COURSE CODE: TMN3701
ASSIGNMENT NUMBER: 03
UNIQUE NUMBER: 793100
Year: 2023
*Please note that these assignments are from the year 2023 and may only be used as a
guideline to answer questions.
*Copying directly from this assignment is prohibited.
,Question 1:
1.1 What pre-listening activities would you let the learners do before you play the
recording?
Before learners are going to listen to the recording of the dialogue, we will take a
look at the story’s title.
I will write the story’s title (My Future Career) on the whiteboard and ask the learners
what they think the story is about. Learners will have a chance to predict the content
of the dialogue one-by-one. Here I will tell the learners that no answer is wrong
because it is their own opinion on what they think the dialogue is about.
I will remind the learners what a dialogue looks like and give them an example on the
interactive whiteboard.
Before listening to the recording, I am going to explain what a few words mean what
they will find in the recording. For example, I will explain the following words and
write them on the whiteboard: Future, apply, ultimate, commitment, inspiration and
application.
Future – What happens tomorrow and the day after.
Apply – To make a formal application or request.
Ultimate – Happening at the end of a process; final.
Commitment – Being dedicated towards something/someone.
Inspiration – A person or thing that inspires.
Application – A formal request to be allowed to do or have something, submitted to
an authority, institution, or organization.
I will also tell the learners to listen to the recording very carefully and to pay
attention. I will tell the learners that they do not need to know every single word
from the recording, but they should understand the message left by the recording.
According to our only study guide for TMN3701, listening to dialogues requires that
learners should gradually learn to determine what the speaker intends with his or her
communication so that they know how to listen (Prof MM Nieman, Dr S Mukhari
2023).
2
,1.2 What while-listening activities would you let the learners do?
Learners will be encouraged to listen with the idea of taking in the information given
to them.
First of all, I will tell the learners that I will play the recording twice. The first time,
learners should sit still in their desks and listen to the recording. Now, the second
time, I will allow learners to make some notes while listening (improving their note-
taking skills).
While making notes, learners should list the main idea of the dialogue, because in a
later stadium they will be expected to retell the dialogue in their own words.
Learners will be expected to identify the characters and their relationship between
one another in the dialogue. Learners will also be required to identify the words we
explained in the pre-listening phase and make connections with the context.
According to Prof MM Nieman, Dr S Mukhari 2023, note-taking skills are important
and the learners should not only be taught how to take notes while listening but also
get the opportunity to practice their note-taking skills while they are listening.
1.3 How would you integrate this listening text with speaking?
I will integrate this listening text with speaking as follow:
After we have listened to the dialogue, the learners will retell the dialogue in the
correct sequence in their own words. Every learner will receive a fair chance to retell
the dialogue and state whether he/she enjoyed it. They will also be instructed to give
a reason for liking/disliking the dialogue.
Learners will be given the chance to predict their own ending of the dialogue and tell
it to the whole class. Learners will also be given the chance to identify any word(s)
which they find unfamiliar which we will then discuss in a class discussion.
3
, 1.4 How would you integrate this listening text with writing?
I will integrate this listening text with writing as follow:
After we have listened to the dialogue, learners will get the chance to expand the
dialogue with ten more lines on a piece of paper. Learners are required to be creative
and to use the correct structure of a dialogue. Learners are required to add an extra
character.
On the same piece of paper, learners will be instructed to write a brief description of
their characters and the setting of the dialogue. Answers will vary because here
learners will be using their own creativity and make up their own information.
Learners can write the words which they find unfamiliar in their work books with the
correct definition next to it. What we also can do is to translate the words to the
learners’ home language which will promote a better understanding of the dialogue.
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.
The PPP approach is the acronym for presentation, practice and production (Prof MM
Nieman, Dr S Mukhari 2023).
Presentation (getting the language in):
This is the first step of the PPP approach and includes the presentation of new
language material or the recycling of previous knowledge. It also involves the
building of a “situation” requiring natural or logical use of the new language. When
the dialogue, direct- and indirect speech is fully understood by learners, they will
automatically begin to generate a conceptual understanding of the meaning behind
the new language (Prof MM Nieman, Dr S Mukhari 2023).
I will test what the learners currently know so that I have a rough idea what learners
already know and what they do not know. The learners (currently grade 5) did
dialogues, direct and indirect speech in the previous academic year (grade 4) and we
will revise the following basic rules:
Dialogue:
A discussion between two or more people/characters.
We do not use quotation marks, although it contains Direct speech.
Put a colon after each character’s name.
Leave a space open between lines.
4
ASSIGNMENT NUMBER: 03
UNIQUE NUMBER: 793100
Year: 2023
*Please note that these assignments are from the year 2023 and may only be used as a
guideline to answer questions.
*Copying directly from this assignment is prohibited.
,Question 1:
1.1 What pre-listening activities would you let the learners do before you play the
recording?
Before learners are going to listen to the recording of the dialogue, we will take a
look at the story’s title.
I will write the story’s title (My Future Career) on the whiteboard and ask the learners
what they think the story is about. Learners will have a chance to predict the content
of the dialogue one-by-one. Here I will tell the learners that no answer is wrong
because it is their own opinion on what they think the dialogue is about.
I will remind the learners what a dialogue looks like and give them an example on the
interactive whiteboard.
Before listening to the recording, I am going to explain what a few words mean what
they will find in the recording. For example, I will explain the following words and
write them on the whiteboard: Future, apply, ultimate, commitment, inspiration and
application.
Future – What happens tomorrow and the day after.
Apply – To make a formal application or request.
Ultimate – Happening at the end of a process; final.
Commitment – Being dedicated towards something/someone.
Inspiration – A person or thing that inspires.
Application – A formal request to be allowed to do or have something, submitted to
an authority, institution, or organization.
I will also tell the learners to listen to the recording very carefully and to pay
attention. I will tell the learners that they do not need to know every single word
from the recording, but they should understand the message left by the recording.
According to our only study guide for TMN3701, listening to dialogues requires that
learners should gradually learn to determine what the speaker intends with his or her
communication so that they know how to listen (Prof MM Nieman, Dr S Mukhari
2023).
2
,1.2 What while-listening activities would you let the learners do?
Learners will be encouraged to listen with the idea of taking in the information given
to them.
First of all, I will tell the learners that I will play the recording twice. The first time,
learners should sit still in their desks and listen to the recording. Now, the second
time, I will allow learners to make some notes while listening (improving their note-
taking skills).
While making notes, learners should list the main idea of the dialogue, because in a
later stadium they will be expected to retell the dialogue in their own words.
Learners will be expected to identify the characters and their relationship between
one another in the dialogue. Learners will also be required to identify the words we
explained in the pre-listening phase and make connections with the context.
According to Prof MM Nieman, Dr S Mukhari 2023, note-taking skills are important
and the learners should not only be taught how to take notes while listening but also
get the opportunity to practice their note-taking skills while they are listening.
1.3 How would you integrate this listening text with speaking?
I will integrate this listening text with speaking as follow:
After we have listened to the dialogue, the learners will retell the dialogue in the
correct sequence in their own words. Every learner will receive a fair chance to retell
the dialogue and state whether he/she enjoyed it. They will also be instructed to give
a reason for liking/disliking the dialogue.
Learners will be given the chance to predict their own ending of the dialogue and tell
it to the whole class. Learners will also be given the chance to identify any word(s)
which they find unfamiliar which we will then discuss in a class discussion.
3
, 1.4 How would you integrate this listening text with writing?
I will integrate this listening text with writing as follow:
After we have listened to the dialogue, learners will get the chance to expand the
dialogue with ten more lines on a piece of paper. Learners are required to be creative
and to use the correct structure of a dialogue. Learners are required to add an extra
character.
On the same piece of paper, learners will be instructed to write a brief description of
their characters and the setting of the dialogue. Answers will vary because here
learners will be using their own creativity and make up their own information.
Learners can write the words which they find unfamiliar in their work books with the
correct definition next to it. What we also can do is to translate the words to the
learners’ home language which will promote a better understanding of the dialogue.
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.
The PPP approach is the acronym for presentation, practice and production (Prof MM
Nieman, Dr S Mukhari 2023).
Presentation (getting the language in):
This is the first step of the PPP approach and includes the presentation of new
language material or the recycling of previous knowledge. It also involves the
building of a “situation” requiring natural or logical use of the new language. When
the dialogue, direct- and indirect speech is fully understood by learners, they will
automatically begin to generate a conceptual understanding of the meaning behind
the new language (Prof MM Nieman, Dr S Mukhari 2023).
I will test what the learners currently know so that I have a rough idea what learners
already know and what they do not know. The learners (currently grade 5) did
dialogues, direct and indirect speech in the previous academic year (grade 4) and we
will revise the following basic rules:
Dialogue:
A discussion between two or more people/characters.
We do not use quotation marks, although it contains Direct speech.
Put a colon after each character’s name.
Leave a space open between lines.
4
