TMN3701 Assignment 3 (COMPLETE ANSWERS) 2023.

TMN3701 Assignment 3 (COMPLETE ANSWERS) 2023. Detailed working, solutions, memo, notes & explanations. QUESTION 1 You have made a recording of the dialogue below, and would like to use it to teach Listening and Speaking. Read the dialogue and then answer the questions that follow: 1.1 What pre-listening activities would you let the learners do before you play the recording? (5) 1.2 What while-listening activities would you let the learners do? (5) 1.3 How would you integrate this listening text with speaking? (5) 1.4 How would you integrate this listening text with writing? (5) 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. (15) 1.6. Explain the role of short- and long-term memory when listening in an additional language and indicate how you would use this knowledge to ensure that your teaching of listening in English First Additional Language is effective. (15) Total for Question 1: [50] My Future Career Father: Now that you have completed exams for your final year at school, what are your plans for your future? Son: I have yet to decide. I think I’ll apply to university, Dad. I’m not certain. Father: Don’t you feel that by now you should have decided on your goal in life? Son: My ultimate goal is to become an engineer like you, Dad. Father: Well, Son, that takes a great deal of hard work. Are you ready for that commitment? Son: Yes, Dad, you are my inspiration. Father: Alright then, let’s get that application ready. I know a great university where you will excel. Son: Thank you for believing in me, Dad. TMN3701/2023 ASSESSMENT 3 QUESTION 2 Planning is an essential part of effective teaching. It is therefore important for teachers to plan and prepare their lessons in advance. Your lesson plans should be prepared over a two-week cycle. Prepare lesson plans for Grade 4 Term 3 (weeks 7 & 8). Refer to the following extract from the CAPS document (page 46). GRADE 4 TERM 3 SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES & CONVENTIONS WEEKS 7-8 Listens to information text, e.g. factual recount/report/description Text from the textbook or Teacher’s Resource File (TRF) • Answers questions • Identifies and comments on main idea and specific details • Shares ideas and offers opinions • Uses a range of vocabulary Listens to description of, and describes, places/plants/animals/ objects • Identifies places correctly • Uses words that correctly describe the place • Uses some new words • Uses adjectives Practises Listening and Speaking (Choose one for daily practice) • Performs a simple rhyme, poem or song • Plays a simple language game • Gives and follows simple instructions/ directions • Tells own news • Retells a story heard or read Reads information text with visuals, e.g., charts/tables/mind maps/maps/pictures Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading: predicts from title and pictures/visuals • Uses reading strategies, e.g., skimming • Identifies and comments on main idea and specific details • Interprets information in the visual text Does comprehension activity on the text (oral or written) Reads procedural texts, e.g., a recipe or simple instructions Text from the textbook or Teacher’s Resource File (TRF) • Pre-reading: predicts from title and pictures • Uses reading strategies, e.g., prediction, looks at pictures carefully, uses contextual clues • Answers questions about the text • Describes what needs to be done • Discusses specific details of text • Discusses sequence of instructions • Follows the instructions • Reflects on texts read during independent/pair reading • Relates to own life Labels and/or completes visual text, e.g., charts/tables/mind maps/maps/pictures • Uses appropriate vocabulary • Labels the text correctly • Uses correct format for labels, e.g., one or two words only Uses information from a visual text to write information text • Interprets the information correctly • Captures the information correctly • Uses appropriate vocabulary • Uses the dictionary to check spelling and meanings of words Records words and their meanings in a personal dictionary • Uses drawings or makes sentences using the words or gives explanations to show the meaning, etc. Spelling • Words with long vowel sounds: adds the silent e at the end, e.g., cake, pole, mine, tune Works with words and sentences • Uses prepositions that show direction (towards), time (on, during), possession (with) • Extends use of forms of the verb ‘to be’, e.g., be/ been/being; am/is/are; was/were • Builds on use of modals, e.g., ‘can’ to show ability, ‘may’ to ask for permission • Begins to use connecting words to show contrast (but), reason (because) and purpose (so that). Vocabulary in context • Words taken from shared or individually read texts Use the planning guidelines below to do comprehensive planning for Grade 4 Term 3 (weeks 7 & 8). Consult the study guide for a lesson plan template or, if you are already teaching, use the template that is prescribed at your school. TMN3701/2023 ASSESSMENT 3 . Total for Question 2: [50] Total for Assessment 3: [100] © Unisa 2023 1. The purpose of this question is to determine whether you can interpret CAPS and are able to plan lessons for a two-week cycle. 2. You need to provide ALL the resources that will be used during the two-week cycle, and copy or paste them into your assessment. 3. Consult CAPS to see what the time allocation for the four skills are. Work on periods or lessons of 30 minutes each. 4. You may not copy the activities (e.g., questions and activities) from the textbooks for Grade 4 learners in your assessment – you need to develop your own, creative and original activities. 5. Indicate what activities you are going to perform, and what learners will be expected to do during each lesson. If necessary and applicable, refer to the pre-, while- or post-activity that will be performed. 6. Describe the lesson procedure you are going to follow. Explain how the lesson will start, all the way through to the conclusion. Think how the context will be set, and how and when your target language and grammar will be introduced, and describe those aspects in detail. 7. Think about who (teacher and learners) will be doing what and when, and consider the class materials (resources, media or texts) that will be required to allow these actions to happen. 8. Pay attention to ALL the aspects in the above excerpt from CAPS. In other words, if it states “Labels and/or completes visual text”, you need to include or describe the visual text the learners will have to label. If it states “Uses information from a visual text to write information text”, you need to refer to the writing process and how you would take learners through this process so that they can come up with an information text that they have written based on a visual text. Likewise, if it states “Does comprehension activity on the text (oral or written)”, you need to include the comprehension activities and questions. If it states “Works with words or sentences”, you need to explain what words and sentences you would teach, and what you would let the learners do with the words and sentences. 9. In the case of “Spelling”, you need to explain how you would teach spelling, whether you would teach spelling rules, or whether you would use the dictionary to teach spelling, etc. The spelling activities you do, will depend on the text you have chosen for the two-week cycle. 10. Make sure that the language skills are taught in an integrated way (e.g., the listening activities are linked to the writing activities). 11. When looking at your planning for weeks 7–8, clearly show exactly what you are going to do during each lesson. 12. Include all assessment and homework tasks. 13. Submit an overview of your teaching plans.