12462-69-70 Learner Workbook BE 29Aug06 - AgriSeta · yellow maize plantings is the result of...

LLeeaarrnneerr WWoorrkkbbooookk PPrriimmaarryy AAggrriiccuullttuurree

CCoommmmuunniiccaattiinngg IInnffoorrmmaattiioonn

My name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

My Workplace: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Commodity: . . . . . . . . . . . . . . . . . . . . Date: . . . . . . . . . . . . . .

NQF Level: 1 US No: 12462, 12469 & 12470

The availability of this product is due to the financial support of the National Department of Agriculture and the AgriSETA.

Engage in a range of speaking and listening interactions for a variety of purposes Read and Respond to a range of text types

Write for a Variety of different purposes

Primary Agriculture NQF Level 1 Unit Standard No: Unit Standard No: 12462-69-70 22

Version: 01 Version Date: July 2006

BBeeffoorree wwee ssttaarrtt…… Dear Learner - on completion of the Learner Guide, you should have acquired all the knowledge and skills to be assessed against the following unit standard:

Title: Engage in a range of speaking and listening interactions for a variety of purposes

US No: 12462 NQF Level: 1 Credits: 6

Read and Respond to a range of text types




Please read the unit standard at your own time (see Learning Guide).

WWhhaatt iiss aasssseessssmmeenntt aallll aabboouutt?? Assessment takes place at different intervals of the learning process and includes various activities. Some activities will be done before the commencement of the program whilst others will be done during programme delivery and other after completion of the program.

The assessment experience should be user friendly, transparent and fair. Should you feel that you have been treated unfairly, you have the right to appeal. Please ask your facilitator about the appeals process and make your own notes.

HHooww ttoo uussee tthhiiss wwoorrkkbbooookk …… Your activity workbook will be handed in from time to time on request of the facilitator for the following purposes:

The activities that follow are designed to help you gain the skills, knowledge and attitudes that you need in order to become competent in this learning module.

It is important that you complete all the activities and worksheets, as directed in the learner guide and at the time indicated by the facilitator.

It is important that you ask questions and participate as much as possible in order to play an active roll in reaching competence.

When you have completed all the activities and worksheets, hand this workbook in to the assessor who will mark it and guide you in areas where additional learning might be required.

You should not move on to the next step in the assessment process until this step is completed, marked and you have received feedback from the assessor.

Sources of information to complete these activities should be identified by your facilitator.

Please note that all completed activities, tasks and other items on which you were assessed must be kept in good order as it becomes part of your Portfolio of Evidence for final assessment.





1. As a group – brainstorm and write down a list of reasons why you think it is important to understand the meaning of information that you might encounter in the course of your life and work.

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

Group activity: Discuss in you groups and make notes for yourself

11 My Name:

. . . . . . . . . . . . . . . . . . My Workplace: . . . . . . . . . . . . . . . . . . My ID Number:

. . . . . . . . . . . . . . . . . ..

Facilitator comments: Assessment:





1. “Your group wants to buy a farm in the North West province of South Africa.” Follow the same process as in your learner guide and discuss the example. Make notes on the information that your group will need to achieve the task at hand.

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

Group activity: Discuss in you groups and make notes for yourself

22 My Name:


. . . . . . . . . . . . . . . . . ..






Read the following article and write keynotes for yourself according to the steps listed below.

Gung-ho farmers set to boost maize output despite oversupply Sunday 06/03/2003 AGRICULTURE By DON ROBERTSON

MAIZE farmers are expected to increase production this summer in spite of an existing oversupply from last season which is proving difficult to export. Early indications from the National Crop Estimates Committee report farmers' intentions to plant an additional 200 000 ha of maize this season. White maize production will increase 7.5% to 1.933-million hectares, compared with 1.797-million hectares last summer. Yellow maize production will rise 5.5% to 1.223-million hectares (1.158-million hectares last year). Total plantings are expected to rise to 3.156-million hectares from 2.956-million hectares. The committee points out, however, that these estimates are based on projections in November. Factors like rain, contracts and price movements can influence actual planting. The increase of about 136 000 ha of white maize plantings is largely due to good rains which fell over most of the production area, while the rise in yellow maize plantings is the result of relatively low price of white maize, says the report. Farmers' apparent enthusiasm may be countered by a report from the agricultural division of RMD Financial Services, which notes an oversupply of white and yellow maize as the new season begins, predicting an even larger carry-over at the end of this season.

The report declares itself optimistic about production this season, but remains pessimistic about selling the oversupply. It says there will be an even larger carry-out into the crop year 1999/2000, and draconian measures will have to be taken by both the farming community and the banking community to ensure that the maize farming sector does not do itself irreparable damage. RMD is concerned because international prices have fallen as other large producers have also experienced substantial surpluses. In addition, many of South Africa's traditional markets in Africa have experienced economic difficulties as a result of the South-East Asia crisis, and also civil and political turmoil which will force them to import from the cheapest exporter if they can. International markets such as those in Iran, Iraq, Japan, Mexico and Venezuela are also looking for cheap imports, and Argentine, Europe and the US stand to benefit. Making provision for possible changes as a result of climatic conditions and other factors, the RMD report says that "a continuation of the over supply trend will result in considerable farmer and banking losses during the next year or two".

Individual Activity: Note taking skills

33

My Name:


. . . . . . . . . . . . . . . . . ..





Key notes – step by step

Step 1 Plan

Step 2

Browse and note key words (mind map)

Step 3

Compile a bibliography

Step 4

Read to understand

Step 5

Summarise the content

Step 6

Acknowledge the authors

Step 7

Be systematic and organised






Name 5 places that you can think of where you might find information and what types of information might be available there.

# Place Type of Information

1

2

3

4

5

Individual work

44

My Name:


. . . . . . . . . . . . . . . . . ..






1. Discuss in your group give examples of a fact and an opinion for each of the subjects listed.

Example A fact about it is… An opinion about it is…

Example 1

Profitability of maize farming

Example 2

Ploughing soil

Example 3

Taxi transportation in the North West

Province

2. How do you know when it is a fact or an opinion?

..................................................................................................................

..................................................................................................................

..................................................................................................................

Group activity

55

My Name:


. . . . . . . . . . . . . . . . . ..






Read the following article and list the answers as per the criteria.

Individual Activity: Let’s practice our skills...

66

My Name:


. . . . . . . . . . . . . . . . . ..





Criteria Found / not found Reference

Author or contact person

Link to local home page

Institution

Date of creation or revision

Intended audience

Purpose of the information

Accuracy

Authority

Objectivity

Currency

Do you think that this is a good article to use as research material?

Y/N Motivate your answer:






Follow the step by step process and write an assignment on the following:

Subject: Chances of Bafana Bafana to win Soccer World Cup 2010

Assignment length: 1 page

Format: Include both the actual written assignment on a separate page and the process as per the prescribed format listed beneath.

Resources: Consult as many resources as you think relevant, but make sure you give both facts and opinions as part of the final assignment. List the sources of your facts & opinions in a legally acceptable manner.

Step 1 Consulting information sources.

Step 2 Reading and making notes.

Step 3 Preparing the entries for the bibliography from the start.

Step 4 In-text referencing - doing it right.

Step 5 Compiling the bibliography.

Step 6 Writing the first draft.

Step 7 Revising the assignment.

Step 8 Writing the final draft.

Step 9 Collating the assignment.

Step 10 Checking the final draft.

Step 11 Example of a completed assignment.

Step 12 References and Bibliography.

Individual Activity: Step by Step assignment

77

My Name:


. . . . . . . . . . . . . . . . . ..





..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................






“The model of Bakkie that I think is functional on a farm”. Present a poster and fill in the process flow sheet below whilst completing the task.

How we planned our poster:

Title (the audience will view this first):

Introduction

Problem statement

Method

Results

Recommendations

Conclusion

What “noise” factors we eliminated

What “attention grabbers” we added

The layout format we decided on

Our colour scheme includes:

The font type we decided on is:

The font sizes we decided on are:

We added the following visuals to our poster:

Follow the step-by-step process and make a poster on the following:

88 My Name:


. . . . . . . . . . . . . . . . . ..





POSTER:






“You have decided to offer Township Tours and a Shebeen lunch as a Tourist Attraction to earn some additional income”.

Present a brochure and fill in the process flow sheet below whilst completing the task.

Purpose of the brochure

Plan your brochure layout

Writing style

Headings

Grammar and spelling

Colour combinations

Paper quality

Follow the step-by-step process and make a brochure on the following:

99 My Name:


. . . . . . . . . . . . . . . . . ..





Brochure:






List 2 problems within your own organisation regarding verbal communication with:

Suppliers.

...........................................................................................................................

...........................................................................................................................

...........................................................................................................................

The public.

...........................................................................................................................

...........................................................................................................................

...........................................................................................................................

Co-workers.

...........................................................................................................................

...........................................................................................................................

...........................................................................................................................

Suggest ways of improving these.

...........................................................................................................................

...........................................................................................................................

...........................................................................................................................

...........................................................................................................................

...........................................................................................................................

...........................................................................................................................

...........................................................................................................................

In pairs: Problem solving

1100

My Name:


. . . . . . . . . . . . . . . . . ..






Observe people in your environment and comment on the following communication skills:

Correct and appropriate procedures.

...........................................................................................................................

...........................................................................................................................

Body language.

...........................................................................................................................

...........................................................................................................................

Voice modulation.

...........................................................................................................................

...........................................................................................................................

Active listening.

...........................................................................................................................

...........................................................................................................................

Other.

...........................................................................................................................

...........................................................................................................................

What can you learn from others?.

...........................................................................................................................

...........................................................................................................................

...........................................................................................................................

...........................................................................................................................

Individual Activity: Observe and comment

1111

My Name:


. . . . . . . . . . . . . . . . . ..






What cultures frequently visit your part of the country?

...........................................................................................................................

...........................................................................................................................

...........................................................................................................................

...........................................................................................................................

Can you think of any other cultures that you might encounter in your town?

...........................................................................................................................

...........................................................................................................................

...........................................................................................................................

What are the communication barriers?

...........................................................................................................................

...........................................................................................................................

...........................................................................................................................

...........................................................................................................................

...........................................................................................................................

How can you overcome them?

...........................................................................................................................

...........................................................................................................................

...........................................................................................................................

...........................................................................................................................

Group activity: Discuss and make key notes of the discussion

1122 My Name:


. . . . . . . . . . . . . . . . . ..






How would you minimise the effects of cultural differences and stereotypes in a business conversation with a person from the following groups:

1. Traditional Sotho women.

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

2. Chinese visitors to your farm / winery.

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

3. Muslim youth.

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

4. Jewish Rabbis.

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

Group activity

1133 My Name:


. . . . . . . . . . . . . . . . . ..





5. Afrikaans speaking farmers.

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

6. English speaking farmers.

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

7. Xhosa men.

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

8. Coloured Women.

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................






For each of the types of writing below, write down who you think the most likely type of audience would be and for what purpose this type of text would be written.

Type of text Who is the audience Purpose of writing Narrative

Discursive

Reflective

Argumentative

Descriptive

In Pairs: Discuss in pairs and note your findings

1144 My Name:


. . . . . . . . . . . . . . . . . ..





Type of text Who is the audience Purpose of writing Expository

Transactional

Business correspondence

Electronic texts

Multi-media presentations.






Role-play the following situations you might encounter on the farm. Make notes on your observations and present it to the class.

1. How to handle a situation in which an audience/visitor to the farm speaks a foreign/regional language and give reasons why.

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

2. Why is it important for any person to be polite and discreet when he/she discovers that a visitor / co-worker is deaf?

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

3. How does one deal with an audience/ visitor who appears aloof and uses complicated words?

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

Group Activity: Role play the following situations and make notes of your observations.

1155 My Name:


. . . . . . . . . . . . . . . . . ..






Write a letter to the bank motivating a late payment of your instalment.

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

In pairs: Writing a business letter

1166 My Name:


. . . . . . . . . . . . . . . . . ..






AAsssseessssmmeenntt FFeeeeddbbaacckk FFoorrmm Comments / Remarks

Feedback to learner on assessment:

Feedback from learner to assessor:

Learner’s Signature:

Date:

Assessor’s Signature: Date:





AAmm II rreeaaddyy ffoorr mmyy tteesstt?? Check your plan carefully to make sure that you prepare in good time. You have to be found competent by a qualified assessor to be declared

competent. Inform the assessor if you have any special needs or requirements before the

agreed date for the test to be completed. You might, for example, require an interpreter to translate the questions to your mother tongue, or you might need to take this test orally.

Use this worksheet to help you prepare for the test. These are examples of possible questions that might appear in the test. All the information you need was taught in the classroom and can be found in the learner guide that you received.

1. I am sure of this and understand it well 2. I am unsure of this and need to ask the Facilitator or Assessor to explain what it means

Questions 1. I am sure 2. I am unsure

1. Reading with understanding

2. Making key notes

3. Prepare to give a detailed presentation to an audience. The presentation should include visual references such a pictures & statistical information.

4. You should be coherent in articulation, pronunciation, volume, tempo, intonation, use of non-verbal cues, body language, tone, volume, gestures and eye contact.

5. Ensure that you keep record of the process you followed. The Process Flow of the presentation should be in flow chart format.





CChheecckklliisstt ffoorr pprraaccttiiccaall aasssseessssmmeenntt …… Use the checklist below to help you prepare for the part of the practical assessment when you are observed on the attitudes and attributes that you need to have to be found competent for this learning module.

Observations Answer Yes or No

Motivate your Answer (Give examples, reasons, etc.)

Can you identify problems and deficiencies correctly?

Are you able to work well in a team?

Do you work in an organised and systematic way while performing all tasks and tests?

Are you able to collect the correct and appropriate information and / or samples as per the instructions and procedures that you were taught?

Are you able to communicate your knowledge orally and in writing, in such a way that you show what knowledge you have gained?

Can you base your tasks and answers on scientific knowledge that you have learnt?

Are you able to show and perform the tasks required correctly?

Are you able to link the knowledge, skills and attitudes that you have learnt in this module of learning to specific duties in your job or in the community where you live?

The assessor will complete a checklist that gives details of the points that are checked and assessed by the assessor.

The assessor will write commentary and feedback on that checklist. They will discuss all commentary and feedback with you.

You will be asked to give your own feedback and to sign this document. It will be placed together with this completed guide in a file as part

of you portfolio of evidence. The assessor will give you feedback on the test and guide you if there are

areas in which you still need further development.





PPaappeerrwwoorrkk ttoo bbee ddoonnee …… Please assist the assessor by filling in this form and then sign as instructed.

Learner Information Form

Unit Standard 12462-69-70

Program Date(s)

Assessment Date(s)

Surname

First Name

Learner ID / SETA Registration Number

Job / Role Title

Home Language

Gender: Male: Female:

Race: African: Coloured: Indian/Asian: White:

Employment: Permanent: Non-permanent:

Disabled Yes: No:

Date of Birth

ID Number

Contact Telephone Numbers

Email Address

Postal Address

Signature:

12462-69-70 Learner Workbook BE 29Aug06 - AgriSeta · yellow maize plantings is the result of...

Documents

Transcript of 12462-69-70 Learner Workbook BE 29Aug06 - AgriSeta · yellow maize plantings is the result of...