TMN3702
Assignment 2 Memo
2025 (Answer
Guide) - Due 30 May
2025
QUESTIONS WITH 100%
VERIFIED AND
CERTIFIED ANSWERS.
, 1
TMN3702 Assignment 2 Memo 2025 (Answer Guide) - Due 30 May 2025
QUESTIONS WITH 100% VERIFIED AND CERTIFIED ANSWERS. WRITTEN IN
REQUIRED FORMAT AND WITHIN GIVEN GUIDELINES. IT IS GOOD TO USE AS A
GUIDE AND FOR REFERENCE, NEVER PLAGARIZE. Thank you and success in
your academics.
UNISA, 2025.
Contents
QUESTION 1: THE CURRICULUM AND ASSESSMENT POLICY STATEMENT ......................... 2
1.1 Describe the oral activity and its objective. (3) ............................................................................ 2
1.2 Explain how it builds on specific Foundation Phase listening and speaking outcomes. (2) 2
1.3 Show how it aligns with Intermediate Phase CAPS expectations for oral language use. (2)
.................................................................................................................................................................. 2
1.4 Describe at least one way the activity supports learners with limited language proficiency.
(3).............................................................................................................................................................. 3
QUESTION 2: TEACHING A HOME LANGUAGE IN A MULTICULTURAL CONTEXT ................ 4
2.1 Code-switching in a multilingual classroom (10) ........................................................................ 4
2.2 Advantages and disadvantages of translanguaging (10) .......................................................... 5
2.3 How language and cultural diversity affect language teaching (5) .......................................... 6
Question 3: Teaching a Home Language in a Multicultural Context .................................................. 6
3.1 Code-switching as a negative phenomenon in language development (5) ............................ 6
3.2 Role of teachers and learners in resisting English dominance in education (10) .................. 7
3.3 Advantages of adding native languages of marginalized groups as additional languages in
English-medium schools (5) ................................................................................................................. 8
Question 4: Listening and Speaking Instruction .................................................................................... 9
4.1 Listening Text and Suitability (5) ................................................................................................... 9
4.2 Activities for Listening Lesson Phases (15) ............................................................................... 10
QUESTION 5: LISTENING AND SPEAKING INSTRUCTION .......................................................... 12
5.1 Original Listening Activity: “My Community Weather Report”................................................. 12
Reference List ........................................................................................................................................... 15
, 2
QUESTION 1: THE CURRICULUM AND ASSESSMENT POLICY STATEMENT
1.1 Describe the oral activity and its objective. (3)
Activity Title: “My Favourite Object – Show and Tell”
Description:
Each learner brings an object from home that is meaningful to them (e.g. a toy, a book,
a photo). In class, they take turns to describe the object, explain why it is important to
them, and answer at least two follow-up questions posed by peers. Before the activity,
the teacher models how to introduce and describe an object using clear, simple
language and prompts learners with guiding sentence starters (e.g., “This is…”, “I like it
because…”, “It makes me feel…”).
Objective:
To develop learners’ listening and speaking skills by encouraging purposeful oral
communication through personal storytelling and peer interaction.
1.2 Explain how it builds on specific Foundation Phase listening and speaking
outcomes. (2)
This activity builds on two key Grade 3 outcomes from the Foundation Phase:
• Listens to and responds appropriately to oral texts (stories, news, instructions).
• Talks about personal experiences using appropriate vocabulary and sentence
structures.
The “Show and Tell” task continues the practice of listening attentively and responding
appropriately while expanding learners’ confidence in speaking about personal topics,
as introduced in Grade 3 (DBE, 2011: p. 10–11).
1.3 Show how it aligns with Intermediate Phase CAPS expectations for oral language
use. (2)
In the Intermediate Phase, learners are expected to:
Assignment 2 Memo
2025 (Answer
Guide) - Due 30 May
2025
QUESTIONS WITH 100%
VERIFIED AND
CERTIFIED ANSWERS.
, 1
TMN3702 Assignment 2 Memo 2025 (Answer Guide) - Due 30 May 2025
QUESTIONS WITH 100% VERIFIED AND CERTIFIED ANSWERS. WRITTEN IN
REQUIRED FORMAT AND WITHIN GIVEN GUIDELINES. IT IS GOOD TO USE AS A
GUIDE AND FOR REFERENCE, NEVER PLAGARIZE. Thank you and success in
your academics.
UNISA, 2025.
Contents
QUESTION 1: THE CURRICULUM AND ASSESSMENT POLICY STATEMENT ......................... 2
1.1 Describe the oral activity and its objective. (3) ............................................................................ 2
1.2 Explain how it builds on specific Foundation Phase listening and speaking outcomes. (2) 2
1.3 Show how it aligns with Intermediate Phase CAPS expectations for oral language use. (2)
.................................................................................................................................................................. 2
1.4 Describe at least one way the activity supports learners with limited language proficiency.
(3).............................................................................................................................................................. 3
QUESTION 2: TEACHING A HOME LANGUAGE IN A MULTICULTURAL CONTEXT ................ 4
2.1 Code-switching in a multilingual classroom (10) ........................................................................ 4
2.2 Advantages and disadvantages of translanguaging (10) .......................................................... 5
2.3 How language and cultural diversity affect language teaching (5) .......................................... 6
Question 3: Teaching a Home Language in a Multicultural Context .................................................. 6
3.1 Code-switching as a negative phenomenon in language development (5) ............................ 6
3.2 Role of teachers and learners in resisting English dominance in education (10) .................. 7
3.3 Advantages of adding native languages of marginalized groups as additional languages in
English-medium schools (5) ................................................................................................................. 8
Question 4: Listening and Speaking Instruction .................................................................................... 9
4.1 Listening Text and Suitability (5) ................................................................................................... 9
4.2 Activities for Listening Lesson Phases (15) ............................................................................... 10
QUESTION 5: LISTENING AND SPEAKING INSTRUCTION .......................................................... 12
5.1 Original Listening Activity: “My Community Weather Report”................................................. 12
Reference List ........................................................................................................................................... 15
, 2
QUESTION 1: THE CURRICULUM AND ASSESSMENT POLICY STATEMENT
1.1 Describe the oral activity and its objective. (3)
Activity Title: “My Favourite Object – Show and Tell”
Description:
Each learner brings an object from home that is meaningful to them (e.g. a toy, a book,
a photo). In class, they take turns to describe the object, explain why it is important to
them, and answer at least two follow-up questions posed by peers. Before the activity,
the teacher models how to introduce and describe an object using clear, simple
language and prompts learners with guiding sentence starters (e.g., “This is…”, “I like it
because…”, “It makes me feel…”).
Objective:
To develop learners’ listening and speaking skills by encouraging purposeful oral
communication through personal storytelling and peer interaction.
1.2 Explain how it builds on specific Foundation Phase listening and speaking
outcomes. (2)
This activity builds on two key Grade 3 outcomes from the Foundation Phase:
• Listens to and responds appropriately to oral texts (stories, news, instructions).
• Talks about personal experiences using appropriate vocabulary and sentence
structures.
The “Show and Tell” task continues the practice of listening attentively and responding
appropriately while expanding learners’ confidence in speaking about personal topics,
as introduced in Grade 3 (DBE, 2011: p. 10–11).
1.3 Show how it aligns with Intermediate Phase CAPS expectations for oral language
use. (2)
In the Intermediate Phase, learners are expected to:
