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Language: English

Content type: Lesson Plan

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Submitted by: jfelizardo

Last updated: October 12, 2009, 8:33 pm

Date Posted: May 4, 2009, 1:13 am

Keywords:

• archaic words.
• English
• english
• essay
• High School
• imperative satements and questions
• Lesson Plan
• lesson plan
• locations and spatial relationship
• second year
• Year II
• English

QUARTER    1 :   LEARNING TO KNOW
 Week     1  :   A Wealth of Knowledge
 

 

 

       A.  Texts and learning items
             1.  Listening Texts
                  a.  Instructions About an Assembly Point
                  b.  Instructions About the Route of the Parade

 

             2.  Grammar
                  a.  Functions: Asking and responding to request
                                       Giving and following directions
                  b.  Form: Imperative Sentences

 

             3.  Reading
                  a.  "The Library"
                       by: John Greenleaf Whittier
                  b.  "Using the Encyclopedia"
                       Meeting My Needs for English II, p. 35
                            Literature: An excerpt from "What is an Educated Filipino?"
                            by: Francisco Benitez

       B.  References
             1.  New Horizons in Learning English II
             2.  Meeting My Needs for English II

 

       C.  Evaluation Materials:
             Tests, Checklist

 

 

    

             General Motivation
             

                      What are the traditional sources of the knowledge that we enjoy? What has   

              technology added to make knowledge available to us? For now, however, how is

              knowledge passed on from one age to another?
 

              1.  Motivation
                         What do you do to enrich your knowledge of the things around you? What

                   helps you in exploring the world and learning more about it?
                         What do you think is the poem "The Library" all about? Find out as you read 

                   the author's perception of the library.

 

              2.  Pre-reading
                   a.  Vocabulary
                        1.  What is the modern day equivalent of the word spake?   wrought? a new?
                        2.  Which animal  is said to be the present-day descendant of the  mastodon?
                        3.  How are the words in each set related? Do they have the same  meaning   

                             (synonyms),   opposite   meanings   (antonyms)   or   are characteristics or

                             examples of a main term?
                             a.  chaos-order
                             b.  life-dead
                             c.  brute-rude, wild
                             d.  plant-fern, sedge, leaf of palm
                             e.  cloister-silence
                             f.   trance-alive, revived
                             g.  prophet-sage
                       4.  Who were these persons and what were they known for: Sybil,  

                             Shakespeare, Chaucer

                  b.  Giving of motive questions
                       1.  Which of the stanzas refer to:
                             a.  the creation of life
                             b.  evolution
                             c.  early writing
                             d.  the printing press
                             e.  the results of invention of the press
                        2.  What place is referred to in the pronoun here?
                              In the phrase the alcoved hall?
                  c.   Reading
                       1.  First reading of the poem by the teacher

 

                       

 

 

                        2.  Answering of motive questions.

                        3.  Discussion proper
                             a.  What words in the stanzas helped you determine what they presented:

 

                                           Stanza                                            Topic

                                  1-2                                       The creation of life

                                  3-4                                       Evolution

                                                                              Early writing

                                                                              The printing press

                                  5-8                                       The result of the invention of the press

 

                              b.  Prior to the invention of the printing press, where did man write down
                                   his thoughts? Enter them in this diagram

 

                                   

 

                              c.  In what way were the dead souls revived because of the printing press.

                              d.  What line gives you a clue as to the place referred to in the pronoun
                                   here?

                              e.  Who or what are referred to in these lines.

                              f.   Why did the poet mention the names of Shakespeare, and Chaucer?
                                   Who are these people? What are their contributions to the world of   

                                    knowledge? What will you read in order to find more details about

                                    these persons?

                              g.  What Pantheon's marbles are referred to?

 

                        4.  Second reading of the poem
                             In groups, mark the poem “The Library” with (/) for a short pause and (//) 

                             for a longer pause. Recite the poem with proper with proper phrasing.

                             Don't stop at the end of each line unless you see a punctuation mark. In

                             that case, you have to pause.

 

                   3.  Post-reading
                             What references are available in the library? Are these references

                        considered a wealth of knowledge?

 

 

             1.  Read the selection about encyclopedia and then answer the questions that  follow.

                  (Note: This activity is on p. 31 of Meeting My Needs for English II, Textbook.)

 

                        When a person knows a lot about everything, he is called a walking

 

                letters on the volumes to help you pick out the volume you need. Aside from

 

               years, the encyclopedia is brought up to date by the publishing of yearbooks,

 

 

                      Nowadays, the information in a whole set of encyclopedia can be found in
               a compact disc through a computer. If one has access to a computer, all he 

 

              Questions
              1.  What information does an encyclopedia contain?
              2.  Why  does it contain more than one volume?
              3.  What are the aids for locating information in the encyclopedia?
              4.  How do these aids help you in locating information in the encyclopedia?
              5.  What is the latest development in the quest for knowledge and information?

 

        2.  Go over the text again and determine which  paragraphs give you this information.

             Supply the missing items. The first one is done for you.

             Paragraph                            Organization                             Content
                 1                                  Gives the topic                        Encyclopedia
                 2
                 3
                 4
                 5
                 6

 

            Activity 1

            A.  To be able to choose the volume you need, it is necessary to single out the
                  key words in the questions. The most important key words tell you which
                  letter of the alphabet to turn to. Pick out the most important key word in the
                  following questions.
                  (Note: This activity on p. 32 of Meeting My Needs for English II, Textbook.)
      

                  Example: What are the symptoms of cancer? Key word: cancer
                  1.  Who development the first personal computer?
                  2.  What novels did Rabindranath Tagore write?
                  3.  Who pioneered in space exploration?
                  4.  How many endangered species of animals are there?
                  5.  What causes earthquakes?
                  6.  What is E-mail?
                  7.  Do AIDS-inflicted individuals have chances of surviving?
                  8.  What creates volcanoes?
                  9.  Are unicorns real or imaginary?
                 10. How did the feminist movement in Europe start?

 

            B.  Write the volume number of the Encyclopedia Britannica listed under Box B which
                  you would use to answer the questions listed in Box A. (Note: This activity is on  

                  p. 33 of Meeting My Needs for English II, Textbook)

 

          

 

           C.  Given under Column B are index entries found in F-Vol. 6 of Grolier's The
                 New Book of Knowledge. Using this for cross reference, write the volume  and

                 page numbers that you would look up in order to answer the questions in

                 Column A.

       

                                   A.                                                                            B.
      1.  How many varieties of melons                               berries G 298-301
           are there?                                                             canning methods F 351-352
      2.  How can we remove fruit stains?                           dispersal of seeds F 280-282
      3.  How are fruits canned?                                         dried, or dehydrated fruits
      4.  What re some plants that have                               melons M 216-217
           edible fruits?                                                         Nutritions, use in N 419
      5.  How are the fruit seeds scattered?                         nuts, fruits of trees N 419- 424
      6.  What are some fruits grown in the                          peach, plum and cheery P106-109
           tropics?                                                                Plants that have fruits we eat P308
      7.  Describe how fruit is preserved                             seeds of plants P296-297; pictures
           by dehydration.                                                    Stain removal L 84
      8.  What nutrients do we get from fruits?

 

            Activity 2
            A.  It is not enough to pick out the volume number correctly. It is also necessary
                  to know the specific information to look for. This way, you do not have to  read

                  the entire article in the encyclopedia. You have to pick out from the questions

                  therefore, more than one key word. You use the number to refer to and you use

                  the secondary key word as a clue to specific information to skim for. The key

                  words of the following questions are enclosed in parentheses. Identify the primary

                  keyword (P) and the secondary key word/s (S). (Note: This activity is on pp.

                  34-35 of Meeting My Needs for English II, Textbook.)
                  Example: (Who discovered) (penicillin)?
                  Answer:  P-Penicillin
                  S – who discovered
                  1.   (who found) the (red cross)?
                  2.   Name some of the (famous paintings) of (Vincent Van Gogh).
                  3.   Discuss the achievements of the (Japanese) in the (car manufacturing)  

                        industry.
                  4.   What are the (new discoveries) in the field of (biology) in the 20th century?
                  5.   (How powerful) is (atomic energy)?

            B.  List in two separate columns the primary and secondary keywords in the following

                 questions. If any secondary key word may also act as a primary key word may

                 also act as a primary key word. Write it in the primary key word/s. (Note: This

                 activity is on p. 35 of Meeting My Needs for English II, Textbook.)

                                                                                       Primary                 Secondary
                 a.   What are cultured pearls?                         Pearls--                 cultured
                 b.   How many operas did Verdi  compose    Operas--         composed by Verdi

 

                                                                                                (or)
                                                                    Verdi – how many operas composed

 

                       1.  Who invented the guided missile?
                       2.  What was Samuel Clemen's pen name
                       3.  What was the extent of Alexander the Great's conquest at the time of his 

                            death?
                       4.  How is wine extract from grapes?
                       5.  How do dolphins communicate?
               
   C.   Development

          1.  Do the following activity (Note: This activity is on p. 33 of Meeting My Needs
               for English II,  Teacher's Manual and on p. 35 of the Textbook.)

               a.  In groups, go over the set of encyclopedia in your library once more. How     

                    many volumes are there? Look at the copyright date of the encyclopedia.  This 

                    would mean that all the information included in that set would be information

                    already known before the set of encyclopedia was printed.

 

                         With new developments and discoveries made through the years, how 

                    would the encyclopedia keep you informed about them? It would be too 

                    expensive to reprint the encyclopedia every year to include the new information.

                    So the encyclopedia prepares a yearbook each year to include the new items

                    for the preceding year.

 

                    1.  What new developments and discoveries would be covered in the latest 

                          yearbook available?
                    2.  Get one yearbook and go over it.

 

                          How is the information arranged in that yearbook?
               b.  Now get a copy of an almanac in your library. Go over it and answer these

                    questions.
                    1.  What information does it contain?
                    2.  In what way is it similar to a yearbook?
                    3.  In what way are they different?

          2.   In group of 5 find out more about Shakespeare and Chaucer using the  

                encyclopedia. Use the note form to organize your data. Then write a short

                paragraph about them.

                       Name:
                       Birth date:
                       Place of Birth:
                       Parents' Name:

                       Age of the time of Death
                       Outstanding Field of Work
                       1.
                       2.
                       3.
                       4.
                       5.

                      Outstanding Qualities
                       1.
                       2.
                       3.
                       4.
                       5.

         3.   Making and responding to requests
                   I am sure some of you went to the library to ask for assistance regarding  your

               research work. What did you say? What was the reply given to you?
               (Teacher writes the responses on the board.)
               Expected Responses
               Request: May I borrow the encyclopedia?
               Response: Yes, get it from the shelf.
               Request: Please return it properly.
               1. What did you use to ask a favor from the person in charge in the library?
               2. How did the person instruct you?

 

               Generalization

 

                   The imperative form of the verb is used not only to ask favor or request but also

               to give instructions and orders. It uses the base form of the verb without the subject.

               Its negative form is “do not” (don't) before the verb. Furthermore, it can take form

               of interrogatives using the following:
   
                            will                           would                               won't
                            wouldn't                    can                                  could
                            may                          couldn't

 

                   Requests are more polite form of imperatives. They may also come in question

                form

 

        4.  Ask for and give instructions

 

             Activity 1:  Study this dialog between a bank teller and a high school students at the  

             counter in the bank. Prepare to dramatize it in the class with your partner. (Note: This

             activity is on pp. 99 – 100 of New Horizon in Learning English, Textbook. It is

             indicated as Activity 1.)

             Student:   Good morning
             Teller:    Good morning, may I help you?
             Student:   I would. . . I would like to open a savings account.
             Teller:    Do you have an ID?
             Student:  Yes, here it is.
             Teller:   That's good. How much is your initial deposit?
             Student:   I want to save a part of my weekly allowance. I have a hundred pesos.
             Teller:   O.K. First, fill out this Savings Signature Card. Fill all the blanks applicable

                          to you.
             Student:   Okay.
             Teller:   Please print your name clearly. Leave the account number blank, I will give  

                         you your account number.
             Student:  Anything more I need to do?
             Teller:   Let me see. Well, everything's in order. While I prepare your passbook,  

                         please fill out a deposit slip. Then, go to Counter 3 and give your money.
             Student:  Thank a lot. You've been very helpful.
             Teller:         You're welcome.

 

             Activity 2. Complete the following dialogs between the depositor (D) and a bank

             clerk (BC). (Note: This activity is on p. 100 of New Horizons in Learning English II,

             Textbook. It is indicated as Activity 2.)

 

             D:  Good afternoon.
             BC:  _________________. May I help you?
             D:  _________________. What is the minimum deposit?
             BC:  One hundred pesos. ______________________
             D:  One hundred pesos.
             BC:  Good, First, _____________. Please print your name clearly.
             BC:  ________________________ the card?
             D:  I've done it.
             BC:    Did you sign it?
             D:  ___________________. I forgot
             BC:  ___________________ I have to have your signature.
             D:  Okay.
             D:  I would like to cash this check.
             BC:   I'm sorry but . . .
             D:   ______________________?
             BC:   From three to five days. ________________ with us?
             D:  Yes, I have a savings account.
             BC:   Then, deposit this check and withdraw from your savings.
             D:   ________________________
             BC:  Fill out a __________________ slip and a ________________ slip.
                     Go to Counter 3. Give the slips and your passbook to the teller.
             D:  Thanks a lot.

 

        5.  Giving advice in different forms
              a.  Here are some situations and tell the persons concerned to use statements,  

                   questions or commands to give advice. The first is done for you.
                   1.  Alex always spends more than he earns. What will you tell him?
                   2.  Majal has a lot of extra money. She keeps her money under her bed. What

                        will you tell her?
                   3.  Elsie and Emma want to open a savings account. What will you tell them?
                   4.  Mario makes a lot of money. He spends all his money What will you tell him?
                   5.  Mang Badong needs money to buy farm equipment. What will you tell him?
                   6.  Edgar's father sent him a postal money order. What do you advise him?
                   7.  Your classmate cuts classes to play computer games. What will you tell him?
                   8.  Ivy needs to get information for her report. What will you tell her?
                   9.  Mia received a cash gift for one hundred dollars from her aunt in San

                        Francisco. She wants it in pesos. What will you tell her?
                  10.  Carlo has to pay for the books he ordered by mail. He has to send the

                          money by telegraphic transfer. What will you ask him to do?
              b.  Change the following imperatives to interrogative forms using will or could.
                   (Note: This activity is on pp. 101-202 of New Horizons in Learning English II,  

                   Textbook. It is  indicated as Activity 5.)
                   1.  Please tell me where the Security Bank is.
                   2.  Come back later.
                   3.  Please come on time.
                   4.  Please speak louder.
                   5.  Please mail this letter for me.
                   6.  Print you name clearly.
                   7.  Answer the phone.
                   8.  Hurry.
                   9.  Be quiet.
                  10. Please do me a favor.

 

  D.  Enrichment
        1.  Listening
             a.  Pre-listening

                  1.  Read the paragraph aloud. Then do the "Before You Listen" Activity on p.

                       164 of
                        Meeting My Needs for English II.

Requests and commands are parts of our everyday life. We often hear people asking others to do something. When a person fails to listen properly or he is unable to note details in requests or commands, misinterpretation necessarily follows. It is important, therefore, that we develop the skills to listen to what is told to us. We must learn not only how to listen to instruction but also how to give clear instruction as well. In this way, miscommunication can be avoided.

                   2.  See if you can answer these questions fast.
                        a.  Facing the board, what is on your left? On your right?
                        b.  As you go out the door, what is on your left? On your right?
                        c.  Who sits directly behind you? In front of you?
             b.  Listening – Say this aloud and call attention to the map before reading aloud the  

                  listening text.
 

                         Sometimes you join parades and processions. You are given  instructions first

                  of all about the assembly place so each of you will know where to go.

 

                         Listen to the first part of the instruction about a school orientation program

                  and work on the map, which shows the school grounds where the different year

                  levels are to meet. In the following map, these areas have question marks on 

                  them. Indicate which every level will occupy each area.

 

                         The assembly point is the area near the flagpole. Listen closely to the

                  instructions about the place you will occupy in the school orientation program

                  where you will be given instructions regarding school policies and the use of our

                  school facilities.

 

                           All classes with their advisers are directed to line up and wait for their turn

                  in going to the place of assembly. The search for the most organized and most      

                  behaved class is on.

 

                           The area in front of the right wing of the school is reserved for the first year

                  classes; the area near the left of the flagpole is for the second year classes. The

                  third year classes are to occupy the space in front of the flagpole area. The area

                  near the school fence is for the fourth year students. The school guards should

                  make sure that all students stay in the school premises. They should be at the main

                  gate of the school.

 

 

 

 

              c.  Post Listening
                          Here is another listening texts. This time it presents the route of a  parade.
 

                          Pretend that you are late from the assembly of a parade so you ask someone

                   about the route of the parade. Listen to the instructions. Then, trace the route by

                   means of arrows. Use the diagram on p. 165 of Meeting My Needs for English

 

                   Listening Text 2

                      

 

                        The parade marshal and the school Drum and Bugle Corps will pass through

                    the school gate and then turn left on Jose Rizal Street, march straight ahead and

                    turn right on A. Mabini Street where the gasoline station is. The parade will then

                    march along A. Mabini Street, turn right after the market place on Sampaguita 

                    Street. The parade will move along Sampaguita Street until it reaches the corner

                    where the church is. It will turn on Ilang-ilang Street, then left on Bayani Street

                    until it reaches the River Street. The participants will then walk along Riverside

                    Street  and turn right on Sto. Niño Avenue. The Drum and Bugle Corps and the

                    first and second year students will get back to school through the south gate

                    while the third and fourth year students will use the west gate. All participants

                    will reassemble in the places set aside for them before the start of the parade.

 

 

 

      Literature
      A.  Pre-reading
           1.  Pick out the rootword in these terms and use them to help your guess the meaning

                of the term. Group term according to the affix that was added to the rootword.

                       Was the rootword a noun. A verb, an adjective or an adverb. Did the affix

                change it into another noun, verb, adjective or adverb? (Distribute these words in

                strips, one strip per child. Have them mill around and group themselves accoding

                to the affixes)

 

                ability                          economic                  philosopher
                action                          establishment            reflective
                civilization                    freedom                   reflection
                communication             government              social
                conception                   institutions                solidarity
                consciousness              national                    tolerance
                democratic                  oriental                     transition
                different                       participation             valuable

 

          2.  Have the groups present their words. Each child presents the word assigned, its

               rootword, affix and meaning of the term, the part of speech of the rootword and the

               change with the addition of the affix.
                      Example: ability
                      Rootword – able
                      Parts of speech of the rootword – adjective
                      Affix – ity
                      Change – form adjective to noun
                      Meaning – what one can do

          3.  Pair-work – pair off and share with your partner what to you is an educated man.

 

 

 

 

             What is an educated Filipino and what qualities should distinguish him today? The  

      conception of education and of what an educated man is varies in response to 

      fundamental changes in the details and aims of society. In our country and during this

      transition stage in our national life, what are the qualities which an educated man should

      possess?
 

              Great changes have taken place in the nature of our social life during the last forty

      years. The contact with Americans and their civilization has modified many of our old

      social customs, traditions, and practices, some for the worse and many for the better. The

      means of communication have improved and therefore better understanding exists among

      the different sections of our country. Religious freedom has developed religious tolerance

      in our people. The growth of public schools and the establishment of democratic

      institutions have developed our national consciousness both in strength and in solidarity.

      With this growth in national consciousness and national spirit among our people, we

      witness the corresponding rise of a new conception of education - the training of the

      individual for the duties and privileges of citizenship, not only for his own happiness and

      efficiency but also for national service and welfare. In the old days, education was a  

      matter of private concern; now it is a public function, and the state not only has the duty

      but it has the right as well to educate every member of the community – the old as well as

      the young, women as well as men – not only for the good of the individual but also for the

      self-preservation and self-protection of the State itself. Our modern public school system

      has been established as a safeguard against the shortcomings and dangers of a democratic

      government and democratic institutions.
 

               In the light of social changes, we come again to the question: What qualities  should

      distinguish the educated Filipino today? I venture to suggest that the educated Filipino

      should, first, be distinguished by the power to do. The Oriental excels in reflective

      thinking; he in a philosopher. The Occidental is a doer; he manages things, men and

      affairs. The Filipino of today needs more of his power to translate reflection into action. I

      believe that we are coming more and more to the conviction that no Filipino has the right

      to be considered educated unless he is prepared and ready to take an active and useful

      part in the work, life, and progress of our country as well as in the progress of the world.

 

               This power to do, embraces the ability to produce enough to support oneself and to

      contribute to the economic development of the Philippines. Undoubtedly, a may be and

      often is, an efficient producer of economic goods and at the same time he may not be

      educated. But should we consider a man who is utterly unable support himself and is an

      economic burden to the society in which he lives as educated merely because he

      possesses the superficial graces of culture? I hope that no one will understand me as

      saying that, the only sign of economic efficiency the ability to produce material goods, for

      useful participation may take the form of of the valuable services rendered to society

      through such institutions as the home, the school, the church, and the government. The

      mother, for example, who prepares wholesome meals, takes good care of her children

      and trains them in morals and right conduct at home, renders efficient service to the

      country as well as does the statesman or the captain of industry I would not make the

      power to do the final and only test of the educated Filipino; but I believe that in our

      present situation, it is fundamental and basic.

 

               The educated Filipino, in the second place, should be distinguished not only by his

      knowledge of his race; his people, and his country, and his love of the truths and ideals

      that our people have learned to cherish. Our character, our culture, and our national

      history are the core of our national life and consequently, of our education. I would not

      have the educated Filipino ignore the culture and history of other lands, but can he afford

      to be ignorant of the history and culture of his own country and yet call himself educated?

 

               The educated Filipino, in the third place, must have ingrained in his speech and

      conduct those elements that are everywhere recognized as accompaniments of culture and

      morality; so that, possessing the capacity for self-entertainment and study, he may not be

      at the mercy of the pleasure of the senses only or burden to himself when alone.
 

               There are, then, at least three characteristics, which I believe to be the evidence of

     the educated Filipino-the power to do; to support himself and contribute to the wealth of

     our people and community, together with love of our best ideals and traditions; and refined

     manners and moral conduct as well as the power of growth.

               1.   From the title of the essay what do you think will it contain?
               2.   What do you find in the opening paragraph?
               3.   In which paragraph do you find the question repeated?
               4.   In which paragraph do you find the start of the answers to the question?
               5.   How many qualities are mentioned in answer to the question?
               6.   What words give you a clue as to what these qualities are?
               7.    In which paragraph do you find a summary of the answer to the question.

 

     C.  Post Reading
           1.  Matching activity to determine the organization of the essay. Arrange these strips to

                show the order they come in the essay.

 

            Paragraph number     (To be written on strips and

            (to be put up on         to be distributed to groups to          Organization

             the board.                 be tacked beside the

                                              paragraph that show them

                                             

                   

 

 

            2.  What is the objective of the essayist? Is it to entertain, to inform, to make a claim,

                 to criticize, to convince?
            3.  How does he go about attaining his objective? It is by telling a story, by showing

                 cause and effect, by enumeration?
            4.   Do you agree with what the essayist claim?

 

      D.  Writing
            1.  Pre-writing
                 Dean Francisco Benite wrote this essay more than 50 years age. Since then,

                 situations have changed. List the the developments today that will call for a change

                 in the qualities of an educated Filipino. With those changes what qualities should

                 today's educated Filipino have.

 

            2.  Writing
                  Write an updated version of “What Today's Educated Filipino Should Posses”.

                  You may choose to retain the qualities mentioned by Francisco Benitez and just

                   discuss additional qualities. You may want to follow this organizational pattern.

 

                   Paragraph 1 – Recall of Francisco Benitez's claims about what an educated

                   Filipino should be
                   Paragraph 2 – Present situation that will call for changes in Benitez's claims
                   Paragraph 3 – Qualities you want to add
                   Last Paragraph – Summary of the qualities you mentioned

 

      E.  Closure and Evaluation
                  Recall what you studied this week. Find out how much you learned by answering

            these questions.

            1.  How do you change commands to requests?
            2.  What form of sentence should you use when you give directions?
            3.  What expressions could you use to
                  a.  ask a favor
                  b.  make a suggestion
                  c.  give advice
                  d.  ask permission
            4.  Where you go and what resource can you use to get these bits of information.
                  Give more than one resource for each item.

                  a. meaning of the word

                  b. details about noted persons, significant events, discoveries, etc.

                  c. what a book contains and the page where they nay be found

 

        A.  Make a list of your subjects and mark where they would fall on these two scale.

 

SUBJECT	SCALE 1 Boring                     Interesting	SCALE 2 Easy                     Difficult

 

        B.  In a scale of 1 to 5 as the highest, how would you rate yourself in these areas. Put  a check         in the corresponding space.

	1	2	3	4	5
1.   Ability to express yourself in words
2.   Skill in the use of numbers
3.   Talent in sketching
4.   Skill in athletics and dance
5. Have a way with people
7.   Objective in assessing yourself
8.   Have a green thumb