TMS3720 Assignment 3 (ANSWERS) 2024 - DISTINCTION GUARANTEED

Well-structured TMS3720 Assignment 3 (ANSWERS) 2024 - DISTINCTION GUARANTEED. (DETAILED ANSWERS - DISTINCTION GUARANTEED!)....QUESTION 1 - READING According to the 2021 results of the Progress in International Reading Literacy Study (PIRLS), South African learners lack proper reading skills. It is said that 81% of Grade 4 pupils in South Africa do not read with comprehension (Roux, 2023). The possibility is that learners will struggle with reading by the time they get to Senior Phase and you, as a Senior Phase teacher, will thus have to put in a lot of effort to ensure not only fluent reading, but also reading with comprehension. Read the following story titled The Necklace, by Guy de Maupassant, and answer the questions that will follow about reading and viewing: 4 The Necklace, by Guy de Maupassant The day of the party drew near, and Madame Loisel seemed sad, restless and anxious. Her dress was ready, however. One evening her husband said to her: "What's the matter? You've been acting strange these last three days." She replied: "I'm upset that I have no jewels, not a single stone to wear. I will look cheap. I would almost rather not go to the party." "You could wear flowers," he said, "they are very fashionable at this time of year. For ten francs, you could get two or three magnificent roses." She was not convinced. "No; there is nothing more humiliating than looking poor in the middle of a lot of rich women." "How stupid you are!" her husband cried. "Go and see your friend Madame Forestier and ask her to lend you some jewels. You know her well enough for that." She uttered a cry of joy. "Of course. I had not thought of that." The next day, she went to her friend's house and told her of her distress. Madame Forestier went to her mirrored wardrobe, took out a large box, brought it back, opened it and said to Madame Loisel: "Choose, my dear." First, she saw some bracelets, then a pearl necklace, then a gold Venetian cross set with precious stones, of exquisite craftsmanship. She tried on the jewellery in the mirror, hesitated and could not bear to part with them, to give them back. She kept asking: "You have nothing else?" "Why, yes. But I don't know what you like." Suddenly, she discovered, in a black satin box, a superb diamond necklace and her heart began to beat with uncontrolled desire. Her hands trembled as she took it. She fastened it around her neck, over her high-necked dress, and stood lost in ecstasy as she looked at herself. Then, she asked anxiously, hesitating: 5 "Would you lend me this, just this?" "Why, yes, of course." She threw her arms around her friend's neck, embraced her rapturously, then fled with her treasure. The day of the party arrived. Madame Loisel was a success. She was prettier than all the other women – elegant, gracious, smiling and full of joy. All the men stared at her, asked her name and tried to be introduced. All the cabinet officials wanted to waltz with her. The minister noticed her. She danced wildly, with passion, drunk on pleasure, forgetting everything in the triumph of her beauty, in the glory of her success, in a sort of cloud of happiness, made up of all this respect, all this admiration, all these awakened desires, of that sense of triumph that is so sweet to a woman's heart. She left at about four o'clock in the morning. Her husband had been dozing since midnight, in a little deserted anteroom with three other gentlemen whose wives were having a good time. He threw over her shoulders the clothes he had brought for her to go outside in, the modest clothes of an ordinary life, whose poverty contrasted sharply with the elegance of the ball dress. She felt this and wanted to run away, so she wouldn't be noticed by the other women who were wrapping themselves in expensive furs. Loisel held her back. "Wait a moment, you'll catch a cold outside. I'll go and find a cab." But she would not listen to him and ran down the stairs. When they were finally in the street, they could not find a cab and began to look for one, shouting at the cabmen they saw passing in the distance. They walked down toward the Seine in despair, shivering with cold. At last, they found on the quay one of those old night cabs that one sees in Paris only after dark, as if they were ashamed to show their shabbiness during the day. They were dropped off at their door in the Rue des Martyrs and, sadly, walked up the steps to their apartment. It was all over, for her. And he was remembering that he had to be back at his office at ten o'clock. In front of the mirror, she took off the clothes around her shoulders, taking a final look at herself in all her glory. But, suddenly, she uttered a cry. She no longer had the necklace around her neck! "What is the matter?" asked her husband, already half undressed. She turned towards him, panic-stricken. "I have ... I have ... I no longer have Madame Forestier's necklace." 6 He stood up, distraught. "What! ... how! ... That's impossible!" Available at: 1.1 In light of the above statement by the Progress in International Reading and Literacy Study (PIRLS) that South African learners lack proper reading skills and that 81% of Grade 4 pupils in South Africa do not read with comprehension (Roux, 2023), explain and demonstrate with a few examples extracted from the story The Necklace, by Guy de Maupassant, how you would teach intensive reading for comprehension at a word level. (10) 1.2 Explain and demonstrate with a few examples extracted from the story The Necklace, by Guy de Maupassant, how you would teach intensive reading for comprehension at a sentence and paragraph level. (10) 1.3 Explain and demonstrate with a few examples extracted from the story The Necklace, by Guy de Maupassant, how you would teach intensive reading for comprehension at whole text level. (10) [30] QUESTION 2 Stories are about people. People are interested in what other people do, how they behave and why they act the way they do. We usually are interested in the way the characters in a story behave and in the motives for their behaviour. 2.1 Discuss six (6) ways that you can use to teach your Grade 9 learners to analyse or complete a character, or different characters. Illustrate these six character analyses with examples from the story of The Necklace, by Guy de Maupassant. (12) 2.2 The theme often stems from events, cause and result. 2.2.1 What do you understand by the concept theme? (2) 2.2.2 Identify the theme in the story of The Necklace, by Guy de Maupassant, and support your theme by examples from the story. (6) [20] QUESTION 3 - WRITING AND PRESENTING Writing and presenting cannot be taught in isolation; it must be integrated with other skills such as speaking, listening, reading, and language structures and conventions. Re-read the story, The Necklace, by Guy de Maupassant in Question 1 above with 7 the notion that written work in additional language provides learners with an opportunity for output. Answer the following questions: 3.1 Write two essay topics that you would give to your Grade 9 learners based on the true-to-life story of The Necklace, by Guy de Maupassant. (4) 3.2 Do both the essay topics that you wrote in 3.1 emulate true-to-life situations? Explain why it is important that language activities in the classroom should be based on actual everyday situations that are true-to life. (10) 3.3 Select one of the topics you have indicated in 3.1 and explain what planning/pre-writing activities you would let learners do. (16) 3.4 Set one question using each of the below instructional verbs on the story The Necklace, by Guy de Maupassant, that you would ask your Grade 9 class: • Discuss • Illustrate • Appraise • Describe • Explain (10) 3.5 Visual art can inspire descriptive or narrative writing. Get into the internet and search for a picture that suits the story The Necklace, by Guy de Maupassant. Copy, paste or insert the image in your assignment. Analyse the picture that you selected and explain why it represents the story line of the story. Support your argument with examples from the story. (10)