TMS3720 Assignment 3 2024 | Due 26 July 2024

TMS3720 Assignment 3 2024 | Due 26 July 2024. All questions answered, 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: 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 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) (50) TOTAL MARKS FOR ASSESSMENT 03 [100]