TMN3701 EXAM PEARL HLATSWAYO STUDENT NO:67750222

Pearl Tshose

Oct/Nov 2023 T

UNISA
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PEARL HLATSWAYO

DECLARATION

Your exam script will not be marked if this is not completed.

I, PEARL HLATSWAYO (Name & Surname)

Student number: 67750222

Module code: TMN3701

Hereby declare the following:

I understand UNISA’s policy on plagiarism. This examination is my original work,

produced by myself. I have duly acknowledged all the other people’s work (both
electronic and print), through the proper reference techniques, as stipulated in this
module. I have not made use of ChatGPT or any other similar AI programme to
generate responses to the questions.

I have not copied work of other and handed it in as my own. I have also not made my
work available to any fellow students to submit as their own.

I have utilised the Invigilator app during my examination.

Signature: P.HLATSWAYO Date: 20 October 2023

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QUESTION 1

1.1. The interaction hypothesis suggests that language acquisition is facilitated

through conversational interactions with proficient speakers of the target language.
In these interactions, learners have opportunities to negotiate meaning, receive
feedback, and modify their language output. On the other hand, the comprehensible
output hypothesis posits that language learners need opportunities to produce
language that is slightly beyond their current level of proficiency in order to push
themselves to produce more accurate and complex language.

1.2. In listening, teachers can provide interaction opportunities by organizing pair or

group activities where learners engage in conversations or discussions in the target
language. In speaking, teachers can create tasks and role-plays where learners
need to interact with others to convey their ideas or opinions. In reading, teachers
can provide comprehensible input through graded reading materials or by using
strategies like pre-reading activities and guided reading questions. In writing,
teachers can assign tasks that require learners to produce written texts, such as
essays or reports, and provide feedback on grammar, vocabulary, and organization.
In terms of language structures and conventions, teachers can incorporate explicit
grammar instruction, vocabulary activities, and error correction exercises throughout
the lessons.

1.3. I disagree with the statement that younger children acquire a new language
naturally and that older learners struggle. While it is true that younger children tend
to have an advantage in language acquisition due to their brain plasticity and
exposure to natural language in their environment, it does not mean that older
learners cannot acquire an additional language with ease. Older learners may have
developed cognitive skills and metalinguistic awareness that can facilitate language
learning. Additionally, motivation, attitude, and individual learning strategies also play
a significant role in language acquisition. With proper instruction, older learners can
achieve high levels of proficiency in an additional language.

QUESTION 2

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2.1. The steps of the writing process include prewriting, drafting, revising, editing,
proofreading, publishing, and reflecting. In the prewriting stage, I would guide
learners to brainstorm ideas, do research, and plan their newspaper article. This can
be done through discussions, mind maps, or outlines. In the drafting stage, learners
can start writing their article using their notes or plan. I would encourage them to
focus on content and organization rather than worrying about language errors. In the
revising stage, learners can peer review each other's drafts and give feedback on
content, structure, and coherence. This can be done through pair or group activities,
where learners exchange their drafts and provide constructive criticism. In the editing
stage, learners can focus on grammar, vocabulary, and punctuation errors. I would
guide them to self-edit and use grammar resources or dictionaries for assistance. In
the proofreading stage, learners can read their article aloud and check for spelling
and formatting errors. In the publishing stage, learners can present their articles to
the class or publish them on a class blog or school newsletter. Finally, in the
reflecting stage, learners can reflect on their writing process, identify strengths and
weaknesses, and set goals for future writing tasks.

2.2. When assessing the learners' completed newspaper article, I would consider
several aspects. Firstly, I would assess their content and how well they addressed
the assigned topic or theme. I would also look at the organization and structure of
the article, checking if it has an introduction, body paragraphs with supporting
details, and a conclusion. Additionally, I would assess their language use, including
vocabulary choices, sentence structure, and grammar accuracy. This would involve
evaluating their use of appropriate language conventions and their ability to convey
ideas clearly and effectively. I would also consider their overall coherence and
cohesiveness, paying attention to how well the paragraphs and ideas flow together.
Finally, I would assess their editing and proofreading skills, looking for errors in
spelling, punctuation, and formatting.

QUESTION 3

3.1. PPP (Presentation, Practice, Production) Approach:

Presentation:

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1. Begin the lesson by showing the learners the passage and read it aloud to them.

2. Explain that there are different types of nouns, such as proper nouns and common
nouns.

3. Write the following definitions on the board:

- Proper noun: A specific name of a person, place, or thing.

- Common noun: A general name for a person, place, or thing.

4. Give examples of proper nouns and common nouns from the passage. For
example:

- Proper noun: Africa, Elephants, China

- Common noun: countries, wildlife, demand

5. Ask the learners to identify and underline the proper and common nouns in the
passage.

Practice:

1. Provide a worksheet with sentences or short paragraphs that contain proper and
common nouns. Ask the learners to identify and circle the nouns.

2. Divide the learners into pairs or small groups. Give each group a set of noun cards
(proper nouns and common nouns). Ask them to work together to match the noun
cards to their corresponding type (proper or common).

3. Conduct a class discussion, asking learners to share their answers and explain
their reasoning.

Production:

1. Ask the learners to write a short paragraph about their favorite animal, using both
proper and common nouns.

2. Divide the learners into small groups and give each group a newspaper article.
Ask them to identify and highlight the proper and common nouns in the article.

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3. Have the learners present their paragraphs or articles to the class, focusing on the
proper and common nouns used.

3.2. Pre-reading activities:

1. Show a picture or video related to African elephants and have a class discussion
about what they already know or think about them.

2. Ask the learners to write down any questions they have about African elephants
before reading the passage.

3. Pre-teach any difficult vocabulary words that may appear in the passage.

Post-reading activities:

1. Have a class discussion about the main idea of the passage and the key
information mentioned.

2. Ask the learners to write a summary of the passage in their own words.

3. Conduct a group discussion or debate about the issue presented in the passage -
the poaching of African elephants. Encourage the learners to express their opinions,
support their arguments with evidence from the passage, and listen actively to their
peers.

3.3. Two questions for each level of thinking:

Remembering:

1. What is the title of the extract? (Level: Remembering)

2. How many African elephants were reported to be slaughtered? (Level:

Remembering)

Understanding:

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1. How do you think the poaching of African elephants impacts the ecosystem?
(Level: Understanding)

2. Why do you think the demand for ivory is still high in some countries? (Level:
Understanding)

Applying:

1. If you were a wildlife conservationist, what actions would you take to prevent the
poaching of African elephants? (Level: Applying)

2. How would you explain the consequences of illegal trade in ivory to someone who
is not familiar with the issue? (Level: Applying)

Analyzing:

1. What are some possible reasons for the increase in poaching activities in recent
years? (Level: Analyzing)

2. What are the economic and environmental implications of the ongoing slaughter of
African elephants? (Level: Analyzing)

Evaluating:

1. Do you think the current efforts to combat elephant poaching are effective? Why
or why not? (Level: Evaluating)

2. What ethical considerations should be made when addressing the issue of

elephant poaching and international ivory trade? (Level: Evaluating)

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