Resultados de la aplicación de los instrumentos

Thandi started the lesson by pasting pictures on the chalkboard and she asked the learners to construct sentences based on the pictures. This lesson focused on verbs. To get the learners to understand the lesson, Thandi used different strategies. Firstly, learners had to view the pictures and individually write the sentences on the chalkboard. Secondly, they had to read what they had written and then identify a verb and underline it as shown on pictures 1, 2 and 3. Picture 3 shows the instruction of what the learners were expected to do after they had viewed the pictures. The instruction read as follows:

Sebenzisa umfanekiso ngamnye wakhe izivakalisi zibe zibini ze ubonise isenzi (Use each of the pictures and construct two sentences and identify a verb).

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Picture 3

Picture 4 gives an explanation of a verb (isenzi). It starts with a question of what a verb is (Yintoni isenzi?). This question is followed by an explanation as shown below:

Yintoni isenzi? Isenzi ligama elichaza into eyenziwayookanye eyenzekayo. (What is a verb? A verb is a word that describes something or something being done)

Picture 4

In this lesson, Thandi made use of pictures she cut from magazines to make the lesson learner- centered, interactive and interesting. It seemed that learners enjoyed the lesson because they

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were able to use their imagination to construct sentences. They were able to analyse and make connections with the pictures because the pictures were familiar.

Thandi then asked one learner, named Azola, to read what she had written, and then identify a verb. Azola constructed the sentence as follows:

Abantu bayabulisana (People are greeting each other).

Azola underlined the auxiliary verb “baya-” and Thandi asked her to read her sentence. In reading her sentence, the learner identified ’baya-’ (they are) as a verb in the sentence. To get the learner to understand the verb, Thandi asked whether she noticed any action or something being done when she mentioned or read the helping verb “baya-”. Thandi then posed a question to the whole class to state whether ‘baya-” denoted an action. The learners answered in a chorus, “No”. She further asked what the learner should have done as shown below.

Excerpt 3 for Lesson C

1 Thandi …funda esa sivakalisi sakho. …read your sentence.

2 Azola Abantu bayabulisana.

People are greeting each other.

3 Thandi Uthi abantu bayabulisana. Sesiphi isenzi kweli gama ulikrwelileyo?

She said, people are greeting each other.Which one is the verb from what you have underlined?

4 Azola Baya- They are -

5 Thandi Uthi “baya-“, “baya-” Ikhona into eyenziwayo xa usithi “baya-”? She said,“they are”, Is there any action when you say “they are”?

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6 3Class No,Miss.

7 Thandi Kufuneka etheni? Kufuneka enze njani? What must she do? How must she do?

8 Thandi Usame njalo, ndifuna ukubuza ukuba yintoni ebangela ukuba uthi utata ubanjiwe, uyazisola?

While you are still standing, what makes you say that the “father” was apprehended and he feels remorse?

9 Uxolo Misi, ndibona amapolisa kuyacaca umoshile

Sorry Miss, I see the policeman so it is clear that he had misbehaved.

10 Thandi Right, masiye kwisivakalisi sesibini, uthi “utata ubanjiwe uyazisola”. Sirayithi esa sivakalisi yena wakrwelela isenzi esithi ubanjiwe, nhe?Urayithi, ikhona enye into ekufuneka eyenzile?

Okay, let’s look at the second sentence, she says, “the gentlemen has been apprehended and he feels remorse”. That sentence is correct and she underlined the verb “apprehended”, neh? She is correct, is there anything she is supposed to do?

11 Mavis Uxolo Miss, ikhona Yes Miss, there is.

12 Thandi Ewe, iphi, yintoni? Yitsho Mavis.Yima masimamele uMavis. Yes, where, what is it? Speak Mavis. Wait, let’s listen to Mavis 13 Mavis Uxolo,Miss, kufuneka akrwelele u-“uyazisola”.

Sorry,Miss, she must underline the word “remorse”.

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The class interrupted by responding without giving the learner a chance to think clearly and respond. Thandi also did not show much patience with the learner by supporting her so that she could come to the realization of where she made the mistake in identifying the verb. The sentence, according to Thandi, was correct but the learner could not clearly identify the verb.

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Thandi’s questioning seemed to limit Azola and her group members to share their understanding of verbs. Although they exhibited oral competence in the language, they could not identify a verb in a sentence. This could suggest that learners experienced less exposure in analysing sentences and identifying the different parts of speech. Secondly, it appeared that they had little experience in working with sentence and paragraphs.

After the class had provided the correct answer, Thandi then explained what a verb was and asked learners to greet each other by shaking hands. Using learners to model the actions in a sentence seemed to make the lesson clearer to the learners. The learners were then asked to use their knowledge of verbs to choose sentences in a story they had read and identify verbs. In this activity, learners were not encouraged to construct their own sentences but the activity encouraged them to copy what was already in the book. It seemed that there was little planning on the part of the teacher as there were no tasks prepared for this particular type of assessment.