Sec

Home Language teaching

1

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
Sec
B
17
Sec
D
18
19
20
21
22
23
24
25
26
27
28
29

The teacher's role

Learner centred approach
Group work
Using a menu in the classroom
Language Skills
Thinking
Developing hearing skills
The importance if hearing skills
Theme and situation
Word chain/webbing
Puppets
Miming
flashcards
Use pictures in different ways
Guided writing +sentences
Lesson Plan

First Additional language teaching

Multilingualism

Prep for the exam

Home language Acquisition
The importance of language teaching & learning

Communicative approach
Reading as part of language
Word frieze & word actions and the use of a dic

The importance of flash cards and reading

Group work in creative writing
Assessment of reading and writing
Non verbal communication
Pictures and posters
Learner-centred approach in the language classroom

Lesson Plan

May/June 2014
Section A: Home Language Teaching
1.1 Briefly explain how a home language is acquired (5)
1.2 Discuss the importance of language for learning and teaching (5)
1.3 Discuss the principles that underlie the communicative approach (5)
1.4 Briefly explain reading as an element of language (5)
1.5 Communication must be authentic. Discuss this statement as a guideline for planning
communicative activities (5)
(25)
2.1 Name the factors that must be taken into consideration when assessing writing (5)
2.2 Explain a learner centred approach in the language classroom (5)
2.3 Explain how you will incorporate group work when teaching creative writing. Give an
appropriate example (5)
2.4 Choose a theme/situation for teaching Grade 5 learners. Write out the lesson in Full. It must
be a home language lesson. Select 1 or 2 language skills. Your lesson plan should include the
following: Grade, duration, theme, learning, outcomes, assessment standards, media and
assessment (10)

Total for Section A (50)

Section B: First Additional Language Teaching
3.1
3.2
3.3
3.4
3.5

Which general skills should be part of the reading programme? (5)

Discuss non-verbal communication. Give appropriate examples (5)
Discuss the use of pictures and posters in the additional language classroom (5)
Explain how to make a frieze with action words (5)
Discuss language ability as a fundamental of reading instruction (5)

4.1 Explain how you will create enthusiasm in reading amongst First Additional language
learners (5)
4.2 Explain how you will utilize dictionaries while teaching (5)
4.3 Design 5 flash cards with sentences that you will use while teaching reading. The sentences
must form a story (You can merely write down the sentences) (5)
4.4 Discuss the value of group work by giving appropriate examples (5)
4.5 Explain how you will use a tape recorder to teach listening and talking (5)

Total for Section B (50)

1.1Briefly explain how a home language is acquired (5)

1 Children learn language from before birth, thereafter its learnt in stages
2 Stages:
A Babbling stage: at 6 months old
B Holophrastic stage: at 1 year, children use sounds functionally to show awareness and
expression
C Telegraphic (two word) stage: begins between 18 to 24 months, children begin to use
language, although not grammatically correct.
3 Thereafter they begin using words of varying lengths and more creatively.
1.2 Discuss the importance of language for learning and teaching (5)
1 It is important for children to learn their home language to make the transition into
additional language learning
2 Personal: To develop identity and sustain relationships
3 Communicative: to communicate appropriately in different social contexts
4 Educational: to develop thinking and reasoning skills and a means of accessing information
5 Aesthetic: to create, interpret and play with oral, visual and written texts.
6 Cultural: to understand and appreciate languages, culture and heritage
7 Political: To assert oneself and challenge others to a particular point of view
8 Critical: To understand the relationship between language, power and identity.
1.3 Discuss the principles that underlie the communicative approach (5)
1 Children acquire the language they need in order to be communicatively competent
2 Principles:
a. Language is a system for expressing meaning. Its main purpose is interaction. Its primary
units are not grammatical or structural but the functional and communicative meaning in found
in written and spoken discourse.
b. All four communicative skills (reading, writing, speaking, and listening) need to be integrated
and developed simultaneously.
c. Communicative competence implies grammatical, sociolinguistic, strategic and discourse
competence.
d. Language could be used for basic interpersonal skills (BICS) or Cognitive academic language
proficiency (CALPS) could be developed.
e. The degree of accuracy and fluency would vary according to the focus of the activity. Error
tolerance is greater in this approach.
f. Learners need to be exposed to authentic language situations. They must also take
responsibility for their own progress. In order to expose learner to authentic activities in which
they have opportunities to use language, group and pair work should be designed.

1.4Briefly explain reading as an element of language (5)

1 Reading is very important in our daily lives
2 We read advertisements, newspapers, books, magazines, non-fiction, stories, poems, articles
& jokes, some for pleasure and some out of necessity.
3 - Learning to read begins when we are taught the alphabet, and the how to put the alphabets
together to make words and the words to make sentences.
4 In adult life we learn to deal with different texts.
5 We often think effectively about what weve read and use it in conversation.
2.1 Name the factors that must be taken into consideration when assessing writing
(and reading) (5)
Writing

Reading

1 Content
2 Sentence length
3 Types of sentences
4 Spelling
5 Vocabulary
6 Effectiveness of communication
7 Punctuation
8 Corrective ness of language
9 Sequence of ideas
10 - Paragraphing

1
2
3
4
5
6
7

inotation
Reading speed
Fluency
Volume
Accent
Ability to recognise words & sentences
Ability to interpret the writer intention

2.2 Explain a learner centred approach in the language classroom (5)

1 Learner centred approach allows the learner to take responsibility and manage their own
language learning and progress
2 There can be no one way traffic learners should make a personal input daily to improve their
competence.
3 A focussed interaction between the learner and the learning material or the learner and
his/her peers builds confidence, because the learners see that they can influence their
circumstances by using language.
4 - In the leaner centred approach, the teacher regards the learners contributions, ideas and
activities as essential.

2.3 Explain how you will incorporate group work when teaching creative writing. Give
an appropriate example (5)

1
2
3
4
5

- I could ask groups of learners to write a short play

I could ask groups of learners to write television advert
I could ask groups of learners to write song or poem
- I could ask groups of learners to write a short story
- I could ask groups of learners to write a dialogue

3.3 Discuss the use of posters in the additional learning classroom

1 The language teacher cannot teach without pictures & posters. They do not have to be
expensive; a collage made from pictures from a magazine is ideal to depict a story or practice
vocabulary. The learners can bring pictures to school or draw pictures. For some learners,
pictures are their only opportunity to see the world.
2

There are many uses of pictures in the additional language class and many activities
that use pictures.
- Group work: The groups have to name everything in the picture and write down all the
words and expressions they can see.
- Learners can learner can use a picture to build a story
- or to play a game where a learner describes a picture on the wall and another has to
guess what it is.
3.4. How to make a word frieze with action words

A word frieze is a picture of an object stuck on a page

An frieze word with action word for illustrate verbs (action words) eg. Walking, eating etc.
Many games can be played with word friezes using action words:
Eg. Make a few frieze words with action words and on separate cards write the
descriptions.
Learners can match the description card to the action word frieze
4.2. Explain how you will use dictionaries in language teaching?
Many activities can be used to motivate the used to motivate the use of dictionaries in the
classroom. These activities can also make learners more proficient at using dictionaries,
language and vocabulary. All the activities below can be used with groups or individual students
1 - Have learners arranged in groups of 3, each group get a dictionary. I would ask learner to
find a specific word in the dictionary. The first team or learner to find the word gets a point
2 Provide learners with worksheets in which they have to fill in the blanks by finding words in
the dictionary
3 Provide learners with worksheets in which they have to label the diagram by finding words in
the dictionary.
4 I would put a picture up on the chalkboard and ask learners to find as many words as they
can about the picture.
5 I would draw up a cross word puzzle and have students find the required words in the
dictionary

4.3 Design 5 flash cards with sentences that you will use while teaching reading. The
sentences must form a story (You can merely write down the sentences) (5)

3.2 Discuss non-verbal communication. Give appropriate examples (5)

2.4 Choose a theme/situation for teaching Grade 5 learners. Write out the lesson in
Full. It must be a home language lesson. Select 1 or 2 language skills. Your lesson
plan should include the following: Grade, duration, theme, learning, outcomes,
assessment standards, media and assessment (10)