TMN3701 Assignment 2 2024, Study Guides, Projects, Research of Educational Psychology

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• ASSIGNMENT
• TMN - DUE DATE: APRIL

QUESTION 1

1.1. Discuss the critical period hypothesis and indicate whether it has any

relevance to language acquisition and language learning. Substantiate your

answer.

On page 68 of the study guide explains critical period hypothesis (CPH) suggests

that there's a specific time in life when humans are best able to learn certain skills,

including language. According to this theory, the critical period for language

acquisition is from birth to around 10 years old. During this time, the brain is highly

adaptable, or plastic, making it easier for children to learn languages effortlessly and

with native-like pronunciation.

But, the CPH has faced criticism and isn't universally accepted. Some argue that the

reason adults don't learn second languages as easily as children is due to factors like

time constraints, social pressure, and fear of making mistakes. Adults often have

higher expectations of language proficiency, which can lead to frustration and hinder

learning.

Research shows that adults can still succeed in learning second languages,

especially if they're motivated and provided with sufficient exposure to the language.

Adults may even have advantages over children, such as better problem-solving

skills and metalinguistic knowledge.

Regarding language acquisition and learning, the CPH remains relevant as it

highlights the importance of early exposure to languages. While there may be an

optimal period for effortless language acquisition, individuals can still learn languages

at any age, albeit with varying degrees of difficulty.

The CPH provides insights into language acquisition, its relevance to language

learning suggests that age isn't the sole determinant of language proficiency. Factors

like motivation, exposure, and individual differences also play crucial roles in

language acquisition and learning.

proficiency in the second language. This approach acknowledges the valuable

role of the first language in additional language teaching and promotes

meaningful connections between languages for effective language acquisition.

1. 3. Learning unit 4 discusses the principles of teaching. Select five principles

and explain how you would use them in the classroom.

Learning Unit 4 discusses several principles of teaching, but let's focus on five key

principles and how they can be applied in the classroom:

Integration of Subjects: This principle emphasizes the interconnectedness of

different subjects and provides natural opportunities for revising concepts and

vocabulary. In the classroom, teachers can integrate subjects by designing lessons

that incorporate multiple disciplines. For example, when teaching reading, teachers

can start with a short story that relates to other subjects like science or history.

Then, they can engage students in activities that reinforce comprehension,

vocabulary, and language structures while exploring related topics.

Communicative Approach: The communicative approach emphasizes the

importance of language use for social and practical purposes. In the classroom,

teachers can create communicative activities where students engage in meaningful

interactions using the target language. For instance, role-plays, group discussions,

and collaborative projects can provide opportunities for students to communicate

with each other and apply language skills in authentic contexts.

Learner-Centered Activities: Learner-centered activities ensure that instruction is

tailored to students' needs, interests, and abilities. Teachers can implement

learner-centered activities by allowing students to take ownership of their learning

process. This can involve collaborative learning, inquiry-based projects, and

differentiated instruction to accommodate diverse learning styles and preferences.

Authentic Materials and Contexts: Using authentic materials and contexts in

teaching helps students connect language learning to real-life situations. Teachers

can incorporate authentic resources such as newspapers, videos, and online

articles that reflect students' interests and experiences. Additionally, creating

authentic learning experiences, such as simulations or field trips, allows students to

apply language skills in meaningful contexts outside the classroom.

Teacher Facilitation: The role of the teacher is to facilitate learning by creating

supportive environments and guiding students through the learning process.

Teachers can facilitate learning by providing clear instructions, scaffolding

activities, and offering constructive feedback. Also, teachers should foster a

positive and inclusive classroom culture where students feel encouraged to take

risks, make mistakes, and actively participate in learning activities.

QUESTION 2

Read the following case study and answer the questions that follow:

A grade 5 teacher was being observed by the head of department for their annual performance review. The teacher planned to do a listening lesson to improve the learners’ listening skills while also enhancing their understanding of the language being taught. The lesson was centred on a short recording that discussed global warming. The learners were expected to listen to the recording and answer questons related to the recording. The teacher began the lesson by playing the audio clip in the target language, which was not the learners’ first language. The teacher played the recording once and then proceeded to hand out a worksheet of comprehension questons and asked the learners to complete it independently.

2. 1. In your own opinion, what impact did the absence of pre-listening activities

have on the learners in the lesson?

The absence of pre-listening activities likely had a negative impact on the learners in

the lesson. Without pre-listening activities, the learners were not adequately prepared

to engage with the listening material. They may have struggled to understand the

content of the recording, especially since it discussed a complex topic like global

discussion, learners may struggle to make sense of the recording, leading to

feelings of uncertainty or inadequacy. Also, learners may feel disconnected

from the lesson and disengaged from the learning process if they are unable to

actively participate or contribute their ideas.

2. 4. Explain how the teacher could have integrated one of the other language

skills into the listening lesson during the pre-listening phase.

During the pre-listening phase, the teacher could have integrated the language skill

of speaking by engaging learners in a brief discussion or brainstorming activity

related to global warming. For example, the teacher could have asked learners to

share their thoughts on the causes and effects of global warming or discuss

possible solutions to address climate change. This speaking activity would have

provided an opportunity for learners to express their ideas, activate prior knowledge,

and generate interest in the topic before listening to the recording. Also, speaking

practice enhances language fluency and oral communication skills, complementing

the listening focus of the lesson.

QUESTION 3

A grade 5 class of learners are given a listening and speaking tasks to

complete. The task is focused on the speaking skill. As such learners are

expected to present a prepared speech to the learners in the class based on the

topic, "Looking after the environment.”

3. 1. How would you assist learners in preparing the structure and content

of their speech?

Brainstorming: Begin by brainstorming ideas with the class about different

aspects of environmental conservation and protection. Encourage learners

to think about topics such as recycling, reducing waste, conserving energy,

protecting wildlife, and taking care of natural resources.

Outlining: Once the topic is chosen, help learners outline their speech by

organizing their ideas into an introduction, body paragraphs, and a

conclusion. Emphasize the importance of having a clear main idea or thesis

statement that guides the speech.

Research: Encourage learners to conduct research to gather information

and examples to support their points. Provide resources such as books,

articles, and websites, and guide learners on how to evaluate sources for

reliability and relevance.

Drafting: Assist learners in writing a first draft of their speech, focusing on

expressing their ideas clearly and logically. Provide feedback on content,

organization, and language use, and encourage revisions as needed.

Practice: Schedule practice sessions where learners can rehearse their

speeches aloud. Offer guidance on pacing, intonation, and pronunciation,

and provide constructive feedback on delivery and expression.

Finalizing: Help learners polish their speeches by making final revisions and

edits. Encourage them to focus on clarity, coherence, and persuasiveness,

and support them in creating visually engaging presentation materials if

desired.

Accurate use of facts, examples, and evidence

Organization (15 points)

Clear introduction, body paragraphs, and conclusion

Logical flow of ideas with effective transitions

Coherent structure that enhances understanding

Delivery (15 points)

Clear and audible voice projection

Appropriate pacing and fluency

Engaging use of body language and eye contact

Language Use (15 points)

Correct grammar, vocabulary, and pronunciation

Varied sentence structures and word choice

Effective use of language to convey ideas and emotions

Engagement (15 points)

Audience engagement and interest maintained throughout

Effective use of visual aids or props to enhance understanding

Responsive to audience feedback or questions

Overall Impact (20 points)

Overall effectiveness and persuasiveness of the speech

Memorable opening and closing statements

Contribution to audience understanding and awareness of the topic

Total: 100 points

QUESTION 4

Read the following passage and answer the questions that follow:

SAMMY’S ADVENTURE

Sammy was an adventurous boy who loved spending time outdoors. One sunny morning, he woke up with a brilliant idea – he wanted to explore the nearby woods and discover its hidden treasures. He put on his favourite sneakers, grabbed a snack, and set off on his green adventure. As Sammy entered the woods, he was greeted by the soft rustling of leaves and the chirping of birds. The air felt fresher, and the sunlight filtered through the tall trees, creating dancing patterns on the ground. While wandering through the woods, Sammy noticed something unusual – colourful pieces of plastic scattered around. Curious and concerned, he decided to pick up the litter and put it in his bag. As he continued, he discovered more and more trash, from plastic bottles to candy wrappers. Sammy felt sad seeing the woods littered with garbage. He knew it was harmful to the environment and the creatures that lived there. He decided to take action. Sammy found a cozy spot under a tree, emptied his bag of trash, and began sorting it into recyclables and non-recyclables. Just as he was finishing, a friendly squirrel hopped over. Sammy smiled and showed the squirrel what he was doing. The squirrel chittered happily, as if saying thank you. Encouraged by the squirrel's approval, Sammy continued cleaning, humming a little tune as he worked. When Sammy was done, the woods looked cleaner and more beautiful. He stood back, admiring his green adventure's impact. Just then, a gentle breeze rustled the leaves, and it felt like the woods were whispering their gratitude. With a content heart, Sammy headed back home. He knew that even though he was just one person, his small actions had made a big difference. He decided to share his green adventure with his friends and family, inspiring them to take care of the environment too. From that day on, Sammy became known as the "Green Guardian" of the woods. He visited often, not only to explore but also to make sure it stayed clean and beautiful for everyone to enjoy. And as he continued his green adventures, Sammy learnt that taking care of the environment was a joyful responsibility that brought happiness to both him and nature.

4. 3. Provide a comprehensive lesson plan for the reading lesson “Sammy’

Adventure”. Remember to include all resources in your lesson plan

and to clearly refer to the pre-, during- and post-reading phases. Make

use of the lesson plan template in the study guide.

Lesson Plan: Sammy's Adventure

Subject: English Theme: Reading & Viewing Grade: 5

Date: 4 May 2024

Learning Objectives:

To comprehend the story "Sammy's Adventure."

To identify key events and characters in the story.

To discuss the themes of environmental conservation and responsibility.

To enhance vocabulary, fluency, and comprehension skills through reading.

Materials:

Printed copies of "Sammy's Adventure" passage

Whiteboard and markers

Visual aids (pictures of woods, litter, recycling bins)

Comprehension question worksheet

Rubric for assessing comprehension and discussion

Pre-Reading Phase:

Engagement: Show pictures related to the environment and discuss the

importance of taking care of nature. Ask learners about their experiences in

nature and why it's essential to keep the environment clean.

Introduction: Introduce the story "Sammy's Adventure" and discuss the title

and cover image. Predict the story's content based on the title. Activate prior

knowledge by asking learners about adventures they've had or stories

they've heard about nature.

Vocabulary: Introduce and explain key vocabulary words from the passage

using contextual analysis and visual aids. Discuss words like "adventurous,"

"curious," "recyclables," and "non-recyclables."

During-Reading Phase:

Reading Aloud: Read the passage "Sammy's Adventure" aloud to the class,

pausing to explain challenging vocabulary and concepts. Encourage

learners to follow along silently as you read.

Guided Reading: Guide learners through the text, stopping periodically to

ask comprehension questions and discuss key events and character

motivations. Use the comprehension question worksheet to engage learners

in discussions about the story's plot, characters, and themes.

Interactive Discussion: Facilitate a discussion on environmental themes and

the protagonist's actions. Encourage learners to share their opinions and

relate the story to real-life experiences. Discuss questions related to

environmental conservation, responsibility, and the impact of individual

actions.

Post-Reading Phase:

Comprehension Questions: Distribute the comprehension question

worksheet and ask learners to answer questions based on different

cognitive levels of Barrett's taxonomy. Allow learners to work individually or

in pairs to complete the questions.

Group Discussion: Divide learners into groups and assign each group a

comprehension question to discuss and present their answers to the class.

Encourage peer interaction and critical thinking.

Reflection: Lead a reflective discussion on the story's message and its

relevance to the learners' lives. Encourage learners to brainstorm ideas for

taking action to protect the environment. Discuss the importance of

individual responsibility and the impact of small actions on the environment.

Assessment: Evaluate learners' comprehension and participation using the

provided rubric. Provide feedback on their understanding of the story's

content and their ability to engage in meaningful discussions.

Closure: Summarize the key points of the lesson and emphasize the

importance of environmental conservation. Encourage learners to apply the

lessons learned from Sammy's adventure in their daily lives and to become

stewards of the environment. Reinforce the idea that everyone can make a

difference by taking small actions to protect nature.

TMN 3701 / 2024

ASSESSMENT 2

Department of Language Educa�on, Arts and Culture Module name and code : TMN 3701 Assessment number: 2 Due date: 9 May 2024 Total marks: 100 Unique number: 781160 Instruc�ons: This assignment is compulsory and must be completed and submited by the due date. The assignment ques�ons are based on different learning units from your study guide. Have your study guide at hand while comple�ng this assignment, as you will need it to answer the assignment ques�ons. Please make use of academic wri�ng and proofread your assignment before submi�ng it. Please complete the atached honesty declara�on and submit it with your assignment. HONESTY DECLARATION FOR THE DEPARTMENT OF LANGUAGE EDUCATION, ARTS AND CULTURE Module code:……………………. Assessment date………………. 20 ….

1. I know that plagiarism means taking and using the ideas, wri�ngs, works, or inven�ons of another as if they were one’s own. I know that plagiarism not only includes verba�m copying, but also the extensive use of another person’s ideas without proper acknowledgement (which includes the proper use of quota�on marks) or any atempt to cheat the plagiarism checking system. I know that plagiarism covers the use of material found in textual sources and from the internet.
2. I acknowledge and understand that plagiarism is wrong.
3. I understand that my assignment/exam answers must be accurately referenced.
4. This assignment/exam file/por�olio is my own work. I acknowledge that copying someone else’s work, or part of it, is wrong, and that submi�ng iden�cal work to others cons�tutes a form of plagiarism.
5. I have not allowed, nor will I in the future allow anyone to copy my work with the inten�on of passing it off as their own work.
6. I understand that I can be awarded 0 % if I have plagiarised.
7. I understand that my assignment/exam file/por�olio may be submited automa�cally to Turni�n.

TMN 3701 / 2024

ASSESSMENT 2

8. 2 Policy on Academic Integrity
9. 3 Student Disciplinary Code Name……………………………………………… Student no: .............................. Signed ……………………………………………. Date …………………………….