Question 1

1.1 The Behaviourist perspective posits that humans acquire language through environmental
influences and behavioral conditioning. Firstly, according to this view, language is learned
through imitation, where individuals mimic the speech patterns they observe in others. Secondly,
reinforcement plays a crucial role, with positive reinforcement encouraging correct language
usage and negative reinforcement discouraging errors. Lastly, the concept of shaping suggests
that language skills develop gradually, with learners refining their abilities through successive
approximations. Both classical conditioning, where associations are formed between stimuli and
responses, and operant conditioning, involving reinforcement and punishment, are integral to this
theory, as they shape linguistic behaviors.

1.2 Chomsky's Theory of Universal Grammar proposes that humans are born with an innate capacity
for language acquisition, suggesting that there exists a universal set of grammatical rules
underlying all languages. One key aspect is the notion of a Language Acquisition Device (LAD), a
hypothetical cognitive mechanism that enables children to rapidly acquire language. Additionally,
Chomsky argues for the existence of a critical period during which language acquisition is most
effective. Chomsky criticized Skinner's Behaviourist perspective, contending that it fails to
account for the complexity and creativity inherent in language use. He argued that the limitations
of behaviorist principles become apparent when considering the spontaneous generation of novel
sentences, which cannot be explained solely through reinforcement. I agree with Chomsky's
critique as it aligns with empirical evidence demonstrating the innate linguistic abilities of children
and the inadequacy of behaviorist principles in explaining the full scope of language acquisition.

1.3 As a teacher, fostering the development of young learners' primary language skills involves
creating a supportive and interactive learning environment. Incorporating activities such as
storytelling sessions where students actively engage in listening and speaking can enhance
language skills. Implementing role-playing exercises where students take on different personas
and scenarios encourages communication and builds confidence in oral expression. Additionally,
utilizing multimedia resources like audio recordings or videos helps expose learners to varied
linguistic inputs, improving their listening comprehension. By integrating these strategies into
lessons, educators can effectively nurture students' language proficiency while fostering a love for
language learning.
Question 2

2.1 The skills-based approach to literacy instruction emphasizes the development of specific skills
necessary for reading and writing, focusing on discrete components such as phonics, vocabulary,
and comprehension. It involves breaking down the complex tasks of reading and writing into
manageable components and teaching them sequentially.

To implement literacy instruction based on the bottom-up model using the skills-based approach,
Cindy can follow these steps:
 Phonemic Awareness: Begin by teaching phonemic awareness, which involves identifying and
manipulating individual sounds in words. Class activity: Play games like "I Spy" where students
listen for specific sounds in their environment and identify words that contain those sounds.
 Phonics Instruction: Teach students the relationship between letters and sounds, focusing on
decoding skills. Use multisensory activities such as letter-sound matching games or interactive
phonics worksheets.
 Word Recognition: Introduce sight words and teach students to recognize high-frequency
words automatically. Engage students in activities like word hunts, where they search for sight
words in texts or around the classroom.
 Fluency Development: Help students develop reading fluency by providing opportunities for
repeated reading of texts and modeling fluent reading. Conduct choral reading sessions where
students read aloud together, focusing on expression and pacing.
 Vocabulary Development: Expand students' vocabulary by introducing new words in context
and teaching word meanings through discussions, visuals, and real-life examples. Implement
activities like vocabulary journals, where students write and illustrate new words encountered
in texts.
 Reading Comprehension: Teach comprehension strategies such as predicting, questioning,
summarizing, and making connections. Conduct guided reading sessions where students read
leveled texts with teacher support and engage in discussions about the text.
2.2. Steven Pinker emphasizes the importance of language knowledge in understanding how
language is acquired and used. I agree with Pinker's view as language knowledge encompasses
various linguistic aspects such as grammar, vocabulary, and syntax, which are essential for
effective communication and comprehension.

Regarding the difficulty of teaching reading and writing versus speaking and listening to young
learners, I believe that teaching reading and writing can be more challenging. While speaking and
listening skills often develop naturally through exposure and interaction, reading and writing
require explicit instruction and mastery of complex linguistic codes. Additionally, reading and
writing involve decoding and encoding written symbols, which may present greater cognitive
challenges for young learners compared to the oral language skills they acquire through everyday
communication. Therefore, I perceive teaching reading and writing to be more demanding in
terms of instructional planning and student engagement.

Question 3

3.1 When planning lessons for Grade R, it's crucial to consider factors that promote stimulating
interactions and accommodate various learning preferences. Firstly, I would consider the
individual needs and interests of the learners, ensuring that the lesson content is relevant and
engaging for all students. This might involve incorporating hands-on activities, visual aids, or
group discussions to cater to different learning styles. Secondly, I would plan for flexibility within
the lesson structure, allowing for spontaneous adjustments based on the pace of student learning
and any unexpected developments in the classroom. Finally, I would integrate opportunities for
collaborative learning and peer interaction, fostering a supportive and inclusive learning
environment where students can learn from each other and build social skills.

3.2 The aim of progression is to ensure that learners advance satisfactorily and smoothly from one
academic point to another as development takes place. To ensure that all learners in my
classroom meet the required standards to progress at the end of the year, I would employ various
strategies. Firstly, I would differentiate instruction to cater to individual learning needs, providing
additional support or enrichment activities as necessary. Secondly, I would regularly assess
student progress using a variety of assessment methods, including formative assessments such
as quizzes, observations, and portfolios, to track student growth over time. Thirdly, I would
 provide timely and specific feedback to students, identifying areas of strength and areas needing
improvement, to guide their learning and promote self-reflection.

3.3 Assessment refers to the process of gathering and evaluating information about student learning.
Assessment of learning occurs after instruction and is used to measure student achievement
against predetermined standards or objectives. An example of assessment of learning is a
standardized test administered at the end of a unit to assess students' mastery of specific content
knowledge. Assessment for learning, on the other hand, occurs during instruction and is used to
monitor student progress and inform instructional decisions. An example of assessment for
learning is a diagnostic assessment conducted at the beginning of the school year to identify
students' prior knowledge and learning needs, guiding subsequent instruction. Both forms of
assessment are essential for promoting student growth and informing instructional planning. It's
important to emphasize to parents and caregivers the role of assessment in supporting student
learning and ensuring that all students receive the necessary support to reach their full potential.

Question 4

4.1 Narrative Text for Puppet Show Lesson:

Phase 1:

Introduction The puppet show begins with lively music as the curtains draw open to reveal a
colorful stage. The puppeteer introduces the audience to the characters and sets the scene for an
exciting adventure. Key Points:

Engage learners' attention with vibrant visuals and captivating storytelling.

Establish the context of the lesson and the objectives to be achieved.

Phase 2:

Interactive Storytelling The main part of the puppet show unfolds as the characters embark on
their journey, encountering challenges and solving problems along the way. Audience
participation is encouraged through call-and-response interactions and prompts for discussion.
Key Points:

Foster active engagement by inviting learners to respond to questions and prompts.

Model clear and expressive communication through the characters' dialogue and actions.

Phase 3:

Skill Building Activities Following the story, interactive activities are introduced to reinforce
listening and speaking skills. Learners participate in games and exercises that encourage them to
practice active listening, respond to verbal cues, and communicate effectively with their peers.

Key Points:

Provide opportunities for learners to practice and apply newly acquired language skills in a
supportive environment.
Offer constructive feedback and praise to encourage learners' confidence and motivation.

Phase 4:

Reflection and Closure The puppet show concludes with a brief reflection session where learners
share their thoughts and experiences. The puppeteer facilitates a discussion about the lesson's
key themes and encourages learners to express their opinions and ask questions. Key Points:
Encourage learners to reflect on their learning experiences and articulate their understanding of
the lesson content.
Reinforce the importance of effective communication skills in everyday life and encourage
learners to continue practicing their listening and speaking skills outside the classroom.
4.2 Evaluation of the Illustration: Interdependently refers to the interconnectedness and mutual
reliance of different language skills on one another for effective communication. In the illustration
provided, reading, listening, writing, and speaking are depicted as interdependent skills, each
contributing to the overall language proficiency of an individual.

Approach to Teaching Language and Literacy Skills: Teachers should adopt an integrated
approach to teaching language and literacy skills in the classroom, recognizing the
interdependence of reading, listening, writing, and speaking. This involves designing lessons that
incorporate activities and tasks that allow students to practice and develop these skills
simultaneously. For example, teachers can facilitate discussions where students engage in active
listening, respond verbally, and later summarize the discussion in writing. By integrating language
skills in this way, students gain a holistic understanding of language and develop proficiency in all
aspects of communication.

4.3. To integrate multiple basic communicative skills during a single lesson using the poem "A Little
Seed," learners can engage in various activities that involve reading, listening, speaking, and
writing. Here's how the lesson could be structured:

 Reading: Begin the lesson by reading the poem aloud to the class. Encourage students to
follow along silently as you read, focusing on comprehension and understanding the meaning
of the poem's words and phrases.
 Listening: After reading the poem, play an audio recording of the poem for the students to
listen to. Ask them to listen attentively and identify key words or phrases as they hear them.
This helps reinforce listening skills and auditory comprehension.
 Speaking: Divide the class into small groups and assign each group a line or stanza from the
poem. Encourage students to practice reciting their assigned lines aloud, focusing on clear
pronunciation and expressive delivery. Then, have each group perform their lines for the rest
of the class, promoting speaking and presentation skills.
 Writing: Provide each student with a copy of the poem and ask them to analyze its structure
and meaning. Have them write a short paragraph or essay discussing the themes of growth,
patience, and optimism portrayed in the poem. Additionally, students can write their own short
poems inspired by the theme of growth, using the structure and rhyme scheme of "A Little
Seed" as a model.