MODULE CODE : TMN3702
ASSIGNMENT 2 MEMO
QUESTION AND ANSWERS
QUESTION 1
1.1. While-reading activities that could be done by learners include:
- Predicting what might happen next in the story based on what has already been read
- Identifying the main characters, setting, and conflict in the story
- Making connections between the story and personal experiences or other texts
- Summarizing each section or chapter of the story as they read to monitor
comprehension
- Analyzing the author's use of language and literary devices such as foreshadowing or
symbolism
1.2. To teach skimming, the teacher could ask the learners to read the passage quickly
and identify the main topic or theme. They could also be given a time limit to read as
much of the passage as possible and then discuss what they were able to understand.
To teach scanning, the teacher could provide specific questions or keywords to search
for in the passage, such as the name of a character or a specific location.
1.3. Post-reading activities could include:
- Discussing the learners' reactions to the story and their opinions on the characters or
events
- Creating a character analysis or character map for one of the main characters
- Writing a summary or retelling of the story from a different perspective or point of view
- Comparing and contrasting the story with another text or media (such as a movie
adaptation)
- Reflecting on the moral or theme of the story and how it relates to their own lives or
experiences
, 1.4. To teach the moral of the passage, the teacher could lead a class discussion on the
theme or message of the story, asking learners what lesson they think the author is
trying to convey. The teacher could also provide examples of other stories or real-life
situations that illustrate similar themes, prompting learners to draw connections and
apply the moral to their own lives.
1.5. To teach the plot of the passage, the teacher could provide a visual timeline or
story map that outlines the key events and their order of occurrence. Learners could
work in groups to create their own timelines or story maps, discussing and justifying
their choices. The teacher could also lead a class discussion on the significance of each
event in the story and how they contribute to the overall plot.
1.6. Sample questions for assessing learners at different levels of thinking include:
- Identify the main character in the story (Level 1, Recall)
- Why do you think the author chose to include the scene where the main character
meets her mentor? (Level 2, Comprehension)
- How does the main character's journey in the story relate to your own experiences or
struggles? (Level 3, Application)
- What is the author's purpose in writing this story? (Level 4, Analysis)
- If you were in the main character's shoes, what decision would you have made and
why? (Level 5, Evaluation)
QUESTION 2
2.1 In teaching learners to write a book review, it is important to guide them through the
various phases of the writing process while focusing on the key features of a book
review. The following is an outline of the activities learners will be expected to do during
each phase:
1. Pre-writing:
At this stage, learners will be expected to:
- Choose a book they have read and would like to review
- Analyze and understand the book's purpose, content, and audience
- Identify the key elements of a book review, including the summary, analysis, and
evaluation
ASSIGNMENT 2 MEMO
QUESTION AND ANSWERS
QUESTION 1
1.1. While-reading activities that could be done by learners include:
- Predicting what might happen next in the story based on what has already been read
- Identifying the main characters, setting, and conflict in the story
- Making connections between the story and personal experiences or other texts
- Summarizing each section or chapter of the story as they read to monitor
comprehension
- Analyzing the author's use of language and literary devices such as foreshadowing or
symbolism
1.2. To teach skimming, the teacher could ask the learners to read the passage quickly
and identify the main topic or theme. They could also be given a time limit to read as
much of the passage as possible and then discuss what they were able to understand.
To teach scanning, the teacher could provide specific questions or keywords to search
for in the passage, such as the name of a character or a specific location.
1.3. Post-reading activities could include:
- Discussing the learners' reactions to the story and their opinions on the characters or
events
- Creating a character analysis or character map for one of the main characters
- Writing a summary or retelling of the story from a different perspective or point of view
- Comparing and contrasting the story with another text or media (such as a movie
adaptation)
- Reflecting on the moral or theme of the story and how it relates to their own lives or
experiences
, 1.4. To teach the moral of the passage, the teacher could lead a class discussion on the
theme or message of the story, asking learners what lesson they think the author is
trying to convey. The teacher could also provide examples of other stories or real-life
situations that illustrate similar themes, prompting learners to draw connections and
apply the moral to their own lives.
1.5. To teach the plot of the passage, the teacher could provide a visual timeline or
story map that outlines the key events and their order of occurrence. Learners could
work in groups to create their own timelines or story maps, discussing and justifying
their choices. The teacher could also lead a class discussion on the significance of each
event in the story and how they contribute to the overall plot.
1.6. Sample questions for assessing learners at different levels of thinking include:
- Identify the main character in the story (Level 1, Recall)
- Why do you think the author chose to include the scene where the main character
meets her mentor? (Level 2, Comprehension)
- How does the main character's journey in the story relate to your own experiences or
struggles? (Level 3, Application)
- What is the author's purpose in writing this story? (Level 4, Analysis)
- If you were in the main character's shoes, what decision would you have made and
why? (Level 5, Evaluation)
QUESTION 2
2.1 In teaching learners to write a book review, it is important to guide them through the
various phases of the writing process while focusing on the key features of a book
review. The following is an outline of the activities learners will be expected to do during
each phase:
1. Pre-writing:
At this stage, learners will be expected to:
- Choose a book they have read and would like to review
- Analyze and understand the book's purpose, content, and audience
- Identify the key elements of a book review, including the summary, analysis, and
evaluation
