TMS3719 - Assignment10 - CHAMBERLAIN COLLEGE OF NURSING -2023_2024, Exams of Nursing

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TMS3719 Assignment 10 2023

Question 1 1.1. In the past, the instruction component of speaking was neglected. The emphasis was on assessing the learners' abilities when they delivered a speech in front of a class on some prepared language topic. Answer the following questions about the speaking skill: As a teacher, how would you advise learners to plan and present their speeches? Give five points and explain each briefly. (10) As a teacher, here are five points that I would advise learners to consider when planning and presenting their speeches: Define the purpose and audience: The learners should identify the purpose of their speech and the audience they are addressing. This will help them tailor their message and language to the appropriate audience. Research the topic: The learners should conduct research on the topic they will be speaking about. They should gather relevant information, statistics, and examples to support their arguments. Organize the speech: The learners should organize their speech into an introduction, body, and conclusion. They should use signposting language to guide the audience through their speech. Use visual aids: The learners should use visual aids such as PowerPoint slides, videos, or props to enhance their speech and engage the audience. Practice: The learners should practice their speech several times to become familiar with the content and flow. They can also practice in front of friends or family to get feedback and improve their delivery.

Question 2 2.1. Effective communication will not really take place if the listener does not take part actively in the communication process. It is therefore important for the Grade 12 learners to be taught listening etiquette as a set of behaviour that they will need in real life. Discuss five points of listening etiquette that you consider to be very important for the Grade 12 language learners to know. (10) Effective communication is a two-way process, and listening plays a crucial role in it. It is essential for Grade 12 language learners to learn listening etiquette to improve their communication skills. Here are five points of listening etiquette that are vital for them to know: Pay attention: Good listening requires attention, focus, and concentration. It means giving the speaker your full attention and avoiding distractions. Encourage learners to maintain eye contact, avoid interrupting, and refrain from using their phones or other devices during conversations. Clarify and confirm: Effective communication involves clarifying and confirming what you have heard. Encourage learners to ask questions, seek clarification, and summarize what they have heard to ensure they understand the speaker's message accurately. Avoid assumptions: It is easy to make assumptions about what the speaker means or intends to say. However, making assumptions can lead to misunderstandings and miscommunication. Encourage learners to avoid assumptions and ask questions to get a clear understanding of the speaker's message. Be respectful: Respectful listening involves treating the speaker with respect and dignity. It means being open-minded, avoiding judgments or biases, and refraining from interrupting or speaking over the speaker. Encourage learners to be mindful of their tone of voice, body language, and facial expressions.

Respond appropriately: Responding appropriately involves providing feedback, asking questions, or providing support to the speaker. Encourage learners to respond appropriately by paraphrasing, acknowledging the speaker's feelings, or offering feedback that is constructive and helpful. 2.2. Discuss how would you teach the listening process to your Grade 11 class. Use examples to illustrate your answer. (15) Teaching the listening process to a Grade 11 class requires a structured approach that involves several steps. Here is an example of how to teach the listening process: Step 1: Pre-listening Before listening, prepare the learners by providing them with the necessary background information, context, and vocabulary. For instance, if you are going to play a listening activity about a travel experience, provide learners with the necessary vocabulary related to travel, such as "boarding pass," "check-in," "passport," and "luggage." Step 2: Listening During the listening process, encourage learners to actively listen to the speaker and take notes of important points or details. You can use a variety of listening activities, such as dialogues, podcasts, or news reports. Step 3: Post-listening After listening, ask learners to share their understanding of the listening activity by answering questions, summarizing the main points, or providing feedback. For instance, you can ask learners to summarize the travel experience they just heard or provide feedback on the speaker's tone of voice, intonation, or pace. Step 4: Reflection

Question 3 3.1. According to CAPS document, language structures and conventions should be taught both in context and in activities with specific focus on these language aspects. How would you teach ‘figures of speech’ in your Grade 11 additional language class? Give examples in the additional language that you intend to teach. (10) Teaching Figures of Speech in Grade 11 Additional Language Class: To teach figures of speech in Grade 11 additional language class, I would adopt a multifaceted approach that incorporates both contextualized and explicit teaching of language structures and conventions. Here are some possible steps I would take: Introduce the concept of figures of speech: I would start by defining what figures of speech are and why they are important in language. I would explain that figures of speech are rhetorical devices used to add emphasis, clarity, and imagery to language. Examples of figures of speech that I would introduce include metaphors, similes, personification, hyperbole, and onomatopoeia. Provide examples: I would give examples of each figure of speech and provide context for each. For example, I could use the following examples in the additional language I am teaching: Metaphor: "Her heart was a stone" - "Haar hart was 'n klip" Simile: "He was as quiet as a mouse" - "Hy was so stil soos 'n muis" Personification: "The wind whispered through the trees" - "Die wind het deur die bome gefluister" Hyperbole: "I've told you a million times" - "Ek het jou al 'n miljoen keer gesê" Onomatopoeia: "The dog barked loudly" - "Die hond het hard gebas" Provide practice activities: I would give the students opportunities to practice using figures of speech in their writing and speech. These activities could include:

Writing a paragraph that includes at least three different figures of speech Creating a dialogue between two characters that uses different figures of speech Reading a piece of literature and identifying the different figures of speech used Provide feedback and assessment: I would give feedback to the students on their use of figures of speech and assess their understanding of the concept through quizzes, tests, and assignments. 3.2. Use the picture below to create a storytelling activity and a vocabulary activity for your Grade 10 language learners. (10) Storytelling and Vocabulary Activity for Grade 10 Language Learners: Storytelling Activity: Introduce the picture: I would show the picture to the class and ask them to describe what they see. I would encourage them to use descriptive language and to ask questions about the picture. Brainstorming: I would lead a brainstorming session where the students would generate ideas for a story based on the picture. They could discuss possible characters, setting, plot, and conflict. Storytelling: The students would then work in pairs or small groups to write a short story based on the picture. They would be encouraged to use descriptive language and to include dialogue, conflict, and resolution. Sharing: Each group would then share their story with the class, and the class could discuss the similarities and differences between the different stories. Vocabulary Activity:

Question 4 4.1. Explain with examples how you would use the following types of assessment in language learning: 4.1.1. Baseline assessment (5) Baseline assessment is the initial evaluation that is conducted at the beginning of a language course to determine a student's prior knowledge and skills in the language. This type of assessment is used to establish a starting point for instruction, identify areas of strength and weakness, and set realistic goals for language learning. Example: A baseline assessment in a Spanish class might include a short test that covers basic grammar and vocabulary, such as asking the student to conjugate verbs in the present tense, identify the correct prepositions, or translate simple sentences. 4.1.2 Continuous assessment (5) Continuous assessment involves ongoing monitoring and evaluation of a student's progress throughout a language course. This type of assessment is used to provide feedback to students on their learning, guide instructional decisions, and adjust teaching methods as needed. Example: In a French class, continuous assessment might involve regular quizzes or writing assignments, which are graded and returned to students with feedback on their strengths and weaknesses. The teacher can then use this information to adjust future lessons or provide extra help where needed. 4.1.3. Diagnostic assessment (5) Diagnostic assessment: Diagnostic assessment is used to identify specific areas of difficulty or gaps in a student's knowledge or skills. This type of assessment is often used to help determine individualized instruction and support for students who are struggling in a language course.

Example: A diagnostic assessment in an English as a second language (ESL) class might include a one-on-one conversation with a teacher to assess a student's speaking and listening skills. Based on the results of the conversation, the teacher can identify areas where the student needs more practice and provide targeted instruction or additional support. 4.1.4. Summative assessment (5) Summative assessment: Summative assessment is used to evaluate a student's overall performance and mastery of language learning objectives at the end of a course or unit. This type of assessment is often used to assign grades and provide feedback on a student's progress. Example: A summative assessment in a Mandarin Chinese course might include a comprehensive exam covering all aspects of the language, such as listening, speaking, reading, and writing. The results of the exam can then be used to assign a final grade and provide feedback to the student on their progress throughout the course.