TMN3701 Assignment 2 2024 (781160)

TMN3701 ASSESSMENT 2 2024 (UNIQUE NO. 781160) - DUE 9 May 2024 ;100 % TRUSTED workings, explanations and solutions. For assistance call or W.h.a.t.s.a.p.p us on ...(.+.2.5.4.7.7.9.5.4.0.1.3.2)........... QUESTION 1 1.1. Discuss the critical period hypothesis and indicate whether it has any relevance to language acquisition and language learning. Substantiate your answer. (10) 1.2. Explain how the concept of “language transfer” relates to the role of the first language in additional language teaching according to Cummins (1980). Describe how you would identify opportunities for “language transfer” in additional language teaching. (10) 1.3. Learning unit 4 discusses the principles of teaching. Select five principles and explain how you would use them in the classroom. (10) (30) QUESTION 2 Read the following case study and answer the questions that follow: 2.1. In your own opinion, what impact did the absence of pre-listening activities have on the learners in the lesson? (5) 2.2. Provide five suitable pre-listening activities and explain how you would use each activity in the pre-listening phase of the lesson above. (5) 2.3. Describe how the lack of discussion during the listening lesson may cause learners to feel confused or frustrated. (5) 2.4. Explain how the teacher could have integrated one of the other language skills into the listening lesson during the pre-listening phase. (5) (20) A grade 5 teacher was being observed by the head of department for their annual performance review. The teacher planned to do a listening lesson to improve the learners’ listening skills while also enhancing their understanding of the language being taught. The lesson was centred on a short recording that discussed global warming. The learners were expected to listen to the recording and answer ques ons related to the � recording. The teacher began the lesson by playing the audio clip in the target language, which was not the learners’ first language. The teacher played the recording once and then proceeded to hand out a worksheet of comprehension ques ons and asked the � learners to complete it independently. TMN3701/2024 ASSESSMENT 2 4 QUESTION 3 A grade 5 class of learners are given a listening and speaking tasks to complete. The task is focused on the speaking skill. As such learners are expected to present a prepared speech to the learners in the class based on the topic, "Looking after the environment.” 3.1. How would you assist learners in preparing the structure and content of their speech? (10) 3.2. Learners should be taught on how to effectively present a speech. How would you guide learners in developing strong presentation skills when delivering the speech to the class. (5) 3.3. Formulate a rubric that you as the teacher would utilise to assess the learners’ speeches. (5) (20) QUESTION 4 Read the following passage and answer the questions that follow: SAMMY’S ADVENTURE Sammy was an adventurous boy who loved spending time outdoors. One sunny morning, he woke up with a brilliant idea – he wanted to explore the nearby woods and discover its hidden treasures. He put on his favourite sneakers, grabbed a snack, and set off on his green adventure. As Sammy entered the woods, he was greeted by the soft rustling of leaves and the chirping of birds. The air felt fresher, and the sunlight filtered through the tall trees, creating dancing patterns on the ground. While wandering through the woods, Sammy noticed something unusual – colourful pieces of plastic scattered around. Curious and concerned, he decided to pick up the litter and put it in his bag. As he continued, he discovered more and more trash, from plastic bottles to candy wrappers. Sammy felt sad seeing the woods littered with garbage. He knew it was harmful to the environment and the creatures that lived there. He decided to take action. Sammy found a cozy spot under a tree, emptied his bag of trash, and began sorting it into recyclables and non-recyclables. Just as he was finishing, a friendly squirrel hopped over. Sammy smiled and showed the squirrel what he was doing. The squirrel chittered happily, as if saying thank you. Encouraged by the squirrel's approval, Sammy continued cleaning, humming a little tune as he worked. When Sammy was done, the woods looked cleaner and more beautiful. He stood back, admiring his green adventure's impact. Just then, a gentle breeze rustled the leaves, and it felt like the woods were whispering their gratitude. With a content heart, Sammy headed back home. He knew that even though he was just one person, his small actions had made a big difference. He decided to share his green adventure with his friends and family, inspiring them to take care of the environment too. From that day on, Sammy became known as the "Green Guardian" of the woods. He visited often, not only to explore but also to make sure it stayed clean and beautiful for everyone to enjoy. And as he continued his green adventures, Sammy learnt that taking care of the environment was a joyful responsibility that brought happiness to both him and nature. TMN3701/2024 ASSESSMENT 2 5 4.1. Formulate ten comprehension questions for the learners based on the text above – remember to consider the cognitive levels of Barrett’s taxonomy and make sure that you ask questions on all levels. (5) 4.2. Select ten words from the passage and explain how you would employ two different methods to teach the meaning of the words. (10) 4.3. Provide a comprehensive lesson plan for the reading lesson “Sammy’s Adventure”. Remember to include all resources in your lesson plan and to clearly refer to the pre-, during- and post-reading phases. Make use of the lesson plan template in the study guide. (15) (30) TOTAL: 100 MARKS