TMN3702
ASSIGNMENT 2 2025
UNIQUE NO:
DUE DATE: 30 MAY 2025
,TMN3702 AS 2/25
QUESTION 1: CAPS AND LISTENING & SPEAKING IN GRADE 4
1.1 Describe the oral activity and its objective (3)
Activity: "How to Make a Sandwich" – Instruction-Giving Game
Learners will work in pairs. One learner will give step-by-step oral instructions on how to
make a sandwich, and the other will listen and follow the instructions using paper cut-
outs of sandwich ingredients. Afterward, they’ll swap roles.
Objective:
To help learners practice giving clear spoken instructions and listening attentively for
understanding. This activity encourages purposeful oral communication in a fun and
engaging way.
1.2 How it builds on Grade 3 outcomes (2)
In Grade 3, learners were expected to listen to and give instructions, follow directions,
and answer questions based on what they heard. This activity builds on those skills by
deepening their ability to speak clearly, listen carefully, and act on information in real
time.
1.3 How it aligns with Intermediate Phase CAPS (2)
The Intermediate Phase CAPS expects learners to use oral language for various
functions—such as giving instructions, expressing ideas, and participating in
discussions. This activity aligns well because it involves both giving and following oral
instructions, which helps develop those key communication skills.
, 1.4 How the activity supports learners with limited language skills (3)
This activity uses visual aids (the sandwich cut-outs) to support understanding, which
helps learners who are still building vocabulary. Also, working in pairs gives them a safe
space to practice speaking without fear of being judged in front of the whole class. The
language used is everyday and familiar, making it more accessible for learners with
limited home language exposure or those who are adjusting to a new language of
learning.
QUESTION 2: HOME LANGUAGE IN A MULTICULTURAL CONTEXT
2.1 How code switching helps in multilingual classrooms (10)
Code switching is when a teacher or learner moves between two or more languages
during a lesson. In South Africa, many learners speak a different language at home than
the one used at school.
Here’s how code switching can help:
Clarifies difficult concepts: A teacher can explain tricky ideas in the learner’s
home language so they understand better.
Reduces anxiety: Learners feel more comfortable and confident when they hear
familiar words.
Bridges learning gaps: It helps connect what learners know in their home
language to the new language.
Encourages participation: Learners are more likely to speak up when they can
use both languages.
Respects learners’ identity: It shows that all languages are valued, helping
learners feel seen and respected.
However, it must be used carefully—not overused—so learners still get enough
exposure to the target language.
ASSIGNMENT 2 2025
UNIQUE NO:
DUE DATE: 30 MAY 2025
,TMN3702 AS 2/25
QUESTION 1: CAPS AND LISTENING & SPEAKING IN GRADE 4
1.1 Describe the oral activity and its objective (3)
Activity: "How to Make a Sandwich" – Instruction-Giving Game
Learners will work in pairs. One learner will give step-by-step oral instructions on how to
make a sandwich, and the other will listen and follow the instructions using paper cut-
outs of sandwich ingredients. Afterward, they’ll swap roles.
Objective:
To help learners practice giving clear spoken instructions and listening attentively for
understanding. This activity encourages purposeful oral communication in a fun and
engaging way.
1.2 How it builds on Grade 3 outcomes (2)
In Grade 3, learners were expected to listen to and give instructions, follow directions,
and answer questions based on what they heard. This activity builds on those skills by
deepening their ability to speak clearly, listen carefully, and act on information in real
time.
1.3 How it aligns with Intermediate Phase CAPS (2)
The Intermediate Phase CAPS expects learners to use oral language for various
functions—such as giving instructions, expressing ideas, and participating in
discussions. This activity aligns well because it involves both giving and following oral
instructions, which helps develop those key communication skills.
, 1.4 How the activity supports learners with limited language skills (3)
This activity uses visual aids (the sandwich cut-outs) to support understanding, which
helps learners who are still building vocabulary. Also, working in pairs gives them a safe
space to practice speaking without fear of being judged in front of the whole class. The
language used is everyday and familiar, making it more accessible for learners with
limited home language exposure or those who are adjusting to a new language of
learning.
QUESTION 2: HOME LANGUAGE IN A MULTICULTURAL CONTEXT
2.1 How code switching helps in multilingual classrooms (10)
Code switching is when a teacher or learner moves between two or more languages
during a lesson. In South Africa, many learners speak a different language at home than
the one used at school.
Here’s how code switching can help:
Clarifies difficult concepts: A teacher can explain tricky ideas in the learner’s
home language so they understand better.
Reduces anxiety: Learners feel more comfortable and confident when they hear
familiar words.
Bridges learning gaps: It helps connect what learners know in their home
language to the new language.
Encourages participation: Learners are more likely to speak up when they can
use both languages.
Respects learners’ identity: It shows that all languages are valued, helping
learners feel seen and respected.
However, it must be used carefully—not overused—so learners still get enough
exposure to the target language.
