Course Title
Language in Practice A
Course Code
LPA 0220
NQF Level
4
Notional Hours
100
Contact hours: 60 hours per semester (3 face-to-face and 1 tutorial and elearning)
Assessment hours: 20 hours per semester
Self-learning (Directed and self-directed): 20 hours per semester
NQF Credits
None credit bearing
Prerequisites
Grade C, D, E at NSSC Ordinary level or equivalent examination
Options (compulsory or
elective)
Institutional Core Course
Semester Offered
Semesters 1 and 2
Aims
The course aims to:
- instill the correct foundational grammar, vocabulary, and the four skills
of English, namely, reading, writing, speaking and listening;
- expand students’ knowledge and understanding of grammar;
- develop and adapt active reading skills and strategies;
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- assist students to engage with and read a variety of print and
electronic texts for comprehension and response;
- develop ways of generating, organising and shaping ideas;
- expand, adapt, and apply speaking skills and strategies in formal
and informal contexts;
- develop, adapt and demonstrate discussion skills and strategies
in formal/informal contexts;
- empower students to understand, identify and correct errors in
written texts.
Learning
Outcomes/Specific
Outcomes
Upon completion of this course, students should be able to:
- explore the significance of English and the variations in the use of
English across a variety of contexts and situations;
- demonstrate understanding of correct use of English in written and
spoken form;
- understand and respond to print and electronic texts and activities;
- generate, plan, and organise ideas for written and oral activities;
- adapt language according to task, audience and purpose;
- organise and structure oral topics to present information appropriately
and persuasively;
- make relevant contributions to group discussions by exploring
various positions and contexts.
Course Content
Language in Practice A covers all four domains of language learning,
namely, writing, reading, speaking and listening. Students are introduced to
the basic elements of English grammar, academic reading and writing skills
while continuing to develop their vocabulary. Emphasis is on the production
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of well written basic sentences, paragraphs and essays. The course also
includes comprehension exercises and the reading of short stories.
Students’ listening skills are honed by way of recorded texts with
comprehension activities that include note taking. They also engage in error
analysis and editing tasks. The activities of each unit encourage
collaborative learning.
Unit 1: Grammar
This unit covers the following parts of speech and sentence construction:
- Nouns: types of nouns, singular and plural, compound, countable
and uncountable, the possessive case;
- Pronouns: personal, reflexive, possessive;
- Articles: a, an, the;
- Verbs: regular and irregular verbs, verb tenses, modal verbs, the
passive case;
- Adjectives: types of adjectives, position and order of adjectives in
a sentence, comparative and superlative adjectives;
- Adverbs: adverbs of manner, place, time, adverb position with
verbs, adverbs of frequency, adverbs of probability;
- Prepositions: prepositions of place, movement, time, means of transport;
- Conjunctions: the meaning conveyed by common conjunctions.
- The sentence: basic sentence structure, complex sentences,
compound sentences, sentence fragments, run-on sentences,
comma-splice sentences.
Unit 2: Paragraph writing and analysis:
This unit focuses on paragraph writing with particular emphasis on
paragraph structure: topic sentences, supporting sentences, and concluding
sentences. The unit also focuses on the elements of the paragraph such as
the use of transitions, relevance of sentences within a paragraph,
paragraph coherence and unity.
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Unit 3: Reading comprehension review
Reading comprehension texts in search of isolable bits of information,
reading in order to grasp the gist of the text, intensive reading and inferring
word meaning from context;
Vocabulary development: synonyms, antonyms, spelling and word form.
Unit 4 Essay writing and analysis
- Types of essays: narrative, descriptive, explanatory;
- Choosing an essay topic, writing the introduction with an
appropriate thesis statement, writing the body paragraphs, using
linking words and transitions effectively, writing the conclusion;
- Error correction and editing of the essay.
Unit 5 Listening and note taking:
This unit is designed to promote listening skills and strategies such as:
listening for main ideas, listening for specific information, listening for
inferred information, and taking notes while listening.
Unit 6: Further reading:
The selected short stories in this unit are a flexible teaching tool to reinforce
the four skills of language proficiency. In addition, with these short stories,
higher-order thinking skills are enhanced. The unit also focuses to improve
vocabulary and reading. The introduction of literary elements viz., tracing
the plot of a story, describing the appearance of characters, relating
character interaction, describing specific setting will reinforce reading
comprehension. to provide the platform for extensive reading and reading
for pleasure. The following learning activities: tracing the plot of a story,
describing the appearance of characters, relating character interaction,
describing specific setting and taking note of new vocabulary items.
The following texts are the sources of the short stories:
Forster, E.M. (1982). The celestial omnibus. In K. Vice (Ed.), Romantica
book of English short stories (pp. 25-37). Durbanville, South Africa:
Romantica Press.
Kangira, J. (2005). Angel of light. In J. Kangira (Ed.), Creatures great and
small (pp. 45-56). Gweru, Zimbabwe: Mambo Press.
Lessing, D. (1974). A mild attack of locusts. In W.M.Smith (Ed.), Good
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stories (pp. 100-109). New Deli, India: Arnold-Heinemann Publishers.
Paton, A. (1984). Death of a Tsotsi. In S. Schlakman (Ed.), Stories to
remember (pp. 115-128). London, England: Macmillan Publishers.
Unit 7: KEWL (Knowledge Environment for Web-based Learning)
E-learning is to be integrated in all units. Syllabus topics are further
explored by way of specially prepared KEWL exercises and guided
research on the internet. Related activities are: student registration for
KEWL, introduction to e-learning and basic computer literacy assistance.
Methods of Facilitating
Learning
This course is facilitated through the following learner-centred learning
activities: lecture delivery, face-to face, E-learning, tutorials - on line
practice and application, collaborative learning through group work, practice
exercises, homework, tests and assignments.
Assessment Strategies
During the course of the semester, there will be:
- Test 1: Reading comprehension and grammar;
-Test 2: Reading comprehension, grammar, paragraph writing and analysis;
- Listening and note taking (classroom activity);
- Continuous writing and editing (assignment).
Full-time and part-time students:
60% Continuous assessment
40% Examination: one paper, 3 hours
A candidate will gain admission to the examination by obtaining a
continuous assessment mark of at least 50%. In order to pass the subject a
student needs a final mark of at least 50%
COLL students:
30% Continuous assessment
70% Examination: one paper, 3 hours
A candidate will gain admission to the examination by obtaining a
continuous assessment mark of at least 50%. In order to pass the subject, a
student needs a sub minimum of 40% for the examination and a final mark
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of at least 50%.
Quality
Assurance
Arrangements
Moderation of assessment in accordance with the General Rules and
Guidelines.
Student Support and
Learning Resources
Polytechnic level: the library, student service
School of Communication level: school-based induction, learning support
units, tutor systems
Course level: print and electronic learning resources
Prescribed Learning Resources: Language in Practice A Study Guide
Recommended Learning Resources:
Beaumont, D., & Granger, C. (1992). English Grammar (New ed.).
Oxford, Great Britain: Bath Press.
Brandon, L., & Brandon, K. (2008). Paragraphs and Essays (10th ed.).
Boston, MA, United States of America: Heinle.
Huddleston, R., & Pullum, G. K. (2005). AStudent’s Introduction to
English Grammar. Cambridge, United Kingdom: Cambridge University
Press.
Murphy, R. (2004). English Grammar in Use (3rd ed.). Cambridge,
United Kingdom: Cambridge University Press.
Parrott, M. (2000). Grammar for English Language Teachers.
Cambridge, United Kingdom: Cambridge University Press.
Websites for grammar:
http://www.englishpage.com
http://www.english-zone.com
http://www.literacynet.com
http://www.skillswise.com
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