HLT3701 Exam Prep Su
2022
INCLUDES GUIDELINES
FOR OCTOBER
NOVEMBER EXAM
, Stuvia.com - The study-notes marketplace
HLT3701
– Home Language Teac
Learning unit 1: Knowledge and Facilitation of Language
in the Foundation Phase
Learning outcomes:
After studying this unit, you will be able to:
✓ Define four language skills, namely, listening, speaking, r
writing
✓ Design activities for facilitating language skills
✓ Select and apply appropriate methods for teaching begin
read
✓ Reflect on and adapt the teaching and learning of langua
accordingly
Section 1: What are language skills and why are they imp
What are the four language skills? (p.15 – 16)
→ There are 4 language skills that are required for effective communic
→ They are:
Listening
Speaking
Reading
Writing
Listening:
Refers to receiving language through the ears.
When listen, we make use of our ears to receive individual sounds,
convert these sounds into messages that means something to us.
1
Downloaded by: engelalegrange |
Distribution of this document is illegal
, Listening, any language, requires focus and giving attention to the l
Speaking:
Refers to the delivery of spoken language through the mouth.
Refers to ability to communicate meaningfully in the language, by s
correct sentences and appropriate vocabulary.
Refers to how you speak, with the correct intonation, stress, timing
Reading:
Refers to the process of looking at written language and making sen
When reading we use our eyes to see the print and use language
Written our brain to
convert the print into words and sentences that refers to letters,
communicate
punctuation marks
meaning. and spaces.
Reading can be silent (in our head) or out aloud (other people to he
Writing:
Refers to the process of using written language to communicate th
that can be read.
Make use of a pen or pencil (handwriting) or keyboard (typing) to w
To write clearly it is essential to understand the basic system of the
vocabulary and grammar.
Using Language skills: (page 16)
o Even though there is 4 skills, they do not function separately or in is
o They are interrelated.
o In the classroom, whilst doing an activity on Language the chances
these language skills, has a big possibility to be used together.
2
, Language skills can be grouped:
Four language groups can be grouped in 2 different ways namely:
➢ Written/spoken skills
➢ Productive (output) or receptive (input) skills
Written skills:
➢ In spoken or oral mode there is 2 language skills, namely listening a
➢ In written mode there are 2 language skills, namely reading and wri
o Both depend on written language or print
➢ Important grouping because one language build on the other.
➢ Written mode is built on the oral mode
➢ If you don’t understand and speak a language, it is difficult to learn
language.
➢ According to Snow, Burns and Griffe (1998), in the classroom, being
a language is an important precondition for learning to read and wr
➢ A child needs to be able to understand and speak a language before
in that language.
➢ The 2 modes are used differently in everyday language. The oral m
meaning.
➢ The written mode cannot depend on context to make meaning. It is
has to establish the context in their writing.
➢ Oral language and written language need to be taught a little differ
new written texts in order to draw children’s attention to the setting
vocabulary, because written language is decontextualised.
Productive/receptive skills:
➢ The 4 language skills can be grouped in another way, by dividing th
produce, called productive skills (output) and language skills that
(input).
➢ Receptive skills provide language input
➢ Productive skills requires language output.
➢ Receptive skills are listening and reading because we get input th
written word.
o Known as passive skills
➢ Productive skills are speaking and writing, because we use these sk
produce understandable language.
o Known as active skills
3
2022
INCLUDES GUIDELINES
FOR OCTOBER
NOVEMBER EXAM
, Stuvia.com - The study-notes marketplace
HLT3701
– Home Language Teac
Learning unit 1: Knowledge and Facilitation of Language
in the Foundation Phase
Learning outcomes:
After studying this unit, you will be able to:
✓ Define four language skills, namely, listening, speaking, r
writing
✓ Design activities for facilitating language skills
✓ Select and apply appropriate methods for teaching begin
read
✓ Reflect on and adapt the teaching and learning of langua
accordingly
Section 1: What are language skills and why are they imp
What are the four language skills? (p.15 – 16)
→ There are 4 language skills that are required for effective communic
→ They are:
Listening
Speaking
Reading
Writing
Listening:
Refers to receiving language through the ears.
When listen, we make use of our ears to receive individual sounds,
convert these sounds into messages that means something to us.
1
Downloaded by: engelalegrange |
Distribution of this document is illegal
, Listening, any language, requires focus and giving attention to the l
Speaking:
Refers to the delivery of spoken language through the mouth.
Refers to ability to communicate meaningfully in the language, by s
correct sentences and appropriate vocabulary.
Refers to how you speak, with the correct intonation, stress, timing
Reading:
Refers to the process of looking at written language and making sen
When reading we use our eyes to see the print and use language
Written our brain to
convert the print into words and sentences that refers to letters,
communicate
punctuation marks
meaning. and spaces.
Reading can be silent (in our head) or out aloud (other people to he
Writing:
Refers to the process of using written language to communicate th
that can be read.
Make use of a pen or pencil (handwriting) or keyboard (typing) to w
To write clearly it is essential to understand the basic system of the
vocabulary and grammar.
Using Language skills: (page 16)
o Even though there is 4 skills, they do not function separately or in is
o They are interrelated.
o In the classroom, whilst doing an activity on Language the chances
these language skills, has a big possibility to be used together.
2
, Language skills can be grouped:
Four language groups can be grouped in 2 different ways namely:
➢ Written/spoken skills
➢ Productive (output) or receptive (input) skills
Written skills:
➢ In spoken or oral mode there is 2 language skills, namely listening a
➢ In written mode there are 2 language skills, namely reading and wri
o Both depend on written language or print
➢ Important grouping because one language build on the other.
➢ Written mode is built on the oral mode
➢ If you don’t understand and speak a language, it is difficult to learn
language.
➢ According to Snow, Burns and Griffe (1998), in the classroom, being
a language is an important precondition for learning to read and wr
➢ A child needs to be able to understand and speak a language before
in that language.
➢ The 2 modes are used differently in everyday language. The oral m
meaning.
➢ The written mode cannot depend on context to make meaning. It is
has to establish the context in their writing.
➢ Oral language and written language need to be taught a little differ
new written texts in order to draw children’s attention to the setting
vocabulary, because written language is decontextualised.
Productive/receptive skills:
➢ The 4 language skills can be grouped in another way, by dividing th
produce, called productive skills (output) and language skills that
(input).
➢ Receptive skills provide language input
➢ Productive skills requires language output.
➢ Receptive skills are listening and reading because we get input th
written word.
o Known as passive skills
➢ Productive skills are speaking and writing, because we use these sk
produce understandable language.
o Known as active skills
3
