PST131J/101/3/2013

Tutorial letter 101/3/2013

LANGUAGE TEACHING

PST131J
SEMESTERS 1 and 2

Department of Curriculum and Instructional Studies

IMPORTANT INFORMATION: This tutorial letter contains important information about your module.

CONTENTS
Page
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Introduction and welcome ........................................................................................................... 3 Purpose and outcomes of the module........................................................................................ 4 Lecturer and contact details ........................................................................................................ 5 Module related resources ............................................................................................................ 6 Student support services for the module ................................................................................... 6 Module specific study plan .......................................................................................................... 8 Practical teaching and integrated learning ................................................................................ 9 Assessments ................................................................................................................................. 9 Frequently asked questions ...................................................................................................... 13 Conclusion .................................................................................................................................. 13

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1. 1.1

Introduction and welcome Welcome!

It gives me great pleasure to welcome you as a student of the learning area, Language Teaching. Language Teaching forms an integral part of general education in the Intermediate and Senior Phases and lends itself ideally to interesting and stimulating lessons. Although we are separated by distance, this does not mean that I regard each of you merely as a computerised number. On the contrary, to me you are a learner with ideals, dreams and expectations. I understand your problems as part-time student with other urgent and equally important obligations. I therefore want to assist you academically, encourage you personally, and help you practically to alleviate any study problems which you might have. Your progress is of the utmost importance to me and therefore I expect you to start working through your study material early in the year. Right from the start I would like to point out that you must read all the tutorial letters you receive during the semester immediately and carefully, as they always contain important and, sometimes, urgent information. I hope that you will enjoy this module and wish you all the best! 1.2 The importance of this tutorial letter

This tutorial letter (101) contains important information about the scheme of work, resources and assignments for this module. The actual assignments, assessment standards, instructions for the completion and submission of assignments, the prescribed study material and all other resources form part of this tutorial letter. I have also included certain general and administrative information about this module. Read it carefully and keep it at hand when working through the study material, doing the assignments, preparing for the examination and addressing questions to your lecturers. Please read Tutorial letter 301 in combination with this tutorial letter as it contains valuable information and guidelines for studying at a distance in the College of Education. You must please read all tutorial letters you receive during the course of the year immediately and carefully, as they always contain important, and sometimes, urgent information. 1.3.1 Unavailability of some tutorial matter at the time of registration.

Some of the tutorial matter may not be available when you register. Tutorial matter that is not available when you register will be posted to you as soon as possible, but is also available on myUnisa. 1.3.2 myUnisa

If you have access to a computer that is linked to the Internet, you can quickly access resources and information at the university. The myUnisa learning management system is Unisas online campus that will help you to communicate with your lecturers, with other students and with the administrative departments of Unisa all through the computer and the Internet. It is therefore of the utmost importance to get access to the Internet and to consult myUnisa on a regular basis. Please note that once you are registered on myUnisa you will also be able to submit your assignments online, have access to library resources, download your study material, etc. You will also be able to keep record of assignments submitted and have access to your marks, previous examination papers and examination dates.

VERY IMPORTANT: There will be various discussions taking place on myUnisa during the year. I expect you to take part in these discussions AT LEAST once per month. Students usually enjoy the discussions as it is an exciting way to share all your concerns, success stories and challenges with regard to language teaching with fellow students. I am looking forward to your contributions! To go to the myUnisa website, start at the main Unisa website, http://unisa.ac.za and then click on the login to myUnisa link on the right-hand side of the screen. This should take you to the myUnisa website. You can also go there directly by typing in http://my.unisa.ac.za Please consult the publication my Studies @ Unisa for information on myUnisa.

2.
2.1

Purpose and outcomes of the module

Purpose and outcomes

The aim of this module is to help you improve your teaching of a home and additional language at intermediate and senior phase level. This module has thus been developed in such a way as to help you apply theory to practice in the teaching of languages in the intermediate and senior phases. In addition, this module aims at empowering you as a language teacher by enhancing your skills and knowledge of languages. At the end of the year you should be able to effectively plan, present and assess teaching and learning activities for listening, reading, speaking and writing, as well as for language structure and use. 2.2. Learning outcomes for this module

The outcomes for this module are aimed at equipping you with the knowledge, skills and attitudes you need to present a home language, or a first or second additional language according to communicative approach. 2.3. Assessment standards for Language Teaching module

The assessment standards for language Teaching (PST131J) are: observe socio-cultural factors that may influence the teaching of the home and first additional languages in the different school contexts teach language use and structure in the home and first additional languages in order to refine knowledge of the language and the interpretation of texts develop lifelong learners who will be able to use language for learning in other areas of learning apply the communicative approach when teaching a home or second language to Grade 4 9 learners. plan, design and teach listening, reading, speaking, writing, present language use and language structure lessons, and lessons based on the NCS Grade 49 for teaching home and additional languages. promote communication in the home and additional languages assess learners work by making use of a variety of assessment methods and assessment rubrics.

PST131J/101 3.
3.1.1

Lecturer and contact details

Lecturers

You are most welcome to contact your lecturers when you encounter any problems with your studies or assignments. You may write to them, phone them or visit them. When you plan to visit your lecturers, you should first make an appointment. The lecturer responsible for this module is: Dr M.J Taole AJH 6-110 Department of Curriculum and Instructional Studies P O Box 392 Unisa 0003 Please use the address provided above if you want to write me a letter. Please note that letters to lecturers may not be enclosed with or inserted into assignments. My contact details are as follows: Dr M.J Taole Department of Curriculum and Instructional Studies 012 429 3541 (work, between 07:45 - 16:00) 012 429 4900 (fax) taolemj@unisa.ac.za You can also contact me via the discussion forum on myUnisa. 3.2 Contact details of the Department of Curriculum and Instructional Studies

The departmental secretarys phone number is as follows: 012 429 4033. Fax number is 012 429 4099. 3.3. Contact details for administrative inquiries You should direct telephonic inquiries about administrative matters to the relevant department. Please refer to the brochure, my Studies @ Unisa which youve received with your study material. This brochure contains information on how to contact the university (e.g. to whom you can write for different queries, important telephone and fax numbers, addresses and details of the times certain facilities are open.) Always have your student number at hand when you contact the university. Please note that all administrative enquiries should be directed to: Fax number (RSA) 012 429 4150 Fax number (international) +27 12 429 4150 Email: study-info@unisa.ac.za

4.
4.1

Module related resources

A Study guide and follow-up tutorial letters

The Department of Despatch should supply you with the following study material for this module: Tutorial Letter 101/3/2013 (in which you will find the assignments you are required to do) Tutorial Letter 301/2013 (read 101 and 301 first they contain important information) Tutorial Letters 501 and 502. These are your study material for this module A number of tutorial letters, which you will receive during the course of the year. These tutorial letters will not be available at registration, but will be sent to you during the course of the year. Feedback on the assignments and examination guidelines will for example be given in these follow-up tutorial letters. A tutorial letter is my way of communicating with your about teaching, learning and assessment. You therefore have to study them carefully! Remember that you can view the study guides and tutorial letters for the modules for which you are registered on the universitys online campus, myUnisa, at http://my.unisa.ac.za 4.2 Prescribed books and official documents

There is no prescribed textbook for PST131J. This means that you do not have to buy any additional books for PST131J. You need only study your study guide and the tutorial letters. The following is a publication that you may consult in order to broaden your knowledge of Language Teaching and Learning. A limited number of copies are available in the Library. Kilfoil, WR & Van der Walt, C. 2009. Learn 2 teach: English language teaching in a multilingual context. 4th revised edition. Pretoria: Van Schaik & Academica. 4.3 MyUnisa resources Go to the myUnisa site for this module and look under Resources. 4.4 Electronic Reserves, recommended books and reading lists There are no e-reserves, or reading lists for this module.

5.

Student support services for the module

For information on the various student support systems and services available at Unisa (eg student counseling, tutorial classes, language support), please consult the publication my Studies @ Unisa, which you received with your study material. 5.1. 5.1.1 Contact with fellow students and the forming of study groups Study groups

It is advisable to have contact with your fellow students. One way of doing this is to form study groups. The addresses of students in your area may be obtained from the following department: Directorate: Students Administration and Registration PO Box 392 UNISA 0003

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5.1.2 myUnisa If you have access to a computer that is linked to the internet, you can quickly access resources and information at the university. The myUnisa learning management system is Unisa's online campus that will help you to communicate with your lecturers, with other students and with the administrative departments of Unisa all through the computer and the internet. To go to the myUnisa website, start at the main Unisa website, http://www.unisa.ac.za, and then click on the Login to myUnisa link on the right-hand side of the screen. This should take you to the myUnisa website. You can also go there directly by typing in http://my.unisa.ac.za. Please consult the publication my Studies @ Unisa, which you received with your study material, for more information on myUnisa. 5.1.3 Tutorials

Unisa offers tutor services for students as additional academic support at the various Unisa regional learning centers throughout the country. For details of a learning centre near you, please consult Directorate Curriculum and Learning Development at Tel: +27 12 484 2869 A tutorial is an organised session where students and tutor(s) meet regularly at a common venue and at scheduled times to discuss course material. The main purpose of the tutorial services is to: facilitate student learning by developing the student independent learning skills assist students to become motivated and independent learners. help students to develop and enhance their learning experience and academic performance through interaction with the tutor and fellow students. Tutorials are not compulsory and willing students receive tutorial support at a nominal fee. Interested students are advised to consult a learning centre closest to them to enroll for tutorials. For further information on tutorials consult the brochure my Studies @ Unisa. 5.1.4 Video conferencing

Unisa is currently providing tutorials by means of videoconferencing at some of its learning centres. This mode of delivery will be used as and when necessary. Videoconferencing is used to: provide live tutorial support for learners who live in remote areas provide quality support as this is a more viable technology and reduce costs There is no significant difference in the results gained by distance learners than those who have been taught in a traditional face-to-face environment. (The Worldwide Classroom, Fiona Perrin, Summer 1988, p.7)

5.1.5. Repeating this module If you are repeating this module, please contact me early in the year so that I can arrange additional support.

6.

Module specific study plan

The brochure my Studies @ Unisa contains valuable information on where to begin with your studies. I suggest that you note down the closing dates for all the assignments that you have to submit this year and compile a plan of study for each module according to the due dates. You can use the following as a guideline for planning your studies for PST131J: Period January Activity Familiarise yourself with the study material by scanning through the study guide. Introduce yourself to me and your fellow students on the discussion forum on myUnisa. Remember to take part in the discussion forum on myUnisa at least once a month. Do and submit Assignment 01 before or on 15 March. Start working on Assignment 02. The purpose of this assignment is to take you systematically through the study guides. Read both study guides dont just look for the answers to the questions! Remember to take part in the discussion forum on myUnisa at least once this month. Do and submit Assignment 02 before or on 12 April Prepare for and write the examination. Familiarise yourself with the study material by scanning through the study guide. Introduce yourself to me and your fellow students on the discussion forum on myUnisa Do and submit Assignment 01 second semester before or on 30 August. I suggest that you contact your fellow students via myUnisa. Do and submit Assignment 02 before or on 27 September. The purpose of this assignment is to take you systematically through the study guides. Read both study guides dont just look for the answers to the questions! Remember to take part in the discussion forum on myUnisa at least once this month. Start preparing for the examination. Prepare for and write the examination.

February March

May/ June July

July August

October October/ November

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7. Practical teaching and integrated learning

VERY IMPORTANT: All students registered for Subject Didactics Languages should also be registered for the Practical teaching modules. The module codes for these modules are: PFC104T (for all PGCE students) PST104F (for all BEd students) During the five weeks of practical teaching (25 schooldays), all BEd (FET) and PGCE students, who have registered for the Subject Didactics Languages, are expected to prepare and present at least TWO language lessons for grade 49 learners in the presence of the subject teacher or a senior teacher at the school. (Please note that practical teaching should be 10 weeks in total.) Please consult the relevant tutorial letters for the practical teaching to familiarise yourself with the practical teaching requirements. 8. Assessments

For general information and requirements as far as assignments are concerned, see the brochure my Studies @ Unisa, which you have received with your study material. 8.1. Feedback on assignments

You will receive the correct answers automatically for multiple-choice questions. For written assignments, markers will comment constructively on your work. However, feedback on compulsory assignments will be sent to all students registered for this module in a follow-up tutorial letter, and not only to those students who submitted the assignments. The tutorial letter number will be 102, 103, etc. As soon as you have received the feedback, please check your answers. The assignments and the feedback on these assignments constitute an important part of your learning and should help you to be better prepared for the next assignment and the examination. 8.2. Due dates

The closing dates for the submission of the assignments for the first semester are: Assignment 01 Unique number: Assignment 02 Unique number: 15 March 727012 12 April 788709

The closing dates for the submission of the assignments for the second semester are: Assignment 01 Unique number Assignment 02 Unique number: 30 August 674210 27 September 713741

Assignment 01 for both semesters should be answered on one of the mark-reading sheets (included in the package you received on registration). Study the brochure, my Studies @ Unisa, for information on how to use and complete a mark-reading sheet. This assignment is marked by computer on a specific date and no extensions on the submission date can therefore be given. Clearly mark your answers using an HB pencil. Ensure that, besides the assignment number (01), you also fill in the unique assignment number on the marking template. You have to study the contents of your study guides in detail in order to be able to complete the assignments. 8.3 Assessment of assignments Please note: Although students may work together when preparing assignments, each student must write and submit his or her own individual assignment. In other words, you must submit your own ideas in your own words, sometimes interspersing relevant short quotations that are properly referenced. It is unacceptable for students to submit identical assignments on the basis that they worked together. That is copying (a form of plagiarism) and none of these assignments will be marked. Furthermore, you may be penalised or subjected to disciplinary proceedings by the university. 8.4. How the examination system works

For general information and requirements as far as assignments are concerned, see the brochure my Studies @ Unisa, which youve received with your study material. 8.5. Examination admission

Students will be assessed on their assignments, 01 and 02, which will contribute 10% towards their final mark, and on the examination, which contributes 90% towards their final mark. As automatic admission to examinations no longer applies, students need to qualify for admission. In order to qualify students MUST submit Assignment 01 for which a mark will be awarded. 8.6. How will this work in practice?

Please note the following: In order for you to pass the module, you have to achieve a sub-minimum of 40% for the examination. If you achieve less than 40% in the examination, you will fail irrespective of your semester mark. For example: If you have 100% for your semester mark but you obtain 37% in the examination, your final mark will be 37%. Should you obtain 40% or more in the examination, the semester mark will contribute 10% and the examination will contribute 90% towards your final mark. In order to pass the module a student must achieve 50% and in order to achieve a distinction the student must achieve 75% or more. 8.7. Examination period

This module is offered in a semester period of 15 weeks. This means that if you are registered for the first semester, you will write the examination in May/June 2013 and the supplementary examination will be written in October/November 2013. If you are registered for the second semester, you will write the examination in October/November 2013 and the supplementary examination will be written in May/June 2014. During the semester, the Examination Section will provide you with information regarding the examination in general, examination venues, examination dates and examination times.

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8.8. Examination paper

The duration of the examination paper is two hours and the paper is worth 100 marks. The paper contributes 90% towards your final mark. The final results are therefore weighted in favour of the examination which is critical to your success in this module. After the examination has been marked and the results finalised, your examination results and your semester mark will be combined. In preparing for the examination you have to study the study guides and the assignments. 8.9. Previous examination papers

Previous examination papers are available to students. We advise you, however, not to focus on old question papers only as the content of the modules and therefore, the examination papers change from year to year. You may, however, accept that examination questions will be similar to the questions asked in the activities in your study guide 8.10. Tutorial letter with information on the examination

To help you in your preparation for the examination, you will receive a tutorial letter that will explain the format of the examination paper, give you examples of questions that you may expect and set out clearly what material you have to study for examination purposes. It will take you quite a while to complete your assignments. Therefore, you should start on them in good time. The main part of the exam paper is based on your assignments. You will undoubtedly benefit from spending time on your assignments. 8.11. Instructions for submitting assignments

You may submit written assignments and assignments done on mark-reading sheets either by post or electronically via myUnisa. ASSIGNMENTS MAY NOT BE SUBMITTED BY FAX OR E-MAIL. Please remember to allocate exactly the same number to an assignment as the one provided in the tutorial letter: 01, 02, 03 and so forth. For example, even if Assignment 02 is the first assignment that you submit for the year, you must still number it 02 and not 01. For detailed information on assignments, please go to my Studies @ Unisa brochure which youve received with your study package. Assignments submitted by post should be addressed to: The Registrar PO Box 392 UNISA 0003 To submit an assignment via myUnisa: Go to myUnisa Log in with your student number and password Select the module Click on assignments in the left-hand menu Click on the assignment number you want to submit Follow the instructions on the screen

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8.12.

Plagiarism

It is unethical (and unacceptable) to hand in assignments that are not your own work, and whenever the university becomes aware of such malpractices it will take stern measures against the student concerned. Although students may work together when preparing assignments, each student must write and submit his or her own individual assignment. 8.13. The role of assignments

Assignments are seen as part of the learning material for this module. As you do the assignment, study the reading texts, consult other resources, discuss the work with fellow students or tutors or do research, you are actively engaged in learning. Looking at the assessment criteria given for each assignment will help you to understand what is required of you more clearly. Feedback on the assignments will be provided in different ways. You will receive the correct answers automatically for multiple-choice questions. For written assignments, markers will comment constructively on your work. However, feedback on compulsory assignments will be sent to all students registered for this module in a follow-up tutorial letter, and not only to those students who submitted the assignments. The tutorial letter number will be 102, 103, etc. As soon as you have received the feedback, please check your answers. The assignments and the feedback on these assignments constitute an important part of your learning and should help you to be better prepared for the next assignment and the examination. 8.14. General remark regarding assignments

When you make inquiries about an assignment, you must supply the course code (PST131J) and the number of the assignment. You might also find the above information on myUnisa. 8.15. Examinations

Please study my Studies @ Unisa brochure for general examination guidelines and examination preparation guidelines. 8.16. Examination admission and the format of the examination paper

In order to prepare for the examination you should submit all the assignments. You will, however, be admitted to sit for the examination by completing and submitting Assignment 01 on the due date. The duration of the examination paper is 2 hours and the mark allocation is 100 marks. For the examinations you have to study the study guide, tutorial letters and the assignments. You will receive a tutorial letter that will explain the format of the paper and set out clearly what material you have to study for examination purposes.

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9. Frequently asked questions The my Studies @ Unisa brochure contains an A-Z guide of the most relevant information. Frequently asked questions in this module (PST131J) are: Question: I need extension of time for my assignment. Answer: It is not possible to give more than one week extension of time. If you are compelled by necessity to hand in one of the essay-type assignments late, you have to ask permission to do so before the due date. No extension of time can be granted for multiple choice assignments. Question: I do not have Internet access. Answer: You can access the Internet at all Unisa Regional Offices.

10.

Conclusion

Please feel free to contact me if you encounter any problems or even if you just want to talk about the work. I hope that you will enjoy this module and I wish you success with your studies.

Regards Dr MJ Taole

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ANNEXURE A: ASSIGNMENT 01 AND 2 FIRST SEMESTER ASSIGNMENT 01: SUBMISSION DATE: 15 March Unique number: 727012 ASSIGNMENT 2: SUBMISSION DATE:12 April Unique number: 788709

ASSIGNMENT 01 ANSWER THE FOLLOWING ON THE MARK-READING SHEET For each of the following multiple choice items select the most appropriate answer and only mark the correct letter next to the appropriate question number on the mark-reading sheet. 1. 1. 2. 3. 4. 2. 1. 2. 3. 4. 3. 1. 2. 3. 4. 4. 1. 2. 3. 4. Many interesting studies and experiments have been done on how human beings learn or acquire a language. These studies observe the following: Children do not understand sentences they have never heard before. Language rules are taught. Linguistic knowledge develops at birth. Human language is creative and not just appropriate responses to particular stimuli. All normal children master the grammatical system of their home language before they go to school. This suggests the following: Children cannot communicate and understand what is being said to them. They cannot respond to requests. They are able to communicate and understand what is being said to them. They respond to requests but cannot communicate their needs. Theories of language acquisition include the following ideas: Language acquisition results from repetition and rote learning. Children learn language because adults encourage them. Humans have an innate ability to acquire language. All of the above The native speaker possesses a system that has potential for creating a lot of language. This explains: Appropriacy Occurrence Systematic potential Feasibility

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5. 1. 2. 3. 4. 6. 1. 2. 3. 4. 7. 1. 2. 3. 4. 8. 1. 2. 3. 4. 9. 1. 2. 3. 4. 10. 1. 2. 3. 4. 11. 1. 2. 3. 4. 12. 1. 2. 3. 4. Babies speak in an environment where ... they do not hear people around them talking to each other. people speak directly to them. context is not meaningful. people do not speak directly to them. The ability to recognise, recall or decode a word is basic to ... reading. writing. listening. speaking. ... forms part of teaching the correct use of language by allowing children the freedom to express themselves. Informal oral work Formal oral work Formal direct talk Non-verbal talk Which questioning technique does the teacher use when she asks learners to remember information such as names of words? Observation Recall Evaluation Explanation Creative writing differs from formal writing because ... it follows more formal approach. learners are expected to create and make something out of words using their feelings and imagination. learners' self-expression is discouraged. learners are encouraged to write creatively through listening. The aim of text experience as a teaching approach is to ... develop physical elements. promote a negative attitude. assist in verbalising learners attitudes to the text. show learners the connection between the book and their own world. The communicative approach of language teaching emphasises ... grammar rules. social context. reading. speaking. The stage when children start to use sounds in a functional manner showing their developing social and emotional awareness is referred to as the ... stage. creative holophrastic babbling cognitive

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13. 1. 2. 3. 4. 14. 1. 2. 3. 4. 15. 1. 2. 3. 4. 16. 1. 2. 3. 4. 17. 1. 2. 3. 4. 18. 1. 2. 3. 4. 19. 1 2 3 4 20. 1 2 3 4 21. 1 2 3 4

According to the communicative approach, meaning takes precedence over ... grammatical accuracy. writing skills. positive attitudes. None of the above A pedagogical practice that requires students to work together in small groups to accomplish a shared goal is referred to as ... the communicative approach. group work. the direct method. the traditional method. Learners use a/an ... to write up their own reading experiences over a period of time. scribbler dictionary reading logbook album Learners need to demonstrate that they have achieved ... during the learning experience. assessment standards learning outcomes assessment criteria programme organizers Impromptu work is oral work done ... without preparation. with preparation. with the teacher. with the dictionary. A/An ... is the means used to establish whether a learning outcome has been achieved. learning outcome assessment standard learning area assessment criterium One of the aims of teaching poetry to learners is to ... accomplish the learning outcomes. inspire learners to verbalise their thoughts. help learners to recite the poem. rewrite the poem. Productive skills include the following: Listening and reading Listening and speaking Speaking and reading Speaking and writing ... is defined as the systematic basis for making inferences about the learning and development of students. The communicative approach The reflective approach Assessment Creativity

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22. 1 2 3 4 23. 1 2 3 4 24. 1. 2. 3. 4. 25. 1. 2. 3. 4. A ... contains samples of learners work over a period of time. portfolio journal folder file ...forms is one of the key factors that motivate learners to write. Ridicule Praise Writing Speaking ... refer to the ability to interpret any aural input with specific reference to meaningful communication. Reading skills Writing skills Speaking skills Listening skills ... is one of the four basic elements of communication. Feedback Arguing Writing Reading [25]

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ASSIGNMENT 02 FIRST SEMESTER SECTION A: HOME LANGUAGE Part A: Home Language Question 1 1. Choose a theme for a Home Language lesson for Grade 5 learners. Select one or two language skills. Write out the lesson in full. Your lesson plan should include the following: grade, duration, theme, learning outcomes, assessment standards, media and assessment. (10)

The following rubric will be used to assess your lesson plan: LESSON PLANNING Purpose: The purpose of this assignment is to assess your ability to plan a series of lessons on a particular theme. Assessment criteria: Your assignment will be rated against the following criteria: 1. 2. 3. 4. 5. 6. 7. 8. The theme is relevant for the specific phase and the theme is clearly indicated. (Please note, Listening or Reading are not themes, but learning outcomes. A theme represents a topic such as AIDS or sport.) The specific assessment standards (the knowledge, skills and attitudes that will lead to the achievement of the outcomes) are clearly indicated. The lesson outcomes are specific and clearly show exactly what learners should be able to do at the end of the lesson. Source material (aids/media and reading passages, poems, articles, etc) to be used during the lesson presentation are relevant, well designed and have been included in the assignment. The teaching methods (e.g. co-operative teaching, case study, role-play, etc) are indicated. The planned teaching methods are suited to the content to be presented. The learner and teacher activities are clearly demarcated and the content clearly relates to work that has been dealt with previously. The introduction, body and conclusion of the lesson are clearly demarcated and the intended activities for each phase are clearly indicated.

2.

Make a copy of "Description of story" in study unit 6. Choose a suitable story book or a story for Grade 5 learners, and then complete the information on the form. Hand in the form as part of your assignment. (15) [25]

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Question 2 a. The purpose of a listening task determines the choice of material to be used. 1. Give five (5) reasons for listening. 2. Name five (5) factors that facilitate listening and five (5) factors that inhibit listening. 3. Design a rubric to be used to asses listening. Choose a suitable poem and design a complete lesson to teach this poem to Grade 6 learners. You must apply the eight phases of Combrink's integration model for literacy teaching as explained in study unit 6. (5) (10) (10)

b.

(9) [34]

Part B: First Additional Language Question 3 1. 2. 3. 4. 5. 3. 4. 5. To teach writing successfully, you need to make it appealing to learners. They need to feel confident that they can write effectively and that they are capable of expressing their feelings, wishes and ideas on the paper. Suggest five ways in which you can encourage learners to write. What should a teacher keep in mind when assessing writing? Speaking is a skill that is often taken for granted. It seems that people are naturally able to learn to speak. Explain why it is important to teach children to communicate effectively. Name three (3) differences between formal and creative writing. Explain how you would plan a reading period for Grade 5 learners. Do not write a lesson plan.

(5) (5) (5) (5) (6) (5) [26]

Question 4 1. 2. Describe the importance of word play as a language teaching activity and explain how you would plan for word play. Describe the assessment criteria that you would use to assess learners oral competency. (10) (5) [15]

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ANNEXURE B ASSIGNMENT 01 AND 02 SECOND SEMESTER HOME AND FIRST-ADDITIONAL LANGUAGE ASSIGNMENT 01: SUBMISSION DATE:30 August Unique number: 674210 ASSIGNMENT 02: SUBMISSION DATE: 27 September Unique number: 713741

ANSWER THE FOLLOWING ON THE MARK-READING SHEET For each of the following multiple choice items select the most appropriate answer and only mark the correct letter next to the appropriate question number on the mark-reading sheet. 1.1. 1. 2. 3. 4. 1.2. 1. 2. 3. 4. 1.3. 1. 2. 3. 4. 1.4. 1. 2. 3. 4. 1.5. 1. 2. 3. 4. Many interesting studies and experiments have been done on how human beings learn or acquire a language. These studies observe the following: Children do not understand sentences they have never heard before. Language rules are taught. Linguistic knowledge develops at birth. Human language is creative and not just appropriate responses to particular stimuli. All normal children master the grammatical system of their home language before they go to school. This suggests the following: Children cannot communicate and understand what is being said to them. They cannot respond to requests. They are able to communicate and understand what is being said to them. They respond to requests but cannot communicate their needs. Theories of language acquisition include the following ideas: Language acquisition results from repetition and rote learning. Children learn language because adults encourage them. Humans have an innate ability to acquire language. All of the above The native speaker possesses a system that has potential for creating a lot of language. This explains: Appropriacy Occurrence Systematic potential Feasibility Babies speak in an environment where ... they do not hear people around them talking to each other. people speak directly to them. context is not meaningful. people do not speak directly to them.

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1.6. 1. 2. 3. 4. 1.7. 1. 2. 3. 4. 1.8. 1. 2. 3. 4. 1.9. 1. 2. 3. 4. 1.10. 1. 2. 3. 4. The ability to recognise, recall or decode a word is basic to ... reading. writing. listening. speaking. ... forms part of teaching the correct use of language by allowing children the freedom to express themselves. Informal oral work Formal oral work Formal direct talk Non-verbal talk Which questioning technique does the teacher use when she asks learners to remember information such as names of words? Observation Recall Evaluation Explanation Creative writing differs from formal writing because ... it follows more formal approach. learners are expected to create and make something out of words using their feelings and imagination. learners' self-expression is discouraged. learners are encouraged to write creatively through listening. The aim of text experience as a teaching approach is to ... develop physical elements. promote a negative attitude. assist in verbalising learners attitudes to the text. show learners the connection between the book and their own world.

1.11. The communicative approach of language teaching emphasises ... 1. grammar rules. 2. social context. 3. reading. 4. speaking. 1.12. 1. 2. 3. 4. 1.13. 1. 2. 3. 4. The stage when children start to use sounds in a functional manner showing their developing social and emotional awareness is referred to as the ... stage. creative holophrastic babbling cognitive According to the communicative approach, meaning takes precedence over ... grammatical accuracy. writing skills. positive attitudes. None of the above

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1.14. 1. 2. 3. 4. 1.15. 1. 2. 3. 4. 1.16. 1. 2. 3. 4. 1.17. 1. 2. 3. 4. 1.18. 1. 2. 3. 4.

A pedagogical practice that requires students to work together in small groups to accomplish a shared goal is referred to as ... the communicative approach. group work. the direct method. the traditional method. Learners use a/an ... to write up their own reading experiences over a period of time. scribbler dictionary reading logbook album Learners need to demonstrate that they have achieved ... during the learning experience. assessment standards learning outcomes assessment criteria programme organizers Impromptu work is oral work done ... without preparation. with preparation. with the teacher. with the dictionary. A/An ... is the means used to establish whether a learning outcome has been achieved. learning outcome assessment standard learning area assessment criterium

1.19. One of the aims of teaching poetry to learners is to ... 1. accomplish the learning outcomes. 2. inspire learners to verbalise their thoughts. 3. help learners to recite the poem. 4. rewrite the poem. 1.20. 1. 2. 3. 4. 1.21. 1. 2. 3. 4. Productive skills include the following: Listening and reading Listening and speaking Speaking and reading Speaking and writing ... is defined as the systematic basis for making inferences about the learning and development of students. The communicative approach The reflective approach Assessment Creativity

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1.22. A ... contains samples of learners work over a period of time. 1. portfolio 2. journal 3. folder 4. file 1.23. ... forms is one of the key factors that motivate learners to write. 1. Ridicule 2. Praise 3. Writing 4. Speaking 1.24. 1. 2. 3. 4. 1.25. 1. 2. 3. 4. ... refer to the ability to interpret any aural input with specific reference to meaningful communication. Reading skills Writing skills Speaking skills Listening skills ... is one of the four basic elements of communication. Feedback Arguing Writing Reading [25]

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ASSIGNMENT 02 SECOND SEMESTER SECTION A: HOME LANGUAGE Question 1 1. 2. Compare and contrast the behaviorist theory of language acquisition and the nativist theory of language acquisition. (10) Choose a theme for a Home Language lesson for Grade 5 learners. Select one or two language skills. Write out the lesson in full. Your lesson plan should include the following: grade, duration, theme, learning outcomes, assessment standards, media and assessment. (10)

The following rubric will be used to assess your lesson plan: LESSON PLANNING Purpose: The purpose of this assignment is to assess your ability to plan a series of lessons on a particular theme. Assessment criteria: Your assignment will be rated against the following criteria: The theme is relevant for the specific phase and the theme is clearly indicated. (Please note, Listening or Reading are not themes, but learning outcomes. A theme represents a topic such as AIDS or sport.) The specific assessment standards (the knowledge, skills and attitudes that will lead to the achievement of the outcomes) are clearly indicated. The lesson outcomes are specific and clearly show exactly what learners should be able to do at the end of the lesson. Source material (aids/media and reading passages, poems, articles, etc) to be used during the lesson presentation are relevant, well designed and have been included in the assignment. The teaching methods (e.g. co-operative teaching, case study, role-play, etc) are indicated. The planned teaching methods are suited to the content to be presented. The learner and teacher activities are clearly demarcated and the content clearly relates to work that has been dealt with previously. The introduction, body and conclusion of the lesson are clearly demarcated and the intended activities for each phase are clearly indicated.

3.

Make a copy of "Description of story" in study unit 6. Choose a suitable story book or a story for Grade 5 learners, and then complete the information on the form. Hand in the form as part of your assignment. (10)

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Question 2 3.1. Use a newspaper report as the starting point in planning a language activity for grade 7 learners. You must use group work. Include the newspaper report in your assignment. Pay particular attention to the following: a. b. c. d. e. Learning area Assessment standards Learning outcomes Assessment Learner and teacher activities

[10]

SECTION B: ADDITIONAL LANGUAGE Question 3 3.1 3.2 3.3 Explain how you would make a word frieze using action words. Now find your own suitable pictures to make a word frieze with action words. Find a picture in a magazine or newspaper (include the picture in your assignment) which you can use to do the following: a. b. Question 4 1. The purpose of a listening task determines the choice of material to be used. a. Give five (5) reasons for listening. b. Name five (5) factors that facilitate listening and five (5) factors that inhibit listening. c. Design a rubric to be used to asses listening. (5) (10) (10) Write down all the vocabulary you could teach by using the picture. Explain how you would teach the vocabulary. (5) (5)

(5) (10) [25]

2.

Choose a suitable poem and design a complete lesson to teach this poem to Grade 6 learners. You must apply the eight phases of Combrink's integration model for iteracy teaching as explained in study unit 6. (10) [35]

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ANNEXURE C: Questionnaire This questionnaire is aimed at determining your opinion with regard to this module. You are requested to answer each question and reflect your true reaction when doing so. Indicate your choice by marking the appropriate block with an X or writing a brief explanation. This questionnaire will take approximately 15 minutes of your time. Please attach the questionnaire to Assignment 02 before returning it.

1.

What is your opinion regarding the scope of the work covered in this module? Tick one block on each line. Aspects covered Too much Too broad Relevance for Irrelevant prospective teachers Manageable Just right Of some relevance Too little Too narrow Relevant

2.

Which aspect(s) of the module frustrated you the most, and why? ____________________________________________________________ ____________________________________________________________ ___________________________________________________________ What was the most positive aspect(s) of the module? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

3.

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4.

How do you rate the tutorial letters generally? Tick one block on each line. Number received Detail Level of difficulty Too few Too little detail Difficult to follow Right number Sufficient detail Understandable Acceptable Too many Too detailed Easy to follow High standard

Standard of contents of Poor tutorial letters

5.

How do you rate the study guide? Tick one block on each line Level of difficulty Standard of contents of the study guide Difficult to follow Understandable Poor Acceptable Easy to follow High standard

6.

Please indicate technical errors such as spelling mistakes or any instance where the explanation in the guide appears to be unclear. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ How long did it take you to work through this module? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Any suggestions for improving the module? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

7.

8.

I hope that you will enjoy this module and we wish you success with your studies. Kind regards Dr MJ Taole

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