Shaquille Zulu

Student number:18336167

Module: isiZulu

Module Code: FAZ6112

POE activity 2

Lesson preparation

Lesson plan.
Date of grade subject topic duration Number of
lesson learners
5 FAL isiZulu Listening and 1 hour
speaking

. listening to a short story and retell the story

CAPS – specific focus. (Caps, 2011).

In my own perspective the focus is on the

Summary of the content to cover
assurance that First Additional Language is on
the purpose of emphasizing thinking and
reasoning. This develops skills
psychological learning, which is required to
study subjects such as Science and English. it
involves also in developing the ability to think
positively in the Additional Language.
By the time learner’s reach the advanced level,
they must be fluent in their First Additional
Language
when interacting with others and in intellectual
academic skills. The irony, however, is that
At this level many learners do not yet know
how to use First Additional Language in
communication successfully. The challenge for
the Higher Level is for these students to be
supported and to re-introduce the program
to support them, so that they can meet the
standards required in the next coming grades
4,5,6. Those standards must be those
can enable learners to use their First Additional
Language effectively at a high level
to speak with a view to preparing them for
higher education.
It is for this reason that thinking in the first
additional language should also be applied to
learning and teaching.
listening, speaking, and language skills should
be developed and refined
in the Intermediate Grades to develop the
learner's reading and writing skills.
. Naming characters in the story
. guessing presentation verbs in the story.

As an educator listening and speaking are

central to learning in all subjects. By listening
and speaking effectively,
learners collect information and compile it,
 formulate ideas, solve problems and express
ideas. Skills listening carefully helps learners to
discover the values and perspectives on the
text and introducing challenges and deceptive
language.
At intermediate level, the first additional
language will use speaking skills to speak and
repeat talk about what was said. It builds on
the skills developed at the grassroots level so
that they can retain short talk and brief oral
presentations.
At this level, the language spoken by learners
should still be representative (e.g. trained and
supported, for example,
with a glossary of words and sentences). As the
teacher I need to make sure that all the
students have opportunities
speaking Zulu. students can progress at
different levels, I must build
speaking opportunities (e.g. questions asked)
should be at the level of each learner. As the
student progresses and grades, as the teacher I
should expect learners to speak more and be
more fluent with the pronunciation.
Students will transfer skills in their additional
languages.
Reading will be carried out in the texts they
read at the Foundation Phase_ (e.g. news,
their experiences and instructions) and
students will be introduced to new texts (e.g.
texts
factual, various stories, oral presentations and
short interviews).
Teaching time should include short listening
and speaking activities every day. Some
longer tasks can also be offered during the
week.
. learners should be able to name the
Lesson objectives characters and their roles.
. learners should be able to answer questions
orally.
Learners should be able to speak or read
fluently in the isiZulu classroom.
. Guessing the presentation Verbs

In my own perspective again students are to

accomplish the following after the end of the
lesson.
. defining active listening and its relationship to
communication.

Considerations to be made about the learners
in relation to this content.
Curriculum integration (if relevant)
Teaching strategies
. Describe active listening skills and their
components engage in and model active
listening skills.
. learners will gain practical skills and
knowledge necessary to express themselves
clearly, with confidence and power, in a variety
of speaking situations.
. Students will gain knowledge in presentation
techniques, how to plan and structure an
effective presentation, how to develop ideas,
effective delivery methods, and how to
overcome anxiety, fear and nervousness when
making a presentation.
Teaching young students how to listen and
speak is the most important area of learning.
Students use speaking and listening to solve
problems, speculate, share ideas, make
decisions and reflect on what is important.
Many students come to school with limited
skills in the language of instruction. Teaching
must help them overcome their fears by
making talk a positive and interesting
experience. Teachers must plan to use specific
words and phrases directly linked to the
activities set for students. This will help young
students learn quickly and in a meaningful way.
Teachers must play alongside students, using
the new vocabulary and helping learners to
practice and use them for themselves. Planning
activities to promote discussion is an essential
way of teaching students how to engage in
conversation.
Having productive conversations requires
students to listen deeply, reflect on what is
said, express ideas clearly, sustain attention,
ask insightful questions, debate respectfully,
and develop comprehension of information
taken in. These essential listening and speaking
skills need to be taught and practiced and will
help students have successful conversations
both inside and outside of school and in the
isiZulu FAL classroom.
. Listening requires the fundamental skill of
focusing attention on the speaker to be able to
hear and understand what the speaker is
 saying. Speaking skills require students to take
turns, speak confidently, stay on topic, and
speak with clarity. Students are more likely to
master speaking and listening skills when they
can actively engage in learning them.

. Teach students activities and book reading

plays more often (Indaba) that bolster their
ability to demonstrate listening skills while also
having fun.
. Giving explicit and inclusive positive feedback.

. Have students reflect on their progress with

listening and speaking skills.

LESSON DEVELOPMENT.

LESSON STEPS.

PHASES Part of the lesson for each Resources required

stage

Introductory phase Towards the start of the lesson White border/chalkboard and
is pivotal in light of the fact projector
that the main aim of the
lesson happens during the
initial five minutes. On the off
chance that the instructor
figures out how to connect
with students immediately and
grab their eye, at the point
there is a decent possibility the
student won’t experience the
ill effect of indiscipline and the
delivery of the lesson will go
easily. It is significant for
educators to begin their lesson
in a manner that stands out for
students and prepare them for
the various focuses.

As the educator I should

consistently be prepared for
every lesson in the classroom
with the goal that tis set up
about the topic to be
introduced and for the
learners to handily draw in
from the beginning. As the
educator I should consistently

Teaching and learning phase
place it into thought that each
time when beginning the
lesson welcome towards the
student makes them to be
effectively persuaded.
i should then acquaint the
topic with the students and
present the topic completely
from any given data relevant
to the topic. For this situation
the student will draw in their
self towards the topic
The educating and learning White border/chalkboard and
phase are more similar to projector.
when the lesson continues all
things considered probably the
utilization resources like
putting projectors and proceed
with the learning.
As the instructor I must keep
in mind that any listening
activity in the classroom
should be a pleasurable rather
than a threating experience.
Very often, listening on the
part of the children is
demanded rather than
motivated.
1 Telling the story being
presented by the curriculum.
. explain new words or words
that have the same sound but
different meaning.
. giving learners the
opportunity to work with
groups to expand their
understanding of the story and
try to relate with reality or
experiences.
2. Daily 'class activities should
be so planned that the
amount of listening required
of children is not over =
 powering
and impossibly great. (This will
involve planning for non-
listening activities during a
greater portion of the day.)

3. It is extremely important
that listening in a classroom
situation not be confined to
listening by the children to the
teacher.

4. Classroom listening should

be 'for' rather than 'at'.
When the emphasis is on
sitting up straight and looking
at the speaker, and I do not
imply that such activities are
good or bad, rather than on
the effort to get ideas, facts,
and ether data, the-tendency
is to emphasize the 'listening
at' rather than
the 'listening for' character of
the activity.

As a teacher I am a speech
teacher. Since children learn
by imitation and since children
emulate their teacher, I need
to be a model speaker. As the
teacher I should speak in a
well-modulated voice, use
fitting
posture, demonstrate correct
usage, fitting enthusiasm,
courtesy and poise.

A teacher with good speech

creates a favorable
environment for learning

Closure phase Meeting the learning needs of

all students is an unpredictable
and requesting task for
schools. How well students
accomplish at the FAL isiZulu
classroom relies upon certain
elements, for example, how
well educators draw in with
their students. The assessment
 of student’s accomplishments,
or understanding what
students know and can do in
terms of listening and speaking
is essential to effective
learning and to students
learning.

It is significant for I as the

teacher to ask questions as to
whether the learners
understand on what was being
learned and attempt to
confirm if they are a few
students that are still battling
with listening and speaking.

Assessment Educators must give various

exercises to the students
which incorporates classwork
exercises and homework
exercises. If the educator
needs to test the student’s
intelligence the educator can
utilize formal evaluation and
give students tasks such as
Bibliography.

P.S Ndabase. 2011. IsiZulu uLimi Lwasekhaya. Cape Town: government printing works.