once you have taught learners how to OPEN their mouths when they speak, sound should come out. The problem is getting the sound out of the throat! So allow them to say, individually, to someone at the back of the class: “ Go away!!” in a loud, firm voice. Or take the class outside so that they can learn to project the sound by throwing their voice over a distance. The learners should feel that the person they are addressing is standing far away and try to make him understand a message. Then they will understand about projection.

POSTURE and

Allow the pupils to stand incorrectly and let the class decide what is wrong: Hands crossed over the chest; legs apart; hands behind the back; arms akimbo; etcPupils should stand legs together, one slightly in front of the other and arms held loosely at the side.

EYE-CONTACT

Help them overcome this by just going through the motion of sweeping the eyes from the back of the class to the front and from left to right. Encourage lifting the head during orals.

LACK OF ENTHUSIASM

Teach them to stress certain words and to raise the tone when necessary as if a bubble is about to burst!

GESTURES

These should be used to help convey meaning to the words that are used. Discourage over- or under-use.

BEING DISORGANIZED

Encourage planning, rehearsing and the proper use of notes.

ORIGINALITY

Just have an oral and see eg. how many different kinds of openers there are only.

Encourage an open discussion about the fears that members of the class have. Let them know that they are not alone in having these fears and that there are solutions.

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