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TMN3702 Latest Exam Pack 2024
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, ASSIGNMENTS 2021 Assignment 1
Question 1
1. You have applied for a position at a primary school to teach in the Intermediate Phase and
during the interview with the panel, consisting of the School Governing Body (SGB), the
principal and the head of the language department, panel members ask you the questions below.
How would you respond to these questions?
1.1. You will be teaching Home Language XYZ to multicultural and multilingual learners.
Many of these learners are actually additional language speakers of this particular language that
you are going to teach as Home Language (Language XYZ). How would you go about in your
classroom to make provision for both Home Language speakers and additional language
speakers form different cultural and linguistic groups, who all have to learn Language XYZ as a
Home Language?
Thank you for considering me for this position. Teaching a home language to multicultural and
multilingual learners requires a thoughtful and inclusive approach. To make provision for both home
language speakers and additional language speakers of Language XYZ, I would implement the
following strategies in my classroom:
Differentiated Instruction: I would differentiate my instruction to cater to the diverse needs
of learners. This would involve providing different learning materials, activities, and resources
that are suitable for both home language speakers and additional language speakers. By using a
variety of teaching methods, such as visual aids, hands-on activities, and technology, I can
accommodate different learning styles and levels of language proficiency.
Multilingual Approach: I would acknowledge and value the linguistic diversity in the
classroom. I would encourage students to share their languages and cultural backgrounds,
creating a positive and inclusive learning environment. Incorporating multilingual strategies,
such as translanguaging, where students can use their home languages to support their learning
of Language XYZ, can be beneficial for both home language speakers and additional language
speakers.
Cultural Awareness: I would integrate cultural elements into my teaching to foster a sense of
belonging and respect for different cultural backgrounds. This could include incorporating
literature, stories, and traditions from diverse cultures into the language lessons. By promoting
cultural awareness, I aim to create an inclusive and supportive classroom environment where
all students feel valued and represented.
Collaborative Learning: I would encourage collaborative learning activities, such as group
work and peer interactions, to promote language development and cultural exchange among
students. Pairing home language speakers with additional language speakers can create
opportunities for peer support and language practice. This collaborative approach fosters a
sense of community and helps students learn from each other's language skills and cultural
knowledge.
, Ongoing Assessment and Feedback: Regular assessment and feedback are crucial to monitor
the progress of both home language speakers and additional language speakers. I would use a
variety of assessment methods, including formative and summative assessments, to evaluate
students' language proficiency and provide targeted support where needed. Regular feedback
and communication with students and their parents/guardians would ensure that everyone is
involved in the learning process and aware of their progress.
Overall, my goal would be to create an inclusive and supportive learning environment that
recognizes and values the linguistic and cultural diversity of the students. By implementing these
strategies, I believe I can effectively cater to the needs of both home language speakers and
additional language speakers of Language XYZ in the classroom.
1.2. It is important to be familiar with the content, skills and strategies for listening and
speaking in the CAPS. What do you regard as the most important guidelines that should be
followed when teaching listening and speaking in the Intermediate Phase?
The guidelines that should be followed when teaching listening and speaking in the Intermediate
Phase, according to the CAPS (Curriculum and Assessment Policy Statement), include the
following:
Pre-listening activities: Before engaging in listening activities, it is important to prepare
students by introducing the topic, activating their prior knowledge, and setting objectives for
the listening task.
While listening activities: During the listening process, teachers should provide support and
guidance to students, highlighting important information, modeling effective listening
strategies, and encouraging active engagement.
Post-listening or follow-up activities: After the listening task, teachers should facilitate
discussions and activities that promote comprehension, interpretation, and critical thinking.
This can include asking questions, summarizing the main points, analyzing the content, and
expressing personal opinions.
Teaching interactive listening: Teachers should provide opportunities for students to engage
in interactive listening activities, such as pair or group discussions, role-plays, and simulations.
This helps students develop their listening and speaking skills simultaneously.
Teaching learners to listen and carry out instructions: Teachers should explicitly teach
students how to listen attentively and accurately follow instructions. This involves providing
clear and concise instructions, practicing active listening techniques, and providing feedback
on students' performance.
Use of learning support materials: Teachers should incorporate various learning support
materials, such as audio recordings, videos, authentic texts, and visual aids, to enhance
students' listening and speaking skills. These materials expose students to different accents,
contexts, and genres of communication.
Integrating listening with other skills: Listening should be integrated with other language
skills, such as reading, writing, and speaking. Teachers can design activities that require
students to listen for specific information, take notes, summarize the content, and then express
their understanding orally or in writing.
, Assessing listening: Teachers should assess students' listening skills using appropriate
assessment methods, such as observation, checklists, oral presentations, and comprehension
tasks. Assessments should focus on both comprehension and communication aspects of
listening.
These guidelines emphasize the importance of providing a balanced and interactive approach to
teaching listening and speaking, incorporating various strategies, activities, and assessments to
promote students' comprehension, communication, and critical thinking skills.
1.3. How would you teach learners to present a prepared speech, by taking them through the
framework for teaching speaking?
The framework for teaching speaking is outlined in Learning Unit 3.13.5.2. Here's how you would
teach learners to present a prepared speech using this framework:
Pre-speaking activities: Begin by engaging learners in activities that prepare them for the
speech. This can include brainstorming ideas, conducting research, and organizing their
thoughts. Help them select a suitable topic for their speech.
The actual speaking activities: Teach learners the necessary skills for delivering an effective
speech. This includes techniques such as maintaining eye contact, using appropriate body
language, and speaking clearly and confidently. Provide guidance on structuring the speech
with an introduction, body, and conclusion.
Post-speaking activities: After learners have delivered their speeches, engage them in
activities that reflect on their performance. This can include self-assessment, peer feedback,
and constructive criticism. Encourage learners to identify areas for improvement and provide
them with guidance on how to enhance their speaking skills.
By following this framework, learners will develop the necessary skills and confidence to present a
prepared speech effectively. It provides a structured approach that encompasses pre-speaking
preparation, the actual delivery of the speech, and post-speaking reflection and improvement.
1.4. Summarise the section on Teaching Plans in CAPS (2011:34-35) in 250 – 300 words.
The section on Teaching Plans in the CAPS (2011:34-35) provides an overview of the content and
strategies to be used when teaching the Home Language in Grades 4-6. It outlines the objectives and
suggested approaches for language teaching in this phase.
Teaching Plans (CAPS 2011:34-35):
The section on Teaching Plans focuses on providing an overview of the skills, content, and
strategies to be taught in the Home Language subject for Grades 4-6.
It emphasizes the spread of texts across the phase and the vocabulary that learners are expected
to achieve.
The section highlights the importance of teaching plans in guiding educators on how to
effectively deliver the curriculum.
It provides a summary of the different text types that should be covered during this phase.
The length of texts for learners to produce and engage with is specified.
The teaching plans aim to support learners in developing their language skills, including
reading, writing, listening, and speaking.
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