TMS3715 Assignment 4 2024 | Due 9 July 2024

Description

QUESTION 1 (50 marks)
Use learning unit 6 – Teaching Reading and Viewing to HL Learners in FET to complete
the tasks of this assignment.
Question 1.1 (15 marks)
Provide an explanation of the schema theory and its relevance in the modern day
South African classroom context. Discuss why you would use this theory specifically
to teach the language skill of “reading” to your home language learners. Support your
response with practical examples that you would use when teaching.
Question 1.2. (15 marks)
The staff room is buzzing with teachers discussing their teaching strategies. Mr
Ndlovu, Ms Singh and Ms Ngubane are sitting together, sipping their tea during their
break. The topic of discussion shifts to the three models of the reading process, which
are bottom-up, top-down and interactive model. They discuss their implications for
teaching reading effectively in their classrooms. Answer the following three questions:
1.2.1 Define and explain the bottom-up, top-down and interactive reading models. (5
marks).
1.2.2 How do the three models differ? (5 marks).
1.2.3 Which model do you prefer, give reasons for your answer? (5 marks).
Question 1.3 (20 marks)
How can you as a home language teacher in the FET phase use the four reading
strategies (skimming, scanning, intensive reading, and extensive reading) for your
reading lessons? Provide practical examples to illustrate how, when and why you
would use each strategy, highlighting the specific advantages of using them.
QUESTION 2 (25 marks)
In weeks 9 and 10 of the Grade 10 FET HL class you are teaching interpretation of
visual texts, specifically billboards we see when driving. Choose your favourite
billboard that you have seen recently. Add a picture (or description) of this billboard
to your assignment. Use the guidelines below to help guide this lesson.

QUESTION 3 (25 marks)
Learners in the FET phase are required to write a descriptive essay. Explain how you
would:
3.1 Take the learners through the writing process so that they are able to produce and
complete a descriptive essay. (10 marks)
3.2 Integrate language structures and conventions in your writing and presenting
lesson. (2 marks)
3.3 Provide scaffolding during the writing process to assist learners with the writing of
the descriptive essay. (10 marks)
3.4 Formulate three different topics for that can be used with descriptive essays. (3
marks)