COVER PAGE:

TMS3715

ASSIGNMENT 3:

NAME: Lindiwe Chiya

STUDENT NUMBER: 67931677

CONTENTS:
COVER PAGE: 1
PLAGIARISM FORM: 3
1. QUESTION 1.1: 4
2. QUESTION 1.2: 5
3. QUESTION 1.3.: 7
4. QUESTION 2.1: 9
5. QUESTION 2.2.: 13
6. QUESTION 2.3.: 13
REFERENCES: 15
PLAGIARISM FORM:

Student name and surname: Lindiwe Chiya

Student number: 67931677

I declare that this take-home examination is my own original work. Where secondary
material has been used (either from a printed source or from the internet), this has
been carefully acknowledged and referenced in accordance with University’s
requirements. I understand what plagiarism is and am aware of the University’s
policy in this regard. I have not allowed anyone else to borrow or copy my work.

Signature: L. Chiya

Date: 2023-06-18
1. QUESTION 1.1:

a) Listening and Speaking:

◦ Understanding oral instructions and information: Learners should be able to

listen attentively and comprehend spoken language in various contexts, such as
lectures, conversations, and presentations.

◦ Participating in oral interactions: Learners should develop their speaking

skills to express themselves clearly and fluently in different situations, including
formal presentations, debates, discussions, and informal conversations.

◦ Effective listening and speaking strategies: Learners should learn techniques

for active listening, note-taking, summarizing, paraphrasing, and asking relevant
questions.

b) Reading and Viewing:

◦ Comprehending different text types: Learners should acquire the ability to

understand and interpret various written texts, including prose, poetry, drama, media
articles, and visual texts like graphs, charts, and images.

◦ Analyzing and evaluating texts: Learners should develop critical reading skills,
such as identifying main ideas, themes, literary devices, persuasive techniques, and
analyzing the author's purpose and point of view.

◦ Building vocabulary and understanding figurative language: Learners should

expand

their vocabulary, recognize different word meanings, and comprehend figurative

language, such as metaphors, similes, and idiomatic expressions.

c) Writing and Presenting:

◦ Producing coherent written texts: Learners should learn to write different

types of texts, such as essays, reports, narratives, speeches, and letters, with a clear
introduction, body, and conclusion, utilizing appropriate style, tone, and structure.
 ◦ Organizing ideas and arguments: Learners should develop skills in
brainstorming,

outlining, and organizing their thoughts effectively, and learn to develop logical
arguments and provide supporting evidence.

◦ Editing and revising: Learners should acquire knowledge of grammar,

punctuation, spelling, and sentence structure to produce polished written work, and
understand the importance of proofreading and revising for clarity and coherence.

d) Language Conventions and Structures:

◦ Grammar and sentence structure: Learners should understand the rules and
conventions of grammar, including parts of speech, tenses, subject-verb agreement,

pronouns, adjectives, adverbs, and sentence types (declarative, interrogative,

imperative, exclamatory).

◦ Vocabulary and word usage: Learners should expand their vocabulary, learn
new words, and understand their appropriate usage in different contexts.

◦ Spelling and punctuation: Learners should acquire spelling rules and

strategies, punctuation marks, and capitalization conventions to ensure accurate
written communication.

◦ Syntax and paragraphing: Learners should develop knowledge of sentence

structure, paragraph organization, coherence, and transitions to create well-
structured written texts.

2. QUESTION 1.2:

1. Group Discussions and Debates:

◦ Engage learners in small group discussions on specific topics or themes

related to the curriculum or current affairs. This allows them to share their
perspectives, express their opinions, and develop their speaking and listening skills.
 ◦ Organize debates where learners can research, prepare arguments, and
engage in structured arguments on relevant issues. This activity promotes critical
thinking, persuasive speaking, and effective communication.

2. Literature Circles or Book Clubs:

◦ Form literature circles or book clubs where learners can read and discuss
selected

texts. They can analyze the plot, characters, themes, and literary devices, fostering
their reading comprehension and critical analysis skills.

◦ Encourage learners to share their favorite passages, pose questions, and

engage in discussions that deepen their understanding of the text and develop their
ability to articulate their thoughts.

3. Role-Plays and Simulations:

◦ Conduct role-plays or simulations that require learners to act out real-life

scenarios or fictional situations. This activity enables them to apply their language
skills in context, practice speaking and listening, and develop empathy and
perspective-taking.

◦ For example, learners can role-play job interviews, debates between historical
figures, or simulated courtroom trials, allowing them to use language to
communicate, negotiate, and problem-solve.

4. Collaborative Writing Projects:

◦ Assign collaborative writing projects where learners work in pairs or groups

to plan, draft, and revise written texts. This activity promotes teamwork, critical
thinking, and effective writing skills.

◦ For instance, learners can create a collaborative blog, write a shared narrative,
or develop a research project where they contribute individual sections and provide
feedback to one another.
 5. Multimedia Presentations:

◦ Incorporate multimedia presentations where learners can research and

present on a topic of their choice. This activity allows them to develop their research
skills, organize

information, and effectively present their findings using visual aids, such as
slideshows or videos.

◦ Provide opportunities for peer evaluations or Q&A sessions after the

presentations, promoting active listening and critical engagement with the content.

6. Language Games and Activities:

◦ Integrate language games and activities that make learning enjoyable and
interactive. For example, word puzzles, vocabulary quizzes, grammar races, or
language-based board games can help reinforce language skills in a fun and
engaging way.

The key to ensuring the success of these activities and interactions is to make them
relevant, authentic, and aligned with learners' interests and needs. By creating a
dynamic and interactive classroom environment, learners are more likely to actively
engage with the language, develop their skills, and deepen their understanding of
Home Language.

3. QUESTION 1.3.:

1. Assessment for Learning:

Assessment for learning refers to assessments that are conducted during the
learning process to inform teaching and support learners' progress. It is focused on
providing timely and constructive feedback to learners that helps them understand
their strengths, weaknesses, and areas for improvement. The primary purpose of
assessment for learning is to enhance learning outcomes and promote self-
regulated learning. It involves ongoing
formative assessments, which can take various forms, including:

◦ Classroom observations and discussions: Teachers observe and engage with

learners to gauge their understanding, clarify misconceptions, and provide
immediate feedback.

◦ Quizzes, tests, and checkpoints: Assessments administered during

instruction to gauge understanding and identify areas requiring further attention.

◦ Peer and self-assessment: Encouraging learners to evaluate their own work

or provide feedback to their peers, promoting metacognitive skills and reflection.

2. Assessment as Learning:

Assessment as learning focuses on empowering learners to become active

participants in the assessment process. It emphasizes that learners take
responsibility for their learning by monitoring their own progress, setting goals, and
reflecting on their learning strategies.

Assessment as learning integrates assessments into the learning process to

promote metacognitive skills and self-regulation. Learners engage in activities that
help them understand assessment criteria, evaluate their own work, and make
adjustments accordingly. Examples of assessment as learning include:

◦ Learners setting goals and tracking their progress: They reflect on their
strengths and areas for improvement and create action plans to achieve their
learning goals.

◦ Portfolios and learning journals: Learners collect evidence of their work,

reflect on their learning process, and demonstrate their growth over time.

◦ Self-assessment and peer feedback: Learners evaluate their own work

against established criteria and provide feedback to peers, promoting self-reflection
and collaborative learning.
3. Assessment of Learning:

Assessment of learning refers to assessments that measure learners' achievement

and provide a summary of their performance at the end of a learning period. It is
often used for grading, reporting, and certification purposes. Assessment of learning
includes summative assessments that evaluate learners' knowledge, skills, and
understanding of the curriculum. Examples of assessment of learning include:

◦ Examinations and formal assessments: End-of-unit tests, mid-term exams,

and final exams that assess learners' knowledge and skills.

◦ Performance tasks and projects: Comprehensive assignments or projects

that allow learners to demonstrate their understanding and apply their skills in real-
world contexts.

◦ Standardized tests: Nationally or internationally benchmarked assessments

that provide an external measure of learners' performance.

While assessment of learning is necessary for accountability and certification, it

isessential to balance it with assessment for learning and assessment as learning to
support learners' growth, development, and metacognitive skills. By integrating these
three types of assessments, educators can provide a comprehensive picture of
learners' progress, guide instructional decisions, and foster a supportive and
effective learning environment.

4. QUESTION 2.1:

Lesson Plan: The Positive and Negative Impact of Social Media on Students

Grade: 11

Language Skill: Listening and Speaking Duration: 2 lessons (Weeks 15 and 16)

Objectives:

1. Students will listen to a recording on the positive and negative impact of social
media on students and demonstrate comprehension by answering questions.
 2. Students will engage in a class discussion to express their opinions and share
personal experiences related to the topic.

Language Materials and Media:

1. Recording: "The positive and negative impact of social media on students."

◦ Reason: The recording provides the main content for the lesson and allows
students to listen to different perspectives on the topic.

2. Written Transcripts of the Recording:

◦ Reason: Providing written transcripts supports students' comprehension and

allows them to refer back to the text while answering questions or participating in
discussions.

Theory of Language Learning:

For this lesson, the constructivist theory of language learning will be utilized.

• Reason: The constructivist theory emphasizes active engagement and meaning-

making by the learners. By listening to the recording, analyzing the content, and
sharing personal experiences, students actively construct their understanding of the
positive and negative impact of social media.

Communicative Approach:

The communicative approach will be used in this lesson.

• Reason: The communicative approach focuses on developing learners'

communicative competence and their ability to use language in real-life situations.
Through class discussions and sharing opinions, students will practice expressing
their thoughts and engaging in meaningful communication.
Pre-listening Activities:

1. Brainstorming: Activate prior knowledge by discussing with students what they

already know about social media and its impact on students. Write their ideas on the
board or use a mind map.

2. Vocabulary Preview: Introduce relevant vocabulary from the recording, such as

"social media," "addiction," "body image," "mental health," etc. Provide definitions and
examples, and ask students to create sentences using the new vocabulary.

While-listening Activities:

1. Comprehension Questions: Provide a set of comprehension questions related to

the content of the recording. Students will listen to the recording and answer the
questions individually or in pairs.

2. Note-taking: Ask students to take notes while listening to the recording, focusing
on key points, arguments, and examples presented.

Post-listening Activities:

1. Group Discussion: Divide the class into small groups and assign discussion
questions related to the positive and negative impact of social media on students.
Each group will discuss their views and provide supporting evidence from the
recording or their personal experiences.

2. Class Debate: Organize a debate where students can argue for or against the

statement: "Social media has a more positive impact on students than negative."
Assign students to different sides and provide them with time to prepare their
arguments.

Facilitate the debate, allowing students to express their viewpoints and engage in
critical thinking.

Conclusion:

Summarize the main points discussed during the lesson and highlight the
importance of using social media responsibly. Emphasize the need for balance, self-
awareness, and critical thinking when engaging with social media platforms.
Summative Assessment Strategies:

1. Written Reflection: Ask students to write a reflective essay on their own

experiences with social media, discussing both the positive and negative impacts
they have observed or experienced. They should provide evidence from the lesson
and personal insights.

2. Group Presentation: Divide students into small groups and assign them specific
topics related to social media's impact on students. Each group will research,
prepare a presentation, and deliver it to the class, showcasing their understanding of
the topic and their ability to communicate effectively.

Barriers and Minimization:

1. Lack of Prior Knowledge: Address the barrier of limited prior knowledge by

providing a brief introduction to social media and its impact before starting the
lesson. Use relatable examples and visuals to engage students and establish a
common understanding.

2. Language Difficulties: Scaffold the listening activity by providing written

transcripts, highlighting key vocabulary, and modeling how to approach
comprehension questions. Encourage students to listen actively, take notes, and ask
for clarifications if needed.

3. Shyness or Reluctance to Share: Create a supportive and inclusive classroom

environment where students feel comfortable expressing their opinions. Use
strategies such as think-pair-share or small group discussions to encourage
participation and reduce anxiety. Provide positive reinforcement for active
participation.

By following this lesson plan, students will have the opportunity to develop their
listening skills, engage in meaningful discussions, and critically analyse the impact
of social media on students' lives.
5. QUESTION 2.2.:

1. Level of thinking: Remembering (Bloom's Taxonomy)

Question: What are some of the negative impacts of social media on students
mentioned in the recording?

2. Level of thinking: Understanding (Bloom's Taxonomy)

Question: How does social media affect students' sleep patterns according to the
recording?

3. Level of thinking: Applying (Bloom's Taxonomy)

Question: Based on the information provided, what are some strategies that
students can employ to use social media responsibly?

4. Level of thinking: Analysing (Bloom's Taxonomy)

Question: How does social media provide learning opportunities for students, as
mentioned in the recording? Provide examples.

5. Level of thinking: Evaluating (Bloom's Taxonomy)

Question: Do you agree or disagree with the statement that social media has a more
positive impact on students than negative? Support your answer with evidence from
the recording and your own experiences.

6. QUESTION 2.3.:

The listening text "The positive and negative impact of social media on students"
would expect learners to apply listening for critical analysis and evaluation.

Listening for critical analysis and evaluation involves listening with the purpose of
analysing information, identifying main ideas, evaluating arguments, and forming
judgements or opinions based on the content provided. In this case, the text
discusses both the positive and negative impacts of social media on students.
Therefore, learners need to critically analyse the information presented, assess the
validity and credibility of the arguments, and evaluate the overall impact of social
media on students' lives.

To fully understand the topic and engage in meaningful discussions or activities

related to social media, learners would be expected to listen attentively, comprehend
the arguments presented, and assess the evidence provided. They would need to
analyze the different perspectives and consider the implications of social media on
students' mental health, well-being, learning opportunities, and social interactions.

By applying listening for critical analysis and evaluation, learners can actively engage
with the text, form informed opinions, and participate in discussions or activities that
require thoughtful reflection on the positive and negative aspects of social media.
REFERENCES:

Unisa. 2023. Teaching Home Languages in FET, TMS3715, Study Guide. Pretoria:
University of South Africa Press.