Exam (elaborations)
SDENGJ3 SUPP REVISION JAN/FEB2024
- Course
- SDENGJ3 (SDENGJ3)
- Institution
- University Of South Africa (Unisa)
SDENGJ3 SUPP REVISION JAN/FEB2024 3 PAST EXAM PAPERS FULLY ANSWERED
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, Oct/Nov 2021SDENG3J
SECTION A: ACTIVITY DESIGN
Design an activity in which you use the above extract to teach listening skills to
Grade 10 learners. Your answer should include a description of the pre-listening,
listening and postlistening activities that your learners would do. Ensure that
your activities are learnercentred, varied and interesting.
To teach listening skills to Grade 10 learners using the given extract, you can
design a learner-centred activity that includes pre-listening, listening, and post-
listening tasks. Here's a step-by-step description of the activity:
Pre-listening:
1. Introduce the topic of kelp forests and their significance as an aquatic
ecosystem.
2. Display images of kelp forests and briefly discuss their characteristics.
3. Activate students' prior knowledge by asking them what they know or think
about underwater ecosystems.
Listening:
1. Provide each student with a copy of the text extract or display it on a screen.
2. Explain the task to the students: they will listen to the audio recording of the
extract and complete a listening comprehension worksheet.
3. Play the audio recording of the extract, making sure to pause at appropriate
intervals to allow students to complete the worksheet.
4. The listening comprehension worksheet should include a variety of question
types such as multiple choice, true/false, and short answer. Questions should
focus on key details, main ideas, and the overall message of the extract.
Post-listening:
1. Facilitate a class discussion based on the students' answers to the listening
comprehension worksheet. This discussion can include clarifying any
misunderstandings and addressing any challenging concepts.
,2. Divide the class into small groups and assign each group a specific aspect or
theme from the extract, such as the importance of kelp forests, the relationship
between Craig Foster and the octopus, or the challenges faced by documentary
filmmakers.
3. Ask each group to prepare a short presentation summarizing their assigned
aspect or theme and its significance. Encourage them to use examples from the
extract to support their points.
4. Give each group an opportunity to present their findings to the class,
promoting active listening among all students.
5. After each presentation, encourage the class to ask questions or provide
feedback to the presenting group.
6. Conclude the activity by highlighting the importance of listening skills in
understanding complex topics and encourage students to continue developing
their listening skills in everyday situations.
By incorporating pre-listening, listening, and post-listening tasks, this activity
engages students in active listening, comprehension, and critical thinking. It also
encourages collaboration and provides opportunities for students to practice
their speaking skills.
SECTION B: SHORT THEORETICAL QUESTIONS
QUESTION 2.1
Explain how you as a teacher can create a conducive environment that
encourages speaking or oral skills in a Grade 11 English classroom. Write a
paragraph in which you explain the reasons for your answer. Include relevant
examples to justify your reasons.
To create a conducive environment that encourages speaking or oral skills in a
Grade 11 English classroom, the following steps can be taken:
1. Establish a safe and supportive classroom atmosphere: Foster a positive and
inclusive environment where students feel comfortable expressing their thoughts
, and opinions without fear of judgment. Encourage respect and active listening
among students.
2. Provide ample opportunities for speaking practice: Incorporate activities that
require students to speak, such as debates, role-plays, discussions,
presentations, and group work. These activities should be varied and engaging to
cater to different learning styles and interests.
3. Set clear expectations and goals: Clearly communicate the importance of oral
skills and explain how they contribute to language development and real-world
communication. Set achievable goals for students and provide regular feedback
to help them improve.
4. Scaffold speaking tasks: Break down complex speaking tasks into manageable
steps. Provide students with guidelines, prompts, and examples to support their
speaking efforts. Model effective communication techniques and encourage
students to do the same.
5. Incorporate authentic and relevant content: Choose topics and materials that
are interesting and meaningful to students. This will increase their motivation to
participate in discussions and share their opinions. Use real-life situations,
current events, literature, and multimedia resources to make speaking activities
more engaging.
6. Encourage active participation: Create a classroom culture that values active
participation and rewards effort. Provide opportunities for every student to
contribute to class discussions and give each student a chance to speak.
Encourage students to ask questions, seek clarification, and respond to their
peers.
7. Foster peer collaboration and feedback: Encourage students to work in pairs or
small groups to practice speaking skills. Provide opportunities for peer feedback,
allowing students to learn from each other's strengths and areas for
improvement. Incorporate peer assessment and self-reflection to promote
metacognitive skills.
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