MEMO QUESTIONS AND ANSWERS
2023
TMN3701
ASSIGNMENT 3
1.1 What pre-listening activities would you let the learners do before you play the
recording? (5)
1.2 What while-listening activities would you let the learners do? (5)
1.3 How would you integrate this listening text with speaking? (5)
1.4 How would you integrate this listening text with writing? (5)
1.5. Explain how you would use the listening text to teach direct and indirect
speech to Grade 5 learners, according to the PPP approach, by making use of the
listening text.(15)
1.6. Explain the role of short- and long-term memory when listening in an
additional language and indicate how you would use this knowledge to ensure
that your teaching of listening in English First Additional Language is
effective.1.1 Pre-listening tasks include discussion questions, true or false
statements, vocabulary work, prediction tasks and brainstorming the topic.
1.2 You can use while-listening activities to reinforce a grammar point or to evaluate
their grammar skills. Have learners listen to an audio (or watch a video) and ask them to
identify a specific number of grammar errors. Alternatively, you can give them a list of
types of grammar errors to listen for.
1.3Because you can adapt it to your context. And most importantly students interact in a
communicative. Situation as they listen and speak summary in conclusion is it possible
to integrate listening.
1.4 It entails desegregation of the parts of language usually segregated into separate
reading, writing, literature, and communications courses. While the incorporation of
these four areas into each course comprises a first step toward integration, how the
listening, speaking, reading.
1.5 To use the listening text to teach direct and indirect speech to Grade 5 learners
using the PPP approach, the following steps could be followed:
- Present the concept of direct and indirect speech to the learners, using visual aids and
simple language to explain the difference between the two.
, - Show the learners a transcript of the dialogue and highlight examples of direct and
indirect speech in the conversation.
- Practice the concept of direct and indirect speech through guided activities, such as
rewriting direct speech as indirect speech and vice versa.
- Use the listening text as a model for learners to practice converting direct speech into
indirect speech and vice versa in pairs or small groups.
- Finally, assess the learners' understanding of direct and indirect speech through
speaking and writing activities, such as having them write a conversation using both
types of speech or asking them to orally report a conversation they had in class using
indirect speech.
1.6 Short-term memory is used to process information in real time, while long-term
memory is used to store and retrieve information for later use. When listening in an
additional language, learners rely heavily on their short-term memory to process and
make sense of the incoming language input. However, learners need to transfer this
information into their long-term memory in order to retain it and use it in the future.
To ensure effective teaching of listening in English First Additional Language, teachers
can:
- Use visuals and realia to support learners understanding of the spoken language.
- Encourage learners to take notes, which will help them transfer information from their
short-term to their long-term memory.
- Use repetition and rehearsal activities to reinforce key language points and help move
them from short-term memory to long-term memory.
- Provide opportunities for learners to use the language they have learned in meaningful
contexts, which will help them consolidate their learning and store it in their long-term
memory.
QUESTION 2
GRADE 4 TERM 3: WEEKS 7 & 8
SUBJECT: MATHEMATICS
TOPIC: DATA HANDLING
LEARNING OUTCOMES:
- Record data in tables and multiple-column tables
2023
TMN3701
ASSIGNMENT 3
1.1 What pre-listening activities would you let the learners do before you play the
recording? (5)
1.2 What while-listening activities would you let the learners do? (5)
1.3 How would you integrate this listening text with speaking? (5)
1.4 How would you integrate this listening text with writing? (5)
1.5. Explain how you would use the listening text to teach direct and indirect
speech to Grade 5 learners, according to the PPP approach, by making use of the
listening text.(15)
1.6. Explain the role of short- and long-term memory when listening in an
additional language and indicate how you would use this knowledge to ensure
that your teaching of listening in English First Additional Language is
effective.1.1 Pre-listening tasks include discussion questions, true or false
statements, vocabulary work, prediction tasks and brainstorming the topic.
1.2 You can use while-listening activities to reinforce a grammar point or to evaluate
their grammar skills. Have learners listen to an audio (or watch a video) and ask them to
identify a specific number of grammar errors. Alternatively, you can give them a list of
types of grammar errors to listen for.
1.3Because you can adapt it to your context. And most importantly students interact in a
communicative. Situation as they listen and speak summary in conclusion is it possible
to integrate listening.
1.4 It entails desegregation of the parts of language usually segregated into separate
reading, writing, literature, and communications courses. While the incorporation of
these four areas into each course comprises a first step toward integration, how the
listening, speaking, reading.
1.5 To use the listening text to teach direct and indirect speech to Grade 5 learners
using the PPP approach, the following steps could be followed:
- Present the concept of direct and indirect speech to the learners, using visual aids and
simple language to explain the difference between the two.
, - Show the learners a transcript of the dialogue and highlight examples of direct and
indirect speech in the conversation.
- Practice the concept of direct and indirect speech through guided activities, such as
rewriting direct speech as indirect speech and vice versa.
- Use the listening text as a model for learners to practice converting direct speech into
indirect speech and vice versa in pairs or small groups.
- Finally, assess the learners' understanding of direct and indirect speech through
speaking and writing activities, such as having them write a conversation using both
types of speech or asking them to orally report a conversation they had in class using
indirect speech.
1.6 Short-term memory is used to process information in real time, while long-term
memory is used to store and retrieve information for later use. When listening in an
additional language, learners rely heavily on their short-term memory to process and
make sense of the incoming language input. However, learners need to transfer this
information into their long-term memory in order to retain it and use it in the future.
To ensure effective teaching of listening in English First Additional Language, teachers
can:
- Use visuals and realia to support learners understanding of the spoken language.
- Encourage learners to take notes, which will help them transfer information from their
short-term to their long-term memory.
- Use repetition and rehearsal activities to reinforce key language points and help move
them from short-term memory to long-term memory.
- Provide opportunities for learners to use the language they have learned in meaningful
contexts, which will help them consolidate their learning and store it in their long-term
memory.
QUESTION 2
GRADE 4 TERM 3: WEEKS 7 & 8
SUBJECT: MATHEMATICS
TOPIC: DATA HANDLING
LEARNING OUTCOMES:
- Record data in tables and multiple-column tables
