FLT3701 Assignment 2 (ANSWERS) 2023 - DUE 24th July 2023 100% TRUSTED solutions.

QUESTION 1: (25) Read the scenario below, then answer the questions that follow: In Mrs Selepe’ s Grade 3 class, the learners are seated in a reading circle. Each learner has an English text as a First Additional Language reading book. They proceed to read the text out aloud chorally. Initially, an observer may think that the learners are reading well, with an accent from their home language. However, the more you listen, the more it becomes clear that the learners are not using the correct intonation. When the teacher questions them on the content of the story they are reading, the majority cannot answer appropriately. They do not understand what they are reading and are unable to derive meaning from the text. The children are simply “word calling” or “barking at print”. Adapted from Hugo and Lenyai (2016), Teaching English as a First Additional Language 1.1 The above scenario illustrates that, while decoding is an important and necessary skill in reading development, it does not automatically result in enhanced reading comprehension skills. Provide THREE (3) reasons why you agree or disagree with this statement. (10) 1.2 Describe how the use of the following strategies can enhance reading with understanding: 1.2.1 Phonological awareness 1.2.2 Frame of reference 1.2.3 Images and pictures (9) 1.3 Briefly explain how Grade 3 learners’ reading levels can have an impact on their learning in Grade 4 and in the higher grades, where English is the language of teaching and learning (LoLT). Give TWO (2) reasons. (4) 1.4 What do the phrases “word calling” or “barking at print” mean? (2) 4 QUESTION 2: (25) 2.1 Create a vocabulary development activity that focuses on the varying levels of complexities across the various grades in the Foundation Phase. Theme in the Foundation Phase: Body Parts for Grade 1. Focus on the following: 2.1.1 Skills development (2) 2.1.2 Resources (1) 2.1.3 Discussion (2) 2.1.4 Learning activity / Presentation (2) 2.1.5 Activities for learners (2) 2.2 Language skills are divided into four main categories: listening, speaking, reading and writing. Briefly describe how these FOUR (4) language skills for teaching EFAL promote language acquisition. (12) 2.3 As learners begin to identify printed words/text, vocabulary must relate to the words, ideas or situations with which they are already familiar. Learning individual words in isolation is not effective, as there is no frame of reference. Based on the above statements, identify FOUR (4) aspects to be considered when choosing a text to read to your learners. (4) QUESTION 3: (25) 3.1 Use the knowledge that you have acquired in this module about how the behaviourists perceive language acquisition, to unpack the following statement: “Children learn the language through imitation.” Draw your argument based on how children acquire language through this theory and give TWO (2) examples to substantiate your response and argument. (10) 3.2 Justify why it is important for teachers to introduce language gradually and make learning as fun as possible. Provide THREE (3) reasons. (6) 3.3 Provide and describe THREE (3) advantages of bilingualism and multi- lingualism. (9) FLT3701/ASSESSMENT 2/0/2023 5 QUESTION 4: (25) 4.1. Identify FIVE (5) aspects that you could teach, based on the topic of seasons. Provide ONE (1) activity for each aspect. (10) 4.2 Create a Grade 3 lesson on the topic of seasons, based on ONE (1) of the FIVE (5) aspects that you mentioned in the above activity in question 4.1. Your lesson plan should consist of the following: • Outcomes (3) • Learning support materials and resources (2) • Link to existing knowledge (2) • Exposition and presentation (3) • Evaluation (2) • Conclusion (3 QUESTION 1: (25) Read the scenario below, then answer the questions that follow: In Mrs Selepe’ s Grade 3 class, the learners are seated in a reading circle. Each learner has an English text as a First Additional Language reading book. They proceed to read the text out aloud chorally. Initially, an observer may think that the learners are reading well, with an accent from their home language. However, the more you listen, the more it becomes clear that the learners are not using the correct intonation. When the teacher questions them on the content of the story they are reading, the majority cannot answer appropriately. They do not understand what they are reading and are unable to derive meaning from the text. The children are simply “word calling” or “barking at print”. Adapted from Hugo and Lenyai (2016), Teaching English as a First Additional Language 1.1 The above scenario illustrates that, while decoding is an important and necessary skill in reading development, it does not automatically result in enhanced reading comprehension skills. Provide THREE (3) reasons why you agree or disagree with this statement. (10) I agree with the statement that decoding is an important but insufficient skill for reading comprehension. Here are three reasons why: 1. Vocabulary Knowledge: Decoding skills alone do not guarantee understanding because reading comprehension relies heavily on vocabulary knowledge. Without a sufficient vocabulary, learners may struggle to comprehend the meaning of words and phrases in the text, hindering their overall understanding. 2. Background Knowledge: Reading comprehension also requires background knowledge or a frame of reference. If learners lack prior knowledge or experiences related to the topic of the text, they may struggle to make connections and understand the context. Decoding skills alone cannot compensate for this lack of background knowledge. 3. Higher-order Thinking Skills: Reading comprehension involves higher-order thinking skills such as inference, analysis, and synthesis. These skills go beyond decoding and require learners to think critically and make connections between ideas. Simply decoding the words on the page does not develop these higher-order thinking skills. 1.2 Describe how the use of the following strategies can enhance reading with understanding: 1.2.1 Phonological awareness Phonological Awareness: Phonological awareness refers to the ability to identify and manipulate the sounds in spoken language. Developing phonological awareness helps learners recognize the sounds and patterns of words, which in turn improve