Guidelines to implement this activity
• Allow about 20 minutes for the activity. • Learners should work individually to do this activity. • Learners can finish this activity for homework if there is not enough time in class. • Note any learners who do not have obvious special talents. Encourage them to
think of things they are good at, such as caring for animals or working with children. Ask them guiding questions to help them identify their positive qualities and attributes, which will often be things they like doing. Remind them that everyone is good at something.
Suggested answers 1 Learners will give their own answers. 2 The talent or ability identified in Question 1 will determine the steps in developing it.
3 Remind learners that their goals must be realistic. It is important that learners develop an honest concept of themselves and their strengths. Setting inappropriate goals will lead to boredom or failure, with a drop in self-motivation and a negative effect on their self-concept.
4 and 5 Learners will give their own answers. Learners could share ideas with a friend and suggest things to add to one another’s lists.
Extension activity
Learners can work with a friend to assess how realistic and achievable their goals are and how they can revise their goals to help them extend their personal potential. Ask them to draw up a four-column table with their goals in the first column, and ask their friends to rate their goals as either “Revise goal”, “Realistically achievable” or “Highly achievable” in the remaining three columns. For example:
Goals
Get up 45 minutes earlier and catch the early bus to school to practise singing with my choir teacher
Practise my singing for 30 minutes every evening
Sing a solo at the inter-school music festival
Revise goal
Realistically achievable
Highly achievable
35
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42
