TEACHING LANGUAGES (SP SUBJECT
DIDACTICS)
MODULE: LADLANA
NAME: SIMPHIWE
SURNAME: NCWANE
STUDENT NUMBER: 64388875
LADLANA FINAL EXAMINATION (PORTFOLIO)
OCT/NOV 2021
, QUESTION 1
1.1
1.1.1 Pre-listening activities:
Pre-listening occurs when introducing learners to the listening situation (Maybe
by reading them a text) and it is essential for educators to conduct pre-listening
activities as they enable learners to activate their prior knowledge of the topic
and prepare for listening and introduction of a new topic. These activities also
inform learners the need for focused listening and helps them make associations
with their own experiences.
I will firstly prepare learners physically by providing them with the basic
essentials – such as highlighters, pens, pencils and notes pads – so that
they can be able to write down notes. I will read the dialogue first, then
learners will be listening attentively and utilize their highlighters to underline and
highlight the new vocabulary, key concepts and sentences.
In this case, learners will be given the first lines of the dialogue they are going to
listen to, learners will therefore take notes, pair and brainstorm – sharing their
thoughts and value judgements about the dialogue. I will thereafter work on
listening for specific information without learners reading the dialogue. This
activity is very effective for complex tasks that consists of many details. This
does not only allow learners to recall what they have read (prior knowledge) but it
also enables the educator to have a better indication of whether learners’
vocabulary is good or still needs improvement.
Secondly, learners will have to predict what the dialogue is about from the
title. In this case, I will show learners an eye-catching pieces of various
newspaper’s cover page and let them guess the theme of the dialogue. I will
assist learners to predicts by giving them clues and allow them to link the clues
with their personal experiences and knowledge. This will help learners to make
relevant and logical predictions.
Once learners have written down what they think the theme is, then they will be
required to write pre-listening comprehension questions and they will have to
listen attentively to see if their questions are answered. Learners should be
encouraged to always predict before reading the actual text or dialogue. When
learners make predictions, they must be able to justify their thinking and be able
to make deep conclusions. It is very motivating for learners to see if their
predictions were correct. I will also prepare learners by getting their attention
through playing a tape recording that explains about the dialogue before reading
them the dialogue. It very crucial to get the learners attention before reading
them the text or dialogue.
DIDACTICS)
MODULE: LADLANA
NAME: SIMPHIWE
SURNAME: NCWANE
STUDENT NUMBER: 64388875
LADLANA FINAL EXAMINATION (PORTFOLIO)
OCT/NOV 2021
, QUESTION 1
1.1
1.1.1 Pre-listening activities:
Pre-listening occurs when introducing learners to the listening situation (Maybe
by reading them a text) and it is essential for educators to conduct pre-listening
activities as they enable learners to activate their prior knowledge of the topic
and prepare for listening and introduction of a new topic. These activities also
inform learners the need for focused listening and helps them make associations
with their own experiences.
I will firstly prepare learners physically by providing them with the basic
essentials – such as highlighters, pens, pencils and notes pads – so that
they can be able to write down notes. I will read the dialogue first, then
learners will be listening attentively and utilize their highlighters to underline and
highlight the new vocabulary, key concepts and sentences.
In this case, learners will be given the first lines of the dialogue they are going to
listen to, learners will therefore take notes, pair and brainstorm – sharing their
thoughts and value judgements about the dialogue. I will thereafter work on
listening for specific information without learners reading the dialogue. This
activity is very effective for complex tasks that consists of many details. This
does not only allow learners to recall what they have read (prior knowledge) but it
also enables the educator to have a better indication of whether learners’
vocabulary is good or still needs improvement.
Secondly, learners will have to predict what the dialogue is about from the
title. In this case, I will show learners an eye-catching pieces of various
newspaper’s cover page and let them guess the theme of the dialogue. I will
assist learners to predicts by giving them clues and allow them to link the clues
with their personal experiences and knowledge. This will help learners to make
relevant and logical predictions.
Once learners have written down what they think the theme is, then they will be
required to write pre-listening comprehension questions and they will have to
listen attentively to see if their questions are answered. Learners should be
encouraged to always predict before reading the actual text or dialogue. When
learners make predictions, they must be able to justify their thinking and be able
to make deep conclusions. It is very motivating for learners to see if their
predictions were correct. I will also prepare learners by getting their attention
through playing a tape recording that explains about the dialogue before reading
them the dialogue. It very crucial to get the learners attention before reading
them the text or dialogue.
