Module Guide

IIE Module Guide IFAA6211
Teaching Intermediate Phase First Additional Language

Afrikaans
IFAA6211
MODULE GUIDE 2021
(First Edition: 2017)
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© The Independent Institute of Education (Pty) Ltd 2021 Page 1 of 46

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Table of Contents
Using this Guide.................................................................................................................... 5
Introduction ........................................................................................................................... 6
Module Resources ................................................................................................................ 7
Module Purpose .................................................................................................................... 8
Module Outcomes ................................................................................................................. 8
Module Pacer ........................................................................................................................ 9
Assessments for IFAA6211 ................................................................................................. 12
Learning Unit 1: Language development, structures and forms........................................... 13
1 Introduction .................................................................................................................. 14
2 Activities ...................................................................................................................... 14
Learning Unit 2: Listening and speaking ............................................................................. 17
1 Introduction .................................................................................................................. 18
Activities and Digital Engagement ....................................................................................... 20
Learning Unit 3: Reading and writing .................................................................................. 23
1 Introduction .................................................................................................................. 24
2 Activities and Digital Engagement ................................................................................ 26
Learning Unit 4: Language study ........................................................................................ 29
1 Introduction .................................................................................................................. 30
Learning Unit 5: Literature, stories and poetry ..................................................................... 33
1 Introduction .................................................................................................................. 34
Learning Unit 6: Assessment .............................................................................................. 36
1 Introduction .................................................................................................................. 37
Bibliography ........................................................................................................................ 39
Intellectual Property ............................................................................................................ 41
APPENDIX A: Die Skaam Volstruis by June Woodman ...................................................... 45

Using this Guide

This guide has been developed to support your use of the prescribed material for this module.
There may be occasions when the prescribed material does not provide sufficient detail
regarding a particular idea or principle. In such instances, additional detail may be included in
the guide. This guide should not, however, be used as a stand-alone textbook, as the bulk of
the information that you will need to engage with will be covered in the prescribed material.
You will not pass this module if you only use the module guide to study from.
Various activities and revision questions are included in the learning units of this guide. These
are designed to help you to engage with the subject matter as well as to help you prepare for
your assessments.

Introduction
Welcome to the Teaching Intermediate Phase First Additional Language Afrikaans
(IFAA6211) module. In this module, you will focus on learning how to teach Afrikaans as a
First Additional Language in a South African classroom. This module, is more of a didactic
module, although you are expected to continually develop your ability to communicate in
Afrikaans throughout the module. The module will be taught in English, but you will be
required to complete a large number of activities in Afrikaans.
A Task-based Language Teaching Approach has been adopted. Tasks and activities set are
aimed at engaging in and practising researched and theoretically-grounded teaching
methodologies for second-language teaching. As such, this module is a didactic one, and is
taught in English, however, you will need to practise the First Additional Language in the
activities. From your side, your success lies mainly in practising, not only outside, but more in
class, through the tasks and activities set. Your success in achieving these objectives, will,
without doubt, have a huge impact on your ability to teach Afrikaans as a First Additional
Language.
This module is organised into 6 Learning Units that will be taught over the course of the
semester. The Module Guide was written with the teaching needs of teachers and student
teachers in mind. It is not a self-study guide, but is intended for use in a classroom
situation, where the lecturer or facilitator will supply additional information and explanations,
as well as facilitate teaching methodology simulations, and pronunciation and communication
activities.
In the Module Guide, relevant tasks and activities have been added. To enable yourself to
cope with assignments and assessments, you have to work from both the Module Guide and
prescribed textbooks.
Congratulations on choosing this module and good luck.

Module Resources
Prescribed Prescribed Text 1:
Textbook Wessels, M. 2014. Practical Guide to Facilitating Language Learning (4th ed.).
Cape Town: Oxford University Press Southern Africa.
ISBN 978 0 19 599549 7
Prescribed Text 2:
Department of Basic Education, Republic of South Africa. 2011. Afrikaans First
Additional Language. Curriculum and Assessment Policy Statement Grades 4
– 6. Pretoria. [Online]. Available at:
http://www.education.gov.za/Portals/0/CD/National%20Curriculum%20Statem
ents%20and%20Vocational/CAPS%20IP%20%20FAL%20%20AFRIKAANS%
20GR%204-6%20%20WEB.pdf?ver=2015-01-27-160948-897
[Accessed: 3 November 2020].
Prescribed Text 3:
Biesenbach, J., Engelbrecht, A., Henning, C., Hofmeyr, L., Hugo, J., Louw, W.,
Mihai, M., van Oort, E. and van Rooy, R. 2016. Platinum Afrikaans Huistaal
Graad 5 Leerderboek. Cape Town: Maskew Miller Longman.
ISBN 978 0 63 6119741
Recommended Recommended Text 1:
Additional RecoAnon. 2012. Afrikaans sonder grense Eerste Addisionele Taal 5. Cape
Reading Town: Maskew Miller Longman.
ISBN 978 0 63 6035041
Recommended Text 2:
Gordon, W. and Takahashi, A. s.a. Teaching Reading in Primary Schools.
UNESCO [Online].
You will not be tested on the contents of these resources.

Digital and Web Web Resource 1:
Resources Wat is die doel? s.a. Lewensorientering vir die juffrou [Online]. Available at:
http://bokipieters.wixsite.com/lo-vir-die-juffrou/about-me
[Accessed: 3 November 2020].
You will not be tested on the contents of these resources.

Module Purpose
The purpose of this module is to enable students to develop an understanding of basic language
structures and vocabulary required for communication in Afrikaans focussing on the methodology
required for the teaching and learning of a first additional language. The ongoing assessment of
language development and the design of learning programmes to encourage the acquisition of
vocabulary suitable to formal and informal communication are also examined.
Module Outcomes
MO1 Demonstrate knowledge and understanding of the methodologies involved in the teaching
of Afrikaans as a first additional language.
MO2 Create opportunities for interactive, learner-centred development of conversation skills
supported by appropriate children’s literature.
MO3 Develop oral and written assessments for a variety of language competency levels in a
first additional language.

Module Pacer
Code IFAA6211 Hour Sessions 48 Credits 12
Learning Unit 1 Language development, structures and Notes on this LU
forms
Sessions: 1 – 6 Learning objectives: This unit looks at why
(6 sessions) we teach first
Related Outcomes: LO1 Explain why teachers should know additional languages
MO1 about language development; in the way we do.
LO2 Describe how second language
learners develop proficiency in the
language;
LO3 Design an activity utilising instruction
through focused or structured input
processing.
Learning Unit 2 Listening and speaking Notes on this LU
Sessions: 7 – 12 Theme 2.1: Listening This unit looks at the
(6 sessions) Learning objectives: development of
Related Outcomes: listening and
MO1 LO1 Articulate the importance of practising speaking in the first
MO2 the listening skill; additional language
LO2 Design pre-, while-, and post-listening classroom. The focus
activities; of this learning unit is
LO3 Investigate the aspects of phonic on practical strategies
awareness development in second that foster this
language speakers. development.
Sessions: 13 – 18 Theme 2.2: Speaking
(6 sessions) Learning objectives:
Related Outcomes:
MO1 LO1 Investigate the role of questioning,
MO2 artefacts, songs, rhymes and actions,
and drama in the development of
second language speaking;
LO2 Practise strategies to develop learners’
speaking ability, including questioning,
artefacts, songs, rhymes and actions,
and drama.

Learning Unit 3 Reading and writing Notes on this LU

Sessions: 19 – 26 Theme 3.1: Reading This unit looks at the
(8 sessions) Learning objectives: development of
Related Outcomes: reading and writing in
MO1 LO1 Explain the role of schemata, the first additional
MO2 schema and codes in learning a language classroom.
MO3 second language; The focus of this
LO2 Practise strategies for teachers to learning unit is on
help learners to develop bottom- practical strategies
up (decoding) skills; that foster this
LO3 Practise strategies for teachers to development.
help learners to develop top-down
skills;
LO4 Articulate the benefits of shared,
group and co-operative reading
activities for the teaching of a
second language.
Theme 3.2: Writing
Sessions: 27 – 34 Learning objectives:
(8 sessions)
Related Outcomes: LO1 Describe the value of scaffolding
MO1 in the development of second
MO2 language learners’ ability to write;
MO3 LO2 Practise activities that scaffold
learners’ writing development;
LO3 Investigate different pre- and post-
writing techniques.
Learning Unit 4 Language study Notes on this LU
Sessions: 35 – 40 Learning objectives: This unit looks at how
(6 sessions) teachers can teach
Related Outcomes: LO1 Explain the importance of studying second language
MO1 language, and studying language speakers aspects of
MO2 within a context; language in the
LO2 Practise inductive teaching to classroom.
teach learners about language;
LO3 Articulate the role of pictures in
language study.
Learning Unit 5 Literature, stories and poetry Notes on this LU
Sessions: 41 – 44 Learning objectives: This unit looks at the
(4 sessions) teaching of literature,
Related Outcomes: LO1 Describe the benefits of a reader- stories and poetry,
MO1 centred approach to the study of and requires students
MO2 literature, stories and poetry; to consider the
MO3 LO2 Explore a genre-based study of practicalities of
literature; literature teaching in
LO3 Prepare a lesson plan (with the Intermediate
assessment) where an aspect of Phase classroom.
literature, stories or poetry is the
focus.
Learning Unit 6 Assessment Notes on this LU

Sessions: 45 – 48 Learning objectives: This unit looks at the

(4 sessions) practice of assessing
Related Outcomes: LO1 Explore the actions that in the context of the
MO3 demonstrate competence at each first additional
cognitive level in a language language classroom,
context; with practical
LO2 Explore practical approaches to applications thereof.
make assessment a learning
experience;
LO3 Practise practical approaches to
make assessment a learning
experience.

Assessments for IFAA6211

Integrated Curriculum Engagement (ICE)
Minimum number of ICE tasks to complete 4
(2 tasks out of the 4 compulsory ICE tasks are prescribed)
Weighting towards the final module mark 10%
Portfolio of Evidence (PoE)

Assessment Type Assessment Name Marks Weighting
Summative Assessment Activity 1 100 90%
Activity 2
Activity 3
Duration 24 hours
Open/ Closed book Open book
Prescribed texts;
Module Guide; and
Resources Required
Own additional research.
Learning Units covered All

Learning Unit 1: Language development, structures and

forms
Learning objectives: My notes
• Explain why teachers should know about language Note: the module will
development; be taught in English,
• Describe how second language learners develop but you will be required
proficiency in the language; to complete a large
• Design an activity utilising instruction through focused or number of activities in
structured input processing. Afrikaans.
Material used for this Learning Unit:
Prescribed reading:
1. Wessels, M. 2014. Practical Guide to Facilitating

Language Learning. 4th ed. Cape Town: Oxford
University Press Southern Africa.
Chapter 13: Language development, structure and
forms
2. Biesenbach, J. et al. 2016. Platinum Afrikaans Huistaal
Graad 5 Leerderboek. Cape Town: Maskew Miller
Longman.
Kwaartaal 1, Week 3 en 4, Teks 1
Additional Reading/Materials: These additional
readings are to help to
Peterson, S.S. McIntyre, L.J. and Forsyth, D. 2016. Supporting ground your
young children’s oral language and writing development: understanding. They
teachers’ and early childhood educators’ goals and practices. are quite complex, but
Australasian Journal of Early Childhood, 41(3). 11 – 19. [Online]. parts of them you may
Available at: find useful.
http://search.ebscohost.com.ezproxy.iielearn.ac.za/login.aspx?
direct=true&db=asn&AN=118272507&site=ehost-live
[Accessed: 3 November 2020]
How to prepare for this Learning Unit:
1. Find a picture that may be familiar to Grade 4 learners in

a magazine, newspaper, or in Biesenbach et al (2016).
There has to be something happening in the picture; and
2. Read Chapter 13: Language development, structure
and forms in Wessels (2014).

1 Introduction
As a teacher, you need to know how children develop the ability
to speak and communicate so that you can plan effective lessons
and learning experiences for them, to develop their
communication in a first additional language (also known as a
‘second language’). This learning unit will explore why teachers
should know about language development, and some general
pedagogical principles for teaching a First Additional Language
(FAL) language to learners.
2 Activities
2.1 Activity 1 Activity 1 speaks

to LO 1 of this
Why should teachers know about language development? learning unit.
You are a qualified teacher. Your friend, also a qualified teacher,

sends you the following WhatsApp:
Hi ☺ My principal is being
so annoying  She is
saying that I have to go on a
course to deepen my
knowledge of how learners
develop language. Well,
duh, they develop it by
reading and writing! Do you
think that she’s out of line?
Write a response to your friend, explaining why your friend should

learn more about language development. Remember, it is a
WhatsApp, so your response needs to be short and concise.


to LO 2 of this
How do second language learners develop proficiency in the learning unit.
language?
This activity requires you to extract and extrapolate A cloze

answers from the text. In pairs, using the section of paragraph is
Wessels (2014), Chapter 13, entitled Explicit instruction is useful to help
beneficial for language acquisition, fill in the following cloze learners develop
paragraph: conceptual
understanding of
A problem when learners are learning an additional an idea.
language is that additional language learners only
focus on _________________. The effect of this is that
they do not learn _________________________ of the
language because they focus only on key words. The
focus on second language acquisition needs to be on
_____________ which means that a spoken or written
text makes sense (Wessels, 2014).
In groups, discuss what Wessels (2014) means by

‘instruction through focused or structured input
processing’.

to LO 3 of this
Instruction through focused or structured input processing learning unit.
This activity requires you to demonstrate understanding of the

approach known as ‘instruction through focused or structured
input processing’ to language teaching, which “’[pushes children]’
to think about syntax and grammatical forms” (Wessels, 2014,
p.366).
Materials
In pairs, design a 30-minute activity in which learners are required for
required to write about a picture to develop their understanding Activity 3:
of tense. You need to:
• Newspapers
1. Find a picture that may be familiar to Grade 4 learners in a
or magazines
magazine, newspaper, or in Biesenbach et al (2016). There
• Scissors
has to be something happening in the picture (in other
• Glue
words, the picture needs to imply an action, so an
advertisement of a perfume bottle, for example, is not really
appropriate);

2. The outcome of the lesson is: By the end of this activity Activity 3 is an
learners should be able to describe the picture using three adaptation of the
different tenses. Design an activity that guides the learners assignment in
to this outcome. Make sure that it is an activity where the Wessels (2014, p.
learners’ understanding is suitably scaffolded. 367).
3. Present your lesson idea to the class.

Learning Unit 2: Listening and speaking

Theme 2.1 learning objectives: My notes
• Articulate the importance of practising the listening skill; Note: the module will
• Design pre-, while-, and post-listening activities; be taught in English,
• Investigate the aspects of phonic awareness but you will be required
development in second language speakers. to complete a large
number of activities in
Theme 2.2 learning objectives: Afrikaans.
• Investigate the role of questioning, artefacts, songs,

rhymes and actions, and drama in the development of
second language speaking;
• Practise strategies to develop learners’ speaking ability,
including questioning, artefacts, songs, rhymes and
actions, and drama.
Prescribed reading:

Chapter 3: Listening
Chapter 4: Speaking
2. Berezyanskaya, M. 2013. Pre, While and Post-Listening
Activities, 2 Teaching is 2 Touch Lives 4 Ever, 27
February 2013 [Blog]. Available at: http://margarita-
uwtcp.blogspot.co.za/2013/02/pre-while-and-post-
listening-activities.html [Accessed: 3 November 2020].

Graad 5 Leerderboek.Cape Town: Maskew Miller
Longman.
Themes 1 – 18: Luister- en Praataktiwiteite
4. Die Skaam Vostruis by June Woodman (Appendix A)
Additional Reading/ Materials:
Department of Basic Education, Republic of South Africa. 2011a.

English First Additional Language. Curriculum and Assessment
Policy Statement Grades 4 – 6. Pretoria. [Online]. Available at:
http://www.education.gov.za/Portals/0/CD/National%20Curricul
um%20Statements%20and%20Vocational/CAPS%20IP%20%
20FAL%20%20ENGLISH%20GR%204-
6%20%20WEB.pdf?ver=2015-01-27-161045-913

Fairy Tales – The 3 Little Pigs. 2014. YouTube video, added by

KiddoStories [Online]. Available at:
https://www.youtube.com/watch?v=CtP83CWOMwc
The National Strategies: Primary. 2009. Developing language in

the primary school: literacy and primary languages. [Online].
Department for Children, Schools and Families, United
Kingdom. Available at: http://all-languages.org.uk/wp-
content/uploads/2016/04/Developing-languages-and-
literacy.pdf [Accessed: 3 November 2020]
1. Read Chapter 3: Listening in Wessels (2014);

2. Read Chapter 4: Speaking in Wessels (2014); and
3. Read through Themes 1 to 18 of Biesenbach et al
(2016), focussing on the ‘Luister en Praat’ activities.
1 Introduction
According to the CAPS document for Intermediate Phase English
First Additional Language,
Listening and speaking are central to learning in all
subjects. Through effective listening and speaking,
learners collect and synthesise information, construct
knowledge, solve problems, and express ideas and
opinions. Critical listening skills enable learners to
recognise values and attitudes embedded in texts and to
challenge biased and manipulative language. In the
Intermediate Phase, First Additional Language learners will
use listening and speaking skills to interact and negotiate
meaning.
It goes on to say
In this phase, learners’ spoken language still needs to be
scaffolded (i.e. modelled and supported, for example, with
vocabulary and sentence frames). The teacher needs to
make sure that all the children get opportunities to speak in
English. Because children will progress at a different pace,
the teacher needs to tailor speaking opportunities (e.g. the
questions s/he asks) to the level of the individual child. As
the children move through the grades, the teacher should
expect children to speak more and their utterances should
become longer (Department of Basic Education, 2011a,
p.9).

As such, learners need to learn to listen and speak in order to

develop their language abilities. Even though much of the work
that learners do at school is written, when acquiring a first
additional language (FAL), learners need to learn to comprehend
when they are spoken to in the FAL, and be able to respond
confidently in the FAL.

Activities and Digital Engagement

to LO 1 of Theme
The importance of listening 2.1 of this
learning unit.
Sit in pairs on the floor, back to back:
One student must have a unique picture with a lot of simple Materials
shapes drawn on it. required for
The second student must have a blank piece of paper. Activity 1:
The student with the picture must dictate (in Afrikaans) to
his/her partner how to draw the picture.
• Pictures
Swap over and repeat (with a different picture, of course!).
• Blank paper
• Pencils
Now, as a class, reflect on this activity. Use the following
questions to guide your reflection:
• What did ‘listening’ entail?

• Was it different from ‘hearing’?
• How did you ‘translate’ the picture that the other person
was describing?
• How could the activity have been made easier?

to LO 2 of Theme
Pre-, while-, and post-listening skills 2.1 of this
learning unit.
1. Visit Margarita Berezyanskaya’s Blog, 2 Teach is 2
Touch Lives 4 Ever, and read her post about pre-, while-
and post-listening activities, available at http://margarita-
uwtcp.blogspot.co.za/2013/02/pre-while-and-post-
listening-activities.html.
In groups, brainstorm one pre-reading activity, one while- If you are not
reading activity and one post-reading activity using the story familiar with the
The Three Little Pigs for a Grade 4 level. Complete this story of The Three
activity in English. Little Pigs, you can
watch it here:
2. Your lecturer will give you a short fairy tale or traditional https://www.youtub
story in Afrikaans. Design one pre-reading activity, one e.com/watch?v=Ct
while-reading activity and one post-reading activity using P83CWOMwc
this story. Write these activities in English first, and then
in simple Afrikaans. Include the answers, written in
Afrikaans.


to LO 3 of Theme
Phonic awareness in FAL learners 2.1 of this
learning unit.
Your lecturer will lead you through a guided reading session on
Language sounds in Chapter 3 of Wessels (2014). Thereafter, as
a class, discuss the process of guided reading (which will be
covered in Learning Unit 3).

to LO 1 of Theme
Questioning, artefacts, songs, rhymes and actions, and 2.2 of this
drama: jigsaw learning unit.
1. The lecturer divides the class up into five groups with the
same number of students in each group. These are called
‘expert groups’.
2. Each expert group is allocated one of the techniques
(questioning; artefacts; songs; rhymes and actions;
drama).
3. The expert group then engages in silent reading in the
prescribed textbook about the technique, thereafter
discussing to clarify their knowledge and understanding of
the technique, possibly considering examples. In this way,
they become experts in that technique.
4. Then, the lecturer coordinates so that new groups are
formed, each with one expert from each group making up
a new group. Then, each person in the new group teaches
the other group members about the technique that they are
an expert in. The group members who are listening take
notes and ask questions.

2.5 Activity 5
Stations activity Activity 5 speaks
to LO 2 of Theme
Step 1: 2.2 of this
Your lecturer will divide you into five groups, each with equal learning unit.
numbers of students. Each group will be allocated a strategy to
develop learners’ speaking ability (questioning; artefacts; songs;
rhymes and actions; drama). The classroom needs to be set up
so that there are five stations.
Step 2:
In your group, design a five-minute activity for Grade 4’s that
teaches about letter-sound combinations (e.g. c + h makes ‘ch’
as in ‘cheese’) in Afrikaans. Your activity has to use the strategy
that you have been allocated. Make sure that you leave clear
instructions on your station.
Step 3: The lecturer may

In your groups, move from station to station, spending five need to keep
minutes at each, completing the activities. You may need to control of the
nominate someone to stay at your station to help the members situation, and tell
of other groups to do the activity (for example, if it is an activity groups when to
where learners are taught actions). move on.
Reflection Questions:
Return to your stations. As a class, discuss the following: Try not to take
others’ thoughts
• Which activities worked well? personally:
o Why did they work well? remember that you
o What do we mean by ‘worked well’ in this particular are still learning,
context? and that the
• Which activities did not work so well? university
o Why didn’t they work well? classroom is the
o What do we mean by ‘didn’t work well’ in this best place to
particular context? practise before you
• What did you think of the ‘stations’ activity strategy? go into the
o What kinds of considerations do you think need to be classroom for real!
made when designing a stations activity? Make the most of
o When would a stations activity not be appropriate? this learning
activity.

Learning Unit 3: Reading and writing

Theme 3.1 learning objectives: My notes
• Explain the role of schemata, schema and codes in Note: the module will be
learning a second language; taught in English, but
• Practise strategies for teachers to help learners to you will be required to
develop bottom-up (decoding) skills; complete a large number
• Practise strategies for teachers to help learners to of activities in Afrikaans.
develop top-down skills;
• Articulate the benefits of shared, group and co-operative
reading activities for the teaching of a second language.
Theme 3.2 learning objectives:
• Describe the value of scaffolding in the development of

second language learners’ ability to write;
• Practise activities that scaffold learners’ writing
development;
• Investigate different pre- and post-writing techniques.
Prescribed reading:

Chapter 2: Reading
Chapter 5: Writing
2. Department of Basic Education, Republic of South
Africa. 2011b. Afrikaans First Additional Language.
Curriculum and Assessment Policy Statement Grades
4 – 6. Pretoria. [Online]. Available at:
http://www.education.gov.za/Portals/0/CD/National%2
0Curriculum%20Statements%20and%20Vocational/C
APS%20IP%20%20FAL%20%20AFRIKAANS%20G
R%204-6%20%20WEB.pdf?ver=2015-01-27-160948-
897 [Accessed: 3 November 2020]

Graad 5 Leerderboek.Cape Town: Maskew Miller
Longman.
Themes 1 – 18: Lees en Kyk; Skryf en Aanbied
Additional Reading/ Materials: These additional
readings are to help to
1. Department of Basic Education, Republic of South ground your
Africa. 2011a. English First Additional Language. understanding. They are

Curriculum and Assessment Policy Statement Grades 4 quite complex, but parts
– 6. Pretoria. [Online]. Available at: of them you may find
http://www.education.gov.za/Portals/0/CD/National%20 useful.
Curriculum%20Statements%20and%20Vocational/CAP
S%20IP%20%20FAL%20%20ENGLISH%20GR%204-
6%20%20WEB.pdf?ver=2015-01-27-161045-913
[Accessed 3 November 2020].
2. Mikulecky, B.S. 2008. Teaching Reading in a Second
Language. [Online]. Pearson Education, Inc. Available
at: http://www.longmanhomeusa.com/content/FINAL-
LO%20RES-Mikulecky-Reading%20Monograph%20.pdf
3. ESL/EFL Teaching Tip: Bottom Up and Top Down
Reading and Listening. 2012. YouTube video, added by
RennertNewYorkTesolCenter [Online]. Available at:
https://www.youtube.com/watch?v=7BZY3cP1nd0&list=
PLc7qiAsR5B_S8tpZ8AKIlewoFaQk1YXRs [Accessed 3
November 2020].
4. ESL/EFL Teaching Tip: Activities to Develop Bottom Up
Processing. 2014. YouTube video, added by
RennertNewYorkTesolCenter [Online]. Available at:
https://www.youtube.com/watch?v=C0UQVzj8kOM&list
=PLc7qiAsR5B_S8tpZ8AKIlewoFaQk1YXRs&index=4
5. Using Top-down Reading Strategies in Your Lesson.
2014. YouTube video, added by Guy Stieglitz [Online].
Available at:
https://www.youtube.com/watch?v=GmIbfbYMfUE
1. Read Chapter 2: Reading in Wessels (2014);

2. Read Chapter 5: Writing in Wessels (2014); and
3. Read through Themes 1 to 18 of Biesenbach et al
(2016), focussing on the ‘Lees en Kyk’ and ‘Skryf en
Aanbied’ activities.
1 Introduction
According to the CAPS document for Intermediate Phase English
First Additional Language,
[w]ell-developed reading and viewing skills are central to
successful learning across the curriculum. Learners
develop proficiency in reading and viewing a wide range
of literary and non-literary texts, including visual texts.
Learners recognise how genre and register reflect the
purpose, audience and context of texts. Through

classroom and independent reading, learners become

critical and creative thinkers.
It goes on to say
Reading gives learners more exposure to their additional
language. We know from research that children’s
vocabulary development is heavily dependent on the
amount of reading they do (Department of Basic
Education, 2011a, p.10).
CAPS advocates a particular reading process in the FAL

classroom. The process, like the listening process, consists of
pre-reading, reading and post-reading stages.
In terms of writing, CAPS says that

Writing is a powerful instrument of communication that
allows learners to construct and communicate thoughts
and ideas coherently. Frequent writing practice across a
variety of contexts, tasks and subjects enables learners
to communicate functionally and creatively. Writing which
is appropriately scaffolded using writing frames, produces
competent, versatile writers who will be able to use their
skills to develop and present appropriate written, visual
and multi-media texts for a variety of purposes. In the
Intermediate Phase, First Additional Language learners
will need careful support and guidance to develop the
skills of producing sustained written text.
It goes on to say
Writing is important because it forces learners to think
about grammar and spelling. This encourages learners to
process the language, speeds up language acquisition
and increases accuracy. Learners will learn to write a
range of creative and informational texts, initially using
writing frames as support and gradually learning to write
particular text types independently. They will also employ
the writing process to produce well organised,
grammatically correct writing texts (Department of Basic
Education, 2011a, p.11).
CAPS advocates a particular reading process in the FAL

classroom. The process, like the listening and reading
processes, has three steps, which are the pre-writing/planning,
drafting and revision stages.

2 Activities and Digital Engagement

to LO 1 of Theme
Schemata and its role in learning a FAL 3.1 of this
learning unit.
1. Sit in groups of four or five students. Each group will get a
single white sheet of A4 paper. In your groups, you may not
speak to one another (i.e., the class must be completely
silent). Materials
2. You will have 3 minutes to write down key words that help required for
to explain the role of the schema or schemata in the Activity 1:
development of a FAL.
3. The lecturer will then stick these papers up around the • Blank paper
classroom. As a class, discuss each one and speak about
• Marker
how each key word relates to the idea of a schemata in
pens/khokis
language acquisition.

to LO 2 of Theme
Decoding skill development 3.1 of this
learning unit.
As Intermediate Phase teachers, the learners in your class
should be able to recognise letters, so you may not need to begin
FAL teaching at the very beginning! With that said, you may need Bottom-up
to teach them phonetic combinations in Afrikaans to begin their (decoding) reading
journey to “automatic decoding” (Mikulecky, 2008, p.4), moving development is
from decoding letters and sounds, to words, to sentences, and often contrasted
finally to text. It is at this point that learners glean the most with top-down
meaning from what they read. reading
development.
In this video clip, James Rennert shares some interesting (and Listen to the
simple) activities that can help FAL learners develop difference
competence in Afrikaans: explained here,
https://www.youtube.com/watch?v=C0UQVzj8kOM&list=PLc7qi and consider
AsR5B_S8tpZ8AKIlewoFaQk1YXRs&index=4 whether both
approaches could
Watch the clip in class (you may want to watch it twice, be used to teach
once to listen and once to take notes), and, with a partner, reading or not:
choose a strategy that Rennert describes. https://www.youtub
Design a 10-minute activity where you use this strategy to e.com/watch?v=7B
teach Afrikaans FAL learners. ZY3cP1nd0&list=P
Think about what your activity actually taught the learners. Lc7qiAsR5B_S8tp
Was it phonics? Was it syntax? Was it meaning? Was it Z8AKIlewoFaQk1Y
something else? XRs


to LO 3 of Theme
Top-down approach 3.1 of this
learning unit.
The power of the top-down approach to teaching reading lies in
its context-embeddedness. This approach gets learners to
understand the meaning of the text, and then to deconstruct this
to understand how sentences, then words, then letters and
sounds work. In other words, it is a deductive approach (whereas
the bottom-up approach is an inductive approach).
1. Watch this clip which details the steps of a top-down

approach to teaching reading:
https://www.youtube.com/watch?v=GmIbfbYMfUE
2. Now, using Appendix A, Die Skaam Volstruis that you
used in Learning Unit 2, plan how you would get FAL
learners to understand meaning using the top-down
approach. You may also need to consider what would
need to be added to the story for the top-down approach
to be more effective.
3. Report back to the class.

to LO 4 of Theme
The benefits of shared, group and co-operative reading 3.1 of this
learning unit.
1. Divide the class into three groups. Each group has to argue
the benefits of one of the following types of reading: shared,
group, and co-operative.
2. Summarise the debate with a recap of the features of each,
and their benefits and potential limitations.

to LO 1 of Theme
Scaffolding the development of FAL learners’ writing 3.2 of this
learning unit.
Often, to understand something fully, you need to consider and
write it in simple language that a non-expert would understand.
This activity highlights this:
1. Write a letter to your granny (in your own home language)

which explains to her:
• What is meant by the term ‘scaffolding’; and

• Why we need to scaffold learners’ writing.

2. Sit in groups with other students who speak the same home
language as you do. Share your letters and discuss the
concept of scaffolding in FAL classrooms in your home
language.

to LO 2 of Theme
Designing activities to scaffold learners’ writing development 3.2 of this
learning unit.
1. In pairs, design a series of activities that actively scaffold
Afrikaans FAL learners’ ability to write. The outcome of the Contextual note:
series of activities is as follows: Before starting the
activity, the
By the end of the series of activities, learners should be learners are only
familiar with
able to write a short (50 – 70 word) descriptive paragraph
vocabulary
about the classroom in Afrikaans. associated with
the classroom, as
2. Share your ideas with the rest of the class. described in
Learning Unit 1,
Activity 2.
2.7 Activity 7
Pre- and post-writing techniques: jigsaw
Activity 7 speaks
1. The lecturer divides the class up into five groups with the to LO 3 of Theme
same number of students in each group. These are called 3.2 of this
‘expert groups’. learning unit.
(clustering to develop topics; using outlines of objects to
gather ideas about topics; the media, flyers, and forms are
useful pre-writing material; keeping diaries; tables
containing personal details to structure writing activities).
the technique, possibly considering examples. In this way,
they become experts in that technique.
the other group members about the technique that they are

Learning Unit 4: Language study

• Explain the importance of studying language, and studying Note: the module
language within a context; will be taught in
• Practise inductive teaching to teach learners about language; English, but you
• Articulate the role of pictures in language study. will be required to
Material used for this Learning Unit: complete a large
number of
Prescribed reading: activities in
Afrikaans.
1. Wessels, M. 2014. Practical Guide to Facilitating Language
Learning. 4th ed. Cape Town: Oxford University Press
Southern Africa.
Chapter 6: Language study
2. Biesenbach, J. et al. 2016. Platinum Afrikaans Huistaal Graad
5 Leerderboek. Cape Town: Maskew Miller Longman.
Themes 1 – 18: Oefen Taal
3. Department of Basic Education, Republic of South Africa.
2011b. Afrikaans First Additional Language. Curriculum
and Assessment Policy Statement Grades 4 – 6. Pretoria.
[Online]. Available at:
http://www.education.gov.za/Portals/0/CD/National%20Curr
iculum%20Statements%20and%20Vocational/CAPS%20IP
%20%20FAL%20%20AFRIKAANS%20GR%204-
6%20%20WEB.pdf?ver=2015-01-27-160948-897
Additional Reading/Materials: These additional
readings are to
1. Cummins, J. 2008. BICS and CALP: empirical and theoretical help to ground
status of the distinction. In Street, B. and Hornberger, N. H. your
(Eds.), Encyclopedia of Language and Education, 2nd ed, understanding.
Volume 2: Literacy. (pp.71-83). New York: Springer Science & They are quite
Business Media LLC. [Online]. Available at: complex, but parts
http://daphne.palomar.edu/lchen/CumminsBICSCALPSpringer of them you may
2007.pdf [Accessed 3 November 2020]. find useful.
2. EFL Teaching Grammar in Context.wmv. 2011. YouTube
video, added by RELCViet67’s channel [Online]. Available at:
https://www.youtube.com/watch?v=88yBI-iCfbw [Accessed 3
November 2020].
3. 100 Golden Rules of Grammar for Competitive exams part 6.
2014. YouTube video, added by Bankers Zone [Online].
Available at: https://www.youtube.com/watch?v=Iz8c5ribnBg

1. Read Chapter 6: Language study in Wessels (2014);

2. Find a newspaper article or advertisement in Afrikaans. Bring
it to class; and
3. Read through Themes 1 to 18 of Biesenbach et al (2016),
focussing on the ‘Oefen Taal’ activities.
1 Introduction
Language study is not always the most exciting part about
learning a new language, but it is crucial in order to teach learners
how the mechanics of a language works. Many researchers
advocate that teachers teach language within a context, as
opposed to simply teaching generic rules. This means that they
advocate a top-down approach to language teaching, promoting
comprehension of meaning. According to the seminal work of
Cummins (1984), the presence of a context in language learning
is important to enable the learners to be able to make meaning
from language rules. This meaning comes from and is supported
by “contextual or interpersonal cues (such as gestures, facial
expressions, and intonation present in face-to-face interaction)”
(Cummins, 2008, p.74).

to LO 1 of this
Contextualised study of language learning unit.
This activity requires you to analyse two video clips. The two clips
can be found at https://www.youtube.com/watch?v=88yBI-iCfbw
and at https://www.youtube.com/watch?v=Iz8c5ribnBg.
After watching these clips, answer the following questions as a

class:
Which of these videos demonstrated a contextualised

study of language? Why?
How was a context utilised in the video?
What do you think the impact of the context was on the
learners’ learning of the language rules?
Which of these videos demonstrated a decontextualised
study of language? Why?
What do you think the impact of the lack of context could
be on learners’ learning of language rules?


to LO 2 of this
Inductive language teaching learning unit.
“Induction is a method of logical reasoning, based on the Materials

observation of examples, leading to the discovery of a general required for
rule” (Wessels, 2014, p.240). In your prescribed textbook, Activity 2:
Wessels (2014) gives an example of how a teacher can teach
the difference between ‘do’ and ‘does’ using induction. Newspaper article
or advertisement in
1. Find a newspaper article or advertisement in Afrikaans. Afrikaans.
Bring it to class.
2. Following the example of inductive teaching given by A draft lesson
Wessels (2014), create a draft lesson plan where you plan consists of
teach FAL Afrikaans learners about a language rule that is the lesson aim(s)
exemplified in the text that you brought to class. and the lesson
3. Share your lesson plan with the person sitting next to you. steps.
Discuss what you like about their lesson plan, and give
them suggestions for improvement.

to LO 3 of this
Pictures in language study learning unit.
One of the contexts that you can use to teach language is a

simple picture. Below is a picture upon which this activity will be
based:
Picture reference: http://www.kids-

pages.com/folders/colpages/children/Playing-with-Ball.gif.htm
Design a similar activity to that in the Instructions for learners’

box under Recognising sentence structures while working with
pictures in Wessels (2014), but
• using the picture above;
• creating commands in Afrikaans; and

• writing what you would explain to the learners as they go

along in the activity as is done in the example. Write it in
both English and Afrikaans.

Learning Unit 5: Literature, stories and poetry

• Describe the benefits of a reader-centred approach to the study Note: the module
of literature, stories and poetry; will be taught in
• Explore a genre-based study of literature; English, but you
• Prepare a lesson plan (with assessment) where an aspect of will be required to
literature, stories or poetry is the focus. complete a large
Material used for this Learning Unit: number of
activities in
Prescribed reading: Afrikaans.

Southern Africa.
Chapter 7: Literature
Chapter 8: Stories
Chapter 9: Poetry
2. Biesenbach, J. et al. 2016. Platinum Afrikaans Huistaal Graad
5 Leerderboek. Cape Town: Maskew Miller Longman.
Poems: Pages 6, 42-46,49, 72-76, 79, 80, 175-176
Themes 1 – 18: Literature and stories
2011b. Afrikaans First Additional Language. Curriculum and
Assessment Policy Statement Grades 4 – 6. Pretoria.
http://www.education.gov.za/Portals/0/CD/National%20Curric
ulum%20Statements%20and%20Vocational/CAPS%20IP%20
%20FAL%20%20AFRIKAANS%20GR%204-
6%20%20WEB.pdf?ver=2015-01-27-160948-897 [Accessed 3
November 2020].
1. Find a story or poem in Afrikaans that is suitable for Grade 4 or

5 FAL learners to class. Bring it to class;
2. Read Chapter 7: Literature in Wessels (2014);
3. Read Chapter 8: Stories in Wessels (2014); and
4. Read Chapter 9: Poetry in Wessels (2014).

1 Introduction
This learning unit focuses on three chapters of the prescribed
textbook because they are all somewhat related (stories and
poetry are sub-types of literature). What is common to all three
aspects (namely literature, stories, and poetry) is that they are
best taught with a reader-centred approach. A reader-centred
approach contributes towards readers’ enjoyment of the
literature, emotional involvement with the literature, and
understanding of what to expect from different genres.

to LO 1 of this
The benefits of a reader-centred approach learning unit.

A reader-centred approach in Chapter 7 of Wessels (2014).

to LO 2 of this
Actively discovering the characteristics of genre: jigsaw learning unit.
1. The lecturer divides the class up into six groups with the
same number of students in each group. These are called
‘expert groups’.
(characteristics of traditional children’s stories; questions to
discover the characteristics of the characters in traditional
children’s stories; questions to discover the characteristics
of the plot of the traditional children’s story; questions to
discover the characteristics of the setting of a traditional
children’s story; questions to discover the characteristics of
the typical style used in a traditional children’s story).
the questions, possibly considering examples. In this way,
they become experts in that set of questions.
the other group members about the questions that they are


to LO 3 of this
Lesson Plan learning unit.
After reading through Chapters 8 and 9 of Wessels (2014), plan

a lesson in which you teach a reader-centred lesson to Grade 4
or Grade 5 Afrikaans FAL learners. The lesson needs to focus
on a story or a poem in Afrikaans. Your lesson needs to include:
• A ‘reading phase’ where learners engage in shared, guided

or group reading of the literary piece;
• A ‘teaching phase’ where you teach the learners about an
aspect of literature (this may be embedded in the reading
phase);
• An ‘activity phase’ where learners practise the skills that
they have learned during the reading and teaching phases;
and
• Some form of assessment, which can be a homework
activity.
Please include a full lesson plan with activities, the literary piece
and assessment.

Learning Unit 6: Assessment

• Explore the actions that demonstrate competence at each Note: the module
cognitive level in a language context; will be taught in
• Explore practical approaches to make assessment a learning English, but you
experience; will be required to
• Practise practical approaches to make assessment a learning complete a large
experience. number of
Material used for this Learning Unit: activities in
Afrikaans.
Prescribed reading:

Southern Africa.
Chapter 12: Assessment
2011b. Afrikaans First Additional Language. Curriculum and
Assessment Policy Statement Grades 4 – 6. Pretoria.
http://www.education.gov.za/Portals/0/CD/National%20Curric
ulum%20Statements%20and%20Vocational/CAPS%20IP%20
%20FAL%20%20AFRIKAANS%20GR%204-
6%20%20WEB.pdf?ver=2015-01-27-160948-897 [Accessed 3
November 2020].
Additional Reading/ Materials: These additional
readings are to
1. Lombard, K. 2016. Classroom Assessment. In L.P. Louw and help to ground
E.R. du Toit (Eds), Help, I am a Student Teacher! Skills your
Development for Teaching Practice. Pretoria: Van Schaik, understanding.
Chapter 6, pp.115 – 138. They are quite
2. Maphalala, M. 2016. Bloom’s taxonomy and implications for complex, but parts
teacher preparation. In C. Okeke, J Abongdia, E Olusola Adu, of them you may
M van Wyk and C Wolhuter, eds. Learn to Teach: A find useful.
Handbook for Teaching Practice. Cape Town: Oxford
University Press Southern Africa, Chapter 5, pp.69 – 91.
1. Read Chapter 12: Assessment in Wessels (2014).

1 Introduction
Assessing in the FAL classroom needs to take heed of the three
basic competency components, which are knowledge, skills and
values (Wessels, 2014). These components need to be
measured when assessing learners’ competence, but this
learning unit looks at what the demonstration of knowledge looks
like at various cognitive levels of complexity.

to LO 1 of this
Actions that demonstrate competence: jigsaw learning unit.
From your other modules in your BEd, you should have learned
that not only do we need to know what we are assessing (e.g.
knowledge), but also what competence in that particular area
looks like. This activity explores what actions demonstrate
competence at various cognitive levels:
1. The lecturer divides the class up into five groups with the Something to
same number of students in each group. These are called think about…
‘expert groups’. Why do you think
2. Each expert group is allocated one of the sections (actions the textbook does
to demonstrate knowledge; actions to demonstrate not look at ‘actions
application of knowledge; actions to demonstrate the ability to demonstrate the
to analyse; actions to demonstrate the ability to synthesise; ability to create’
actions to demonstrate the ability to evaluate). (Bloom’s level 6)?
prescribed textbook about the sections, thereafter
the sections, possibly considering examples. In this way,
they become experts in that section.
the other group members about the section that they are


to LO 2 of this
Making assessment a learning process learning unit.

Facilitating the assessment process for learners and
Assessment should be part of the learning process in Chapter 12
of Wessels (2014).

to LO 3 of this
Rationalising about assessment learning unit.
Take one of the lesson plans that you have already drafted for
this module. Design an assessment that is itself a learning
experience for this lesson.
Answer these questions after you have designed the

assessment:
How is this activity a learning experience for the learners?

What information is communicated to the teacher about the
learner’s understanding of the lesson topic?
In what way does this assessment meet the lesson aim(s)?

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100 Golden Rules of Grammar for Competitive exams part 6. 2014. YouTube video, added
by Bankers Zone [Online]. Available at: https://www.youtube.com/watch?v=Iz8c5ribnBg
Berezyanskaya, M. 2013. Pre, While and Post-Listening Activities, 2 Teaching is 2 Touch

Lives 4 Ever, 27 February 2013 [Blog]. Available at: http://margarita-
uwtcp.blogspot.co.za/2013/02/pre-while-and-post-listening-activities.html [Accessed 3
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Biesenbach, J., Engelbrecht, A., Henning, C., Hofmeyr, L., Hugo, J., Louw, W., Mihai, M.,
van Oort, E. and van Rooy, R. 2016. Platinum Afrikaans Huistaal Graad 5 Leerderboek.
Cape Town: Maskew Miller Longman.
Cummins, J. 2008. BICS and CALP: empirical and theoretical status of the distinction. In
Street, B. and Hornberger, N. H. (Eds.), Encyclopedia of Language and Education, 2nd ed,
Volume 2: Literacy. (pp.71-83). New York: Springer Science & Business Media LLC.
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nd%20Vocational/CAPS%20IP%20%20FAL%20%20ENGLISH%20GR%204-
6%20%20WEB.pdf?ver=2015-01-27-161045-913 [Accessed 3 November 2020].
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http://www.education.gov.za/Portals/0/CD/National%20Curriculum%20Statements%20and%
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channel [Online]. Available at: https://www.youtube.com/watch?v=88yBI-iCfbw [Accessed 3
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ESL/EFL Teaching Tip: Activities to Develop Bottom Up Processing. 2014. YouTube video,
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https://www.youtube.com/watch?v=7BZY3cP1nd0&list=PLc7qiAsR5B_S8tpZ8AKIlewoFaQk
1YXRs [Accessed 3 November 2020].
Fairy Tales – The 3 Little Pigs. 2014. YouTube video, added by KiddoStories [Online].
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Kids Pages. 2016. Playing with Ball. [Online]. Available at: http://www.kids-
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a Student Teacher! Skills Development for Teaching Practice. Pretoria: Van Schaik, Chapter
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Maphalala, M. 2016. Bloom’s taxonomy and implications for teacher preparation. In C.

Okeke, J. Abongdia, E. Olusola Adu, M. van Wyk and C. Wolhuter, eds. Learn to Teach: A
Handbook for Teaching Practice. Cape Town: Oxford University Press Southern Africa,
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Intellectual Property
Plagiarism occurs in a variety of forms. Ultimately though, it refers to the use of the words,
ideas or images of another person without acknowledging the source using the required
conventions. The IIE publishes a Quick Reference Guide that provides more detailed
guidance, but a brief description of plagiarism and referencing is included below for your
reference. It is vital that you are familiar with this information and the Intellectual Integrity Policy
before attempting any assignments.
Introduction to Referencing and Plagiarism

What is ‘Plagiarism’?
‘Plagiarism’ is the act of taking someone’s words or ideas and presenting them as your own.
What is ‘Referencing’?
‘Referencing’ is the act of citing or giving credit to the authors of any work that you have
referred to or consulted. A ‘reference’ then refers to a citation (a credit) or the actual
information from a publication that is referred to.
Referencing is the acknowledgment of any work that is not your own, but is used by you in an
academic document. It is simply a way of giving credit to and acknowledging the ideas and
words of others.
When writing assignments, students are required to acknowledge the work, words or ideas of
others through the technique of referencing. Referencing occurs in the text at the place where
the work of others is being cited, and at the end of the document, in the bibliography.
The bibliography is a list of all the work (published and unpublished) that a writer has read in
the course of preparing a piece of writing. This includes items that are not directly cited in the
work.
A reference is required when you:
• Quote directly: when you use the exact words as they appear in the source;
• Copy directly: when you copy data, figures, tables, images, music, videos or
frameworks;
• Summarise: when you write a short account of what is in the source;
• Paraphrase: when you state the work, words and ideas of someone else in your own
words.

It is standard practice in the academic world to recognise and respect the ownership of ideas,
known as intellectual property, through good referencing techniques. However, there are other
reasons why referencing is useful.
Good Reasons for Referencing
It is good academic practice to reference because:
• It enhances the quality of your writing;

• It demonstrates the scope, depth and breadth of your research;
• It gives structure and strength to the aims of your article or paper;
• It endorses your arguments;
• It allows readers to access source documents relating to your work, quickly and easily.
Sources
The following would count as ‘sources’:
• Books,
• Chapters from books,
• Encyclopaedias,
• Articles,
• Journals,
• Magazines,
• Periodicals,
• Newspaper articles,
• Items from the Internet (images, videos, etc.),
• Pictures,
• Unpublished notes, articles, papers, books, manuscripts, dissertations, theses, etc.,
• Diagrams,
• Videos,
• Films,
• Music,
• Works of fiction (novels, short stories or poetry).
What You Need to Document from the Hard Copy Source You are
Using
(Not every detail will be applicable in every case. However, the following lists provide a guide
to what information is needed.)

You need to acknowledge:
• The words or work of the author(s),

• The author(s)’s or editor(s)’s full names,
• If your source is a group/organisation/body, you need all the details,
• Name of the journal, periodical, magazine, book, etc.,
• Edition,
• Publisher’s name,
• Place of publication (i.e. the city of publication),
• Year of publication,
• Volume number,
• Issue number,
• Page numbers.
What You Need to Document if you are Citing Electronic Sources
• Author(s)’s/editor(s)’s name,
• Title of the page,
• Title of the site,
• Copyright date, or the date that the page was last updated,
• Full Internet address of page(s),
• Date you accessed/viewed the source,
• Any other relevant information pertaining to the web page or website.
Referencing Systems
There are a number of referencing systems in use and each has its own consistent rules.
While these may differ from system-to-system, the referencing system followed needs to be
used consistently, throughout the text. Different referencing systems cannot be mixed in the
same piece of work!
A detailed guide to referencing, entitled Referencing and Plagiarism Guide is available from
your library. Please refer to it if you require further assistance.
When is Referencing Not Necessary?
This is a difficult question to answer – usually when something is ‘common knowledge’.

However, it is not always clear what ‘common knowledge’ is.
Examples of ‘common knowledge’ are:
• Nelson Mandela was released from prison in 1990;

• The world’s largest diamond was found in South Africa;
• South Africa is divided into nine provinces;
• The lion is also known as ‘The King of the Jungle’.
• 𝐸 = 𝑚𝑐 2

• The sky is blue.
Usually, all of the above examples would not be referenced. The equation 𝐸 = 𝑚𝑐 2 is
Einstein’s famous equation for calculations of total energy and has become so familiar that it
is not referenced to Einstein.
Sometimes what we think is ‘common knowledge’, is not. For example, the above statement
about the sky being blue is only partly true. The light from the sun looks white, but it is actually
made up of all the colours of the rainbow. Sunlight reaches the Earth's atmosphere and is
scattered in all directions by all the gases and particles in the air. The smallest particles are
by coincidence the same length as the wavelength of blue light. Blue is scattered more than
the other colours because it travels as shorter, smaller waves. It is not entirely accurate then
to claim that the sky is blue. It is thus generally safer to always check your facts and try to find
a reputable source for your claim.
Important Plagiarism Reminders

The IIE respects the intellectual property of other people and requires its students to be familiar
with the necessary referencing conventions. Please ensure that you seek assistance in this
regard before submitting work if you are uncertain.
If you fail to acknowledge the work or ideas of others or do so inadequately this will be handled
in terms of the Intellectual Integrity Policy (available in the library) and/ or the Student Code of
Conduct – depending on whether or not plagiarism and/ or cheating (passing off the work of
other people as your own by copying the work of other students or copying off the Internet or
from another source) is suspected.
Your campus offers individual and group training on referencing conventions – please speak
to your librarian or ADC/ Campus Co-Navigator in this regard.
Reiteration of the Declaration you have signed:
1. I have been informed about the seriousness of acts of plagiarism.

2. I understand what plagiarism is.
3. I am aware that The Independent Institute of Education (IIE) has a policy regarding
plagiarism and that it does not accept acts of plagiarism.
4. I am aware that the Intellectual Integrity Policy and the Student Code of Conduct
prescribe the consequences of plagiarism.
5. I am aware that referencing guides are available in my student handbook or equivalent
and in the library and that following them is a requirement for successful completion of
my programme.
6. I am aware that should I require support or assistance in using referencing guides to
avoid plagiarism I may speak to the lecturers, the librarian or the campus ADC/ Campus
Co-Navigator.
7. I am aware of the consequences of plagiarism.
Please ask for assistance prior to submitting work if you are at all unsure.

APPENDIX A: Die Skaam Volstruis by June Woodman
Die diere speel bofbal. ‘n Tak is die kolf en ‘n klapper is die bal. Olifant is lief vir kolf. Almal
speel lekker saam. Almal behalwe volstruis. “Komaan, volstruis! Kom speel saam, “roep
Kangeroe. Maar volstruis bloos net en sit haar emmer oor haar kop. Sy is te skaam om saam
te speel.
Volstruis dwaal weg van die ander. Na ‘n rukkie loop sy vas in olifant se lemoenbome. Sy hoor
iets en haal die emmer van haar kop af. Sy sien hoe apie van olifant se lemoene pluk. Volstruis
wil hom keer, maar sy is te skaam. “Wat moet ek nou doen?” wonder volstruis. Dan kry sy ‘n
plan. Volstruis steek haar kop in die emmer en maak ‘n groot lawaai. “Oeeraa!” bulder sy. Dit
klink nes olifant. “Hier kom Olifant!” skree apie. Hy laat val die lemoene en hol weg. Volstruis
begin die lemoene optel. “Sit hulle neer!” sê ‘n harde stem. Olifant is terug. “Hoekom vat jy my
lemoene?” vra hy kwaai. Volstruis probeer verduidelik. “Ek…ek…o aarde”. Sy is te skaam. Sy
sit die emmer oor haar kop en draf weg. Olifant tel sy lemoene op. “Simpel voël,” sê hy.
Volstruis draf tot by spinnekop se huis. Daar hoor sy weer vir apie. Hy sit klippe in spinnekop
se skoene. “Wat moet ek nou doen?” wonder volstruis. Dan kry sy ‘n plan. Sy soek ‘n stok en
tel haar emmer op. Sy tik met die stok teen die emmer. Al vinniger en vinniger. Dit klink net
soos spinnekop. “Hier kom spinnekop,” gil apie. Hy los die skoene en hardloop weg. Volstruis
begin om spinnekop se skoene uit te skud. Net toe kom spinnekop daar aan. “Hi,volstruis wat
doen jy met my skoene?” vra hy. Arme volstruis probeer verduidelik “Ek … ek … o aarde.” Sy
is te skaam. Sy sit die emmer oor haar kop en draf weg. “Snaakse voël,” sê spinnekop.
By kangeroe se huis draf volstruis stadiger. Sy haal die emmer af. Daar sien sy weer vir apie.
Hy breek kangeroetjie se speelgoed. “Wat moet ek nou doen?” wonder volstruis. Dan kry sy
‘n plan. Sy pluk ‘n bessie en teken twee oë en ‘n neus op haar emmer. Sy gebruik
bobbejaantou vir die hare. Sy soek ‘n stukkie kryt en teken ‘n groot bangmaak-mond. Sy sit
die emmer oor haar kop en staan regop in die lang gras. “Boee! Boee! BOEEE!” skree
volstruis. Apie kyk op. Hy sien ‘n bangmaak-gesig in die lang gras. “HELP, ‘N MONSTER!” gil
hy. Hy los die speelgoed en vlug vir sy lewe. Volstruis haal die emmer van haar kop af en
begin die speelgoed optel. Iemand kom met die paadjie aan. Dit is kangeroe. “Ooo,
volstruis,”sê sy. “Wat maak jy met kangeroetjie se speelgoed?” “Ek … ek.. o aarde.” Volstruis
is te skaam om te verduidelik. Sy duik onder haar emmer in en draf weg. Kangeroe tel die
speelgoed op. “Vreemde voël,” sê sy.
Volstruis begin huil. “Ek...ek…het glad nie olifant se lemoene gevat nie. Ek het nooit klippe in
spinnekop se skoene gesit nie. Ek het nooit met kangeroe se speelgoed gespeel nie.” “Ek
weet, ek weet,” sê pappegaai. “Ek het alles gesien. Ek het alles gesien. Dit was apie. Dit was
apie.” Pappegaai sê graag alles twee keer. “Ek het almal vertel. Ek het almal vertel.” sê
pappegaai. Hier kom al die diere nou. Apie is ook daar. Hy lyk baie hartseer. “Hy het leeu
probeer kielie toe hy lê en slaat het,” verduidelik muis. “As jy belowe om ‘n soet apie te wees,
sal ons jou los,” se kangeroe. “Ek belowe,” sê apie en laat spat.

“Ons moet partytjie hou vir volstruis,” sê kangeroe. “Sy is so ‘n slim voël.” Toe hou hulle
partytjie. Hulle sing en dans. Almal geniet dit. Almal behalwe volstruis. Sy sit eenkant met haar
kop in haar emmer. Sy is te skaam...

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IIE Module Guide IFAA6211

Teaching Intermediate Phase First Additional Language

The Independent Institute of Education (Pty) Ltd is registered with the

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DID YOU KNOW?

Module Guides or Module Manuals

Module Discussion Forum

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IIE Library Online Databases

EBSCO eBook Collection

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Using this Guide

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Congratulations on choosing this module and good luck.

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You will not be tested on the contents of these resources.

You will not be tested on the contents of these resources.

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Learning Unit 3 Reading and writing Notes on this LU

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Sessions: 45 – 48 Learning objectives: This unit looks at the

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Assessments for IFAA6211

Portfolio of Evidence (PoE)

Open/ Closed book Open book

Learning Units covered All

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Learning Unit 1: Language development, structures and

1. Wessels, M. 2014. Practical Guide to Facilitating

How to prepare for this Learning Unit:

1. Find a picture that may be familiar to Grade 4 learners in

© The Independent Institute of Education (Pty) Ltd 2021 Page 13 of 46

2.1 Activity 1 Activity 1 speaks

You are a qualified teacher. Your friend, also a qualified teacher,

Write a response to your friend, explaining why your friend should

© The Independent Institute of Education (Pty) Ltd 2021 Page 14 of 46

2.2 Activity 2 Activity 2 speaks

This activity requires you to extract and extrapolate A cloze

In groups, discuss what Wessels (2014) means by

2.3 Activity 3 Activity 3 speaks

This activity requires you to demonstrate understanding of the

© The Independent Institute of Education (Pty) Ltd 2021 Page 15 of 46

© The Independent Institute of Education (Pty) Ltd 2021 Page 16 of 46

Learning Unit 2: Listening and speaking

• Investigate the role of questioning, artefacts, songs,

1. Wessels, M. 2014. Practical Guide to Facilitating

3. Biesenbach, J. et al. 2016. Platinum Afrikaans Huistaal

Department of Basic Education, Republic of South Africa. 2011a.

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Fairy Tales – The 3 Little Pigs. 2014. YouTube video, added by

The National Strategies: Primary. 2009. Developing language in

How to prepare for this Learning Unit:

1. Read Chapter 3: Listening in Wessels (2014);

© The Independent Institute of Education (Pty) Ltd 2021 Page 18 of 46

As such, learners need to learn to listen and speak in order to

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Activities and Digital Engagement