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TMS3720 Assignment 2 2024 (159339)

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TMS3720 Assignment 2 2024 (Unique No. 159339) - DUE 10 JUNE 2024 ;100 % TRUSTED workings, explanations and solutions. For assistance call or W.h.a.t.s.a.p.p us on ...(.+.2.5.4.7.7.9.5.4.0.1.3.2)........... QUESTION 1 A multicultural classroom is a melting pot of different cultures, and it is essential to acknowledge and respect the cultural backgrounds of each student (Rasool & Curtis 2000:231–232). Teaching an additional language in a multicultural country requires that a teacher recognises the diversity of cultures within the classroom. Reciprocal recognition and respect for one another's cultures and languages are prerequisites for successful language teaching. With these facts in mind answer the following questions: 1.1 There are two definitions of multiculturalism given by Akcaoğlu, M.O. and Arsal, Z. 2022. The effect of multicultural education on preservice teachers’ 4 attitude and efficacy: testing Bank’s content integration dimension. Participatory Educational Research (PER), Vol.9(2), pp. 343-357. Available at: . Write the two definitions down and, explain in your own words what each definition says multiculturalism is. (10) 1.2 Multilingual education discourages learners to work in silos in the language classroom. Discuss four collaborative language activities that you would give to your Grade 9 learners in your additional language classroom. Illustrate your answer with examples. (20) [30] QUESTION 2 2.1 It is believed that learning a new language happens through the cognitive capability of a person and his interaction and communication with other people. Indicate how the cognitive-based interactionist and the socio-cultural theories attest to this notion. Give your own relevant examples to clarify your points. (20) 2.2 Read the following articles on the communicative approach to language teaching and answer the questions that follows: 1. Bahtiyorjon o’g’li, AM & Zoirjon qizi, OS. 2022. Communicative method – a new approach in the practice of teaching foreign language. International Scientific Journal, 1(6):778-783. Available at: 2. Rambe, SS. 2017. Communicative language teaching. English Education, 05 (2), pp. 54-66. Available at:  Why would you say that using the communicative approach to teaching an additional language have advantages and benefits for the learners. (20) [40] 5 QUESTION 3 - TEACHING LISTENING AND SPEAKING Read the following story that you would teach to your Grade 9 class and answer the question that follows on the listening process: Wishes and Wisdom in Harmonyville Once upon a time in the quaint town of Harmonyville, two inseparable friends, Thabo and Asnath, were renowned for their kindness and readiness to assist others. While strolling home from school one day, they stumbled upon a mysterious box nestled near the ancient oak tree. Thabo's eyes gleamed with curiosity as he exclaimed, "Hey, Asnath, look at this box! I wonder what's inside." Asnath, equally intrigued, responded, "Let's open it and find out!" To their astonishment, the box revealed a magical talking mirror. The mirror's voice echoed, "I can grant one wish, but be cautious about what you desire." Excitement enveloped them, and they began discussing their wishes. Asnath pondered, "I wish for a world without sadness," while Thabo grinned, "I want endless candies." The mirror granted their wishes, and suddenly, Harmonyville erupted in joy, and candies cascaded from the heavens. However, with time, Thabo and Asnath noticed a flaw. Without sadness, people forgot the true essence of happiness, and limitless candies lost their sweetness. Determined to rectify their oversight, they returned to the mirror. Thabo spoke earnestly, "We wish for a balanced world, where joy and sadness coexist, and where happiness is earned." The mirror nodded, restoring Harmonyville to its normal state. Walking home, Asnath remarked, "Life's like a mix of flavors; you need both sweet and sour to truly savor it." Thabo added, "And shortcuts might seem appealing, but the real victories come from facing challenges and finding a balance." As they reached their homes, Thabo and Asnath shared a smile, grateful for the valuable lesson they had learned about the importance of balance in life. 6 Answer the questions below with reference to Wishes and Wisdom in Harmonyville. LISTENING: 3.1 Explain why the pre-listening phase forms the basis of the listening process. Illustrate your explanation by giving examples of what you would do practically with your language learners in the pre-listening phase. (15) SPEAKING: 3.2 Based on the story, Wishes and Wisdom in Harmonyville above formulate two topics that you would give to your Grade 9 learners to prepare for a speech. (2) 3.3 How would you facilitate brainstorming of the above topics in your language classroom? (5) 3.4 Justify why role-playing would be a suitable method of delivering the story of Wishes and Wisdom in Harmonyville in your Grade 9 language classroom. (8) [30] TOTAL MARKS FOR ASSESSMENT 02 [100]

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TMS3720
ASSIGNMENT 2 2024
UNIQUE NO.159339
DUE DATE: 10 JUNE 2024

, TMS3720
TEACHING ADDITIONAL LANGUAGES (FAL & SAL) IN THE SENIOR
PHASE

ASSESSMENT : 02 MARKS:100
UNIQUE NUMBER: 159339
DUE DATE: 10 JUNE 2024

This paper consists of 06 pages.

Instructions:

● Answer all questions
● Complete the attached declaration form


DECLARATION
Your assignment will not be marked if this is not completed.

I, ………...……………………………………………………….(Name & Surname)

Student number: ……………………………………………….

Module code: ………………………………………………….

Hereby declare the following:

I understand UNISA’s policy on plagiarism. This assignment is my original work produced
by myself. I have duly acknowledged all the other people’s work (both electronic and print)
through the proper reference techniques as stipulated in this module.

I have not copied work of other and handed it in as my own. I have also not made my work
available to any fellow students to submit as their own.

I have not used any artificial intelligence programme to generate the assignment on my
behalf.

Signature: ……………….. Date: ……………………….

Additional rules for file uploading the Assessment


1


Open Rubric

, 1. Students must upload their answer scripts in a single PDF file on THE Module site.
Answer scripts must not be password protected or uploaded as “read-only” files).

2. NO e-mailed scripts will be accepted.

3. Students are advised to preview submissions (answer scripts) to ensure legibility and
that the correct answer script file has been uploaded.

4. Incorrect file format and uncollated answer scripts will not be considered.

5. Incorrect answer scripts and/or submissions will not be marked and no opportunity will
be granted for resubmission.

6. A mark awarded for an incomplete submission will be the student’s final mark. No
opportunity for resubmission will be granted.

7. Only the last file uploaded and submitted will be marked.

8. Submissions will only be accepted from registered student accounts.


9. Students must complete the online declaration of their work when submitting.

10. Plagiarism is a violation of academic integrity, and students who do plagiarise or copy
verbatim from published work will be in violation of the Policy on Academic Integrity and
the Student Disciplinary Code and may be referred to a disciplinary hearing. Unisa has
zero tolerance for plagiarism and/or any other forms of academic dishonesty.

11. Non-adherence to the processes for uploading your script will not qualify the student
for any special concessions or future assessments.

12. Queries that are beyond Unisa’s control include the following:
a. Personal network or service provider issues
b. Load shedding/limited space on personal computer
c. Crashed computer
d. Unlicensed software (e.g., license expires during the uploading processes)




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