TMN3702 ASSIGNMENT 3 2023 SECOND SEMESTER

TMN3702 ASSIGNMENT 3 QUESTION 1 Nadima Primary School is a great school in Gauteng, and it is located within the City of Tshwane, Mamelodi West. It is a public school that caters for the children in the area. Although the medium of instruction for learners in the Intermediate Phase is English, the learners speak a diverse range of languages such as isiZulu, Sotho, and Tsonga. A family member has been hired as the Home Language teacher at the school, what advice would you give to manage a multicultural school setting like Nadima Primary School? Your answer should be a minimum of 1000 words Managing a multicultural school setting like Nadima Primary School requires careful consideration and a proactive approach to ensure the inclusion and success of all learners. As a family member hired as the Home Language teacher, it is essential to embrace diversity, foster a sense of belonging, and promote cultural understanding and appreciation. Here are some key strategies and advice to effectively manage a multicultural school setting: 1. Create an inclusive environment: Ensure that the school environment is welcoming and inclusive for all learners, regardless of their cultural background. This can be achieved by displaying multicultural artwork, posters, and literature throughout the school. Additionally, encourage learners to share and celebrate their cultural traditions and holidays. 2. Develop a culturally responsive curriculum: Modify the curriculum to incorporate diverse perspectives, experiences, and examples. Incorporating multicultural literature, historical events from different cultural perspectives, and diverse viewpoints in teaching materials can help students feel represented and validated in the classroom. 3. Provide language support: Being aware that learners may have different home languages, provide language support services for those who need it. This could include offering language classes or appointing bilingual teaching assistants to assist with translation and interpretation when necessary. 4. Promote cultural exchange and understanding: Organize cultural events, assemblies, or festivals where students can showcase their cultural heritage. Encourage learners from different cultural backgrounds to collaborate on projects and assignments, fostering a sense of unity and appreciation for diversity. 5. Implement a buddy system: Pair up students from different cultural backgrounds as buddies to promote friendship, understanding, and support. This not only helps students feel more connected but also allows them to learn from each other's experiences and foster empathy. 6. Professional development for teachers: Teachers should receive ongoing professional development on multicultural education and teaching strategies. This will help them develop the necessary skills to cater to the diverse needs of their students. Encourage teachers to attend workshops, conferences, and training programs that focus on cultural competence and inclusivity. 7. Foster parent and community involvement: Encourage parents and community members to actively participate in school activities and events. This involvement can include sharing their cultural traditions, volunteering as language tutors or cultural ambassadors, and organizing workshops or seminars to promote cultural understanding within the school community. 8. Establish clear communication channels: Ensure that communication channels are established in multiple languages to bridge any language barriers. This could include providing translated materials, utilizing bilingual staff, or employing translation services for important school information. 9. Celebrate diversity in assessment: Incorporate culturally diverse examples and contexts into assessments and assignments to make them more relatable and inclusive. This can include using diverse literature or real-life scenarios that reflect the experiences of different cultural groups. 10. Address any instances of discrimination or bias: It is crucial to have a zero-tolerance policy for discrimination and bias. Establish clear protocols for addressing any incidents and providing support to victims. Engage in open and respectful dialogue to foster understanding and address any misunderstandings or stereotypes that may arise. 11. Regularly assess the effectiveness of strategies: Monitor and evaluate the effectiveness of the strategies implemented to address the specific needs of students from diverse cultural backgrounds. Collect feedback from students, parents, and staff to assess their experiences and make necessary adjustments. In summary, managing a multicultural school setting like Nadima Primary School requires a proactive approach towards inclusivity, cultural understanding, and appreciation. By creating an inclusive environment, fostering cultural exchange, providing language support, and implementing culturally responsive teaching practices, the school can ensure that all learners feel valued, represented, and supported. It is essential to engage the entire school community, including teachers, parents, and students, in efforts to maintain a positive and inclusive educational environment. QUESTION 2 2.1 Pre-Listening Activities: 1. Introduce the topic "Visiting the Doctor" and brainstorm with the learners about their experiences of going to the doctor. 2. Teach the learners some important vocabulary like "sick", "appointment", "medicine", etc. 3. Discuss with the learners about the importance of listening carefully to the doctor's instructions during a visit. 4. Play a short song or video related to visiting the doctor to help the learners get familiar with the context. 5. Use a picture related to the topic of the story to elicit the learners' predictions and set the context for the story. 2.2 Post-Listening Activities: 1. Have a class discussion to check their comprehension of the story and to clarify any doubts or queries. 2. Divide the learners into pairs/small groups and ask them to retell the story in their own words. 3. Play a role-playing game where learners take turns being the doctor and the patient. 4. Ask learners to draw a picture or write a short paragraph about their own experiences of going to the doctor. 5. Ask the learners to create a short skit based on the story and perform it for the class. 2.3 Questions: 1. Recall: "Why did Jane need to go to the doctor?" (Level - Remembering) 2. Comprehension: "What was the doctor's diagnosis when he examined Jane?" (Level - Understanding) 3. Application: "What would you do if you felt sick and had to go to the doctor?" (Level - Applying) 4. Analysis: "What do you think Jane could have done to prevent getting sick in the first place?" (Level - Analyzing) 5. Evaluation: "Do you think Jane's visit to the doctor was helpful? Why or why not?" (Level - Evaluating) 2.4 To integrate speaking into the listening lesson, I would ask the learners to do a pair or small group discussion related to the story. For example, I might ask them to talk about a time they learned an important lesson, or to discuss what they would do if their parents limited their screen time. 2.5 To teach direct speech or indirect speech using the listening text, I would first explain the difference between the two. Then, I would play a section of the story where there is direct speech, such as when Janey speaks to Dr Moeketsi, and ask the learners to identify the quotation marks and why they are used. Next, I would play a section of the story where there is indirect speech, such as when the narrator summarizes what Janey's mom said, and ask the learners to identify the difference and explain why indirect speech is used. Finally, I would have the learners practice changing direct speech to indirect speech in pairs or small groups using examples from the story. QUESTION 3 Title: Umzali wami ongaphumiyo Inkosi Zakhele was a powerful chief who ruled over many tribes. One day, his wife, Queen Nandi, gave birth to a baby girl named Nomthandazo. The couple was thrilled to have a daughter, but Inkosi Zakhele was worried about the future. He knew that his daughter would never have the same opportunities as his son because of tradition. Years went by, and Nomthandazo grew up to be a strong and intelligent woman. She was so bright that one day, a group of elders came to Inkosi Zakhele to ask for her hand in marriage. Inkosi Zakhele was hesitant at first, but he eventually gave in to their request. Nomthandazo got married and had children, but she never forgot her father's worry for her future. She started working hard to change the traditional views of women and fought for their rights. Her family was proud of her and supported her every step of the way. One day, Inkosi Zakhele fell ill, and his son was not fit to rule. Nomthandazo was appointed as the new chief, becoming the first woman to hold this position in the tribe's history. She ruled with fairness and kindness, proving that women were just as capable as men. Task: Language in Context Mark Allocation A: Comprehension (25 marks) Read the following passage carefully and answer the questions that follow. 1. Who was Inkosi Zakhele, and what was his worry for his daughter's future? 2. How did Nomthandazo prove herself to be a strong and intelligent woman? 3. What did Nomthandazo fight for, and how did her family support her? 4. What happened to Inkosi Zakhele, and who was appointed as the new chief? 5. What message does this story convey? B: Language (15 marks) 1. Rewrite the following sentence in the past tense: "Nomthandazo grows up to be a strong and intelligent woman." 2. Identify the subject and verb in the following sentence: "Inkosi Zakhele was worried about the future." 3. Write a sentence using the word "fairness." 4. Change the following sentence to a question: "Nomthandazo never forgot her father's worry for her future." 5. Choose the correct verb to complete the sentence: Queen Nandi _____ birth to a baby girl. (gave/given) Writing A: One Essay (10 marks) Write a short essay about a strong and influential person who inspires you. Explain how they have impacted your life and why they are so important to you. B: One text - transactional text (25 marks) Write a letter of complaint to the school principal about the lack of resources in the school library. Explain the problems you have encountered, and suggest possible solutions. Use formal language and appropriate greetings and closings. (Minimum 150 words).......... MEMORANDUM QUESTIONS and answers