TMS3716
TEACHING HOME LANGUAGE IN SENIOUR PHASE
ASSIGNMENT 02
UNIQUE NO:241450
2025
,Question 1
1.1: Explain how you can teach vocabulary using the text-based approach in your home
language classroom. Provide an example of an activity that incorporates this approach.
Explanation:
The text-based approach to vocabulary teaching focuses on learning new words within the
context of authentic texts. This approach assumes that vocabulary acquisition is more effective
when students encounter words naturally in meaningful reading or listening materials, rather
than in isolation. Key principles include:
Contextual Learning: Vocabulary is understood and remembered better when encountered
within a relevant context.
Meaning Negotiation: Students actively try to figure out the meaning of new words using
contextual clues, prior knowledge, and other strategies.
Authentic Materials: Using real-world texts (stories, articles, poems, etc.) makes learning more
engaging and relevant.
Active Engagement: Students are actively involved in analyzing and using the new vocabulary.
Meaningful Repetition: Encountering the same words in different contexts reinforces learning.
Example Activity (Home Language: IsiZulu):
Text: A short IsiZulu story about a young person starting a new job.
Activity: "Ukuthola Incazelo Ngomongo" (Finding Meaning in Context)
1. Pre-reading: Briefly discuss the topic of starting a new job and elicit any relevant
vocabulary students already know.
2. Reading:Students read the story silently or aloud (depending on their reading level).
3. Identify New Vocabulary: Students identify 3-5 words they don't understand. Let's say
they pick: ukuqashwa (to be hired), umsebenzi* (job), *umqashi* (employer), *ukuzimisela*
(determination).
, 4. Contextual Clues: In pairs, students try to determine the meaning of each word based on
the surrounding sentences. They should write down the sentence where the word appears and
explain what clues led them to their interpretation. For example: "Umfana *uqashwa*
inkampani enkulu. Kusho ukuthi bathathe ukuthi azosebenza lapha." (The boy *is hired* by a
big company. It means that they took him to come work here.)
5. Dictionary/Teacher Clarification: After the group work, the teacher facilitates a class
discussion. Students share their interpretations, and the teacher provides accurate definitions
from a dictionary or their own knowledge, clarifying any misconceptions.
6. Sentence Creation: Students individually create original sentences using the new
vocabulary words, ensuring they demonstrate their understanding of the meanings. For
example: "Nginethemba lokuqashwa yinkampani enhle." (I have hope of *being hired by a good
company.)
7. Extension (Optional): Students could write a short paragraph summarizing the story, using
as many of the new vocabulary words as possible.
1.2: Describe a classroom activity that utilises the communicative approach to enhance
speaking skills in a home language. How does this activity promote authentic communication
among learners?
Activity: “Ingxoxo Yokuthenga Emakethe” (Market Shopping Conversation)
Goal: To practice speaking IsiXhosa related to buying and selling goods at a market.
Preparation:
Create a "market" setup in the classroom (or use pictures if space is limited). Have some
objects representing different goods (fruits, vegetables, crafts, etc.).
Prepare vocabulary cards with relevant IsiXhosa words and phrases: Ndingakanani?(How
much is it?), Ndingakuthenga ntoni? (What can I buy you?), Ndiyabulela(Thank you), Ndifuna...
(I want...), Ixabiso lingakanani? (What is the price?), Ndingakunika... (I can give you...),
Kuyabiza(It's expensive), Thenga ngexabiso eliphantsi (Buy at a low price).
Activity Steps:
TEACHING HOME LANGUAGE IN SENIOUR PHASE
ASSIGNMENT 02
UNIQUE NO:241450
2025
,Question 1
1.1: Explain how you can teach vocabulary using the text-based approach in your home
language classroom. Provide an example of an activity that incorporates this approach.
Explanation:
The text-based approach to vocabulary teaching focuses on learning new words within the
context of authentic texts. This approach assumes that vocabulary acquisition is more effective
when students encounter words naturally in meaningful reading or listening materials, rather
than in isolation. Key principles include:
Contextual Learning: Vocabulary is understood and remembered better when encountered
within a relevant context.
Meaning Negotiation: Students actively try to figure out the meaning of new words using
contextual clues, prior knowledge, and other strategies.
Authentic Materials: Using real-world texts (stories, articles, poems, etc.) makes learning more
engaging and relevant.
Active Engagement: Students are actively involved in analyzing and using the new vocabulary.
Meaningful Repetition: Encountering the same words in different contexts reinforces learning.
Example Activity (Home Language: IsiZulu):
Text: A short IsiZulu story about a young person starting a new job.
Activity: "Ukuthola Incazelo Ngomongo" (Finding Meaning in Context)
1. Pre-reading: Briefly discuss the topic of starting a new job and elicit any relevant
vocabulary students already know.
2. Reading:Students read the story silently or aloud (depending on their reading level).
3. Identify New Vocabulary: Students identify 3-5 words they don't understand. Let's say
they pick: ukuqashwa (to be hired), umsebenzi* (job), *umqashi* (employer), *ukuzimisela*
(determination).
, 4. Contextual Clues: In pairs, students try to determine the meaning of each word based on
the surrounding sentences. They should write down the sentence where the word appears and
explain what clues led them to their interpretation. For example: "Umfana *uqashwa*
inkampani enkulu. Kusho ukuthi bathathe ukuthi azosebenza lapha." (The boy *is hired* by a
big company. It means that they took him to come work here.)
5. Dictionary/Teacher Clarification: After the group work, the teacher facilitates a class
discussion. Students share their interpretations, and the teacher provides accurate definitions
from a dictionary or their own knowledge, clarifying any misconceptions.
6. Sentence Creation: Students individually create original sentences using the new
vocabulary words, ensuring they demonstrate their understanding of the meanings. For
example: "Nginethemba lokuqashwa yinkampani enhle." (I have hope of *being hired by a good
company.)
7. Extension (Optional): Students could write a short paragraph summarizing the story, using
as many of the new vocabulary words as possible.
1.2: Describe a classroom activity that utilises the communicative approach to enhance
speaking skills in a home language. How does this activity promote authentic communication
among learners?
Activity: “Ingxoxo Yokuthenga Emakethe” (Market Shopping Conversation)
Goal: To practice speaking IsiXhosa related to buying and selling goods at a market.
Preparation:
Create a "market" setup in the classroom (or use pictures if space is limited). Have some
objects representing different goods (fruits, vegetables, crafts, etc.).
Prepare vocabulary cards with relevant IsiXhosa words and phrases: Ndingakanani?(How
much is it?), Ndingakuthenga ntoni? (What can I buy you?), Ndiyabulela(Thank you), Ndifuna...
(I want...), Ixabiso lingakanani? (What is the price?), Ndingakunika... (I can give you...),
Kuyabiza(It's expensive), Thenga ngexabiso eliphantsi (Buy at a low price).
Activity Steps:
