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TMN3702
Assignment 2 | Due
30 May 2025
NO PLAGIARISM
[Year]
,Exam (elaborations)
TMN3702 Assignment 2 Memo | Due 30 May
2025
Course
Teaching Home Language Intermediate Phase (TMN3702)
Institution
University Of South Africa (Unisa)
Book
Curriculum and Assessment Policy Statement English Home Language
TMN3702 Assignment 2 Memo | Due 30 May 2025. All questions fully
answered.
QUESTION 1: THE CURRICULUM AND ASSESSMENT POLICY STATEMENT
(CAPS) You are teaching a Grade 4 English Home Language lesson focused
on developing learners’ listening and speaking skills, in line with CAPS
requirements. Drawing on the progression of listening and speaking
competencies from Grades 3 and the expectations for the Intermediate
Phase, design an activity that: • Builds on two key listening and speaking
outcomes from the Foundation Phase, Grade 3. (You may have to consult the
Grade R-3 CAPS document for guidance • Develops learners' ability to use
oral communication purposefully (e.g. giving instructions, participating in a
discussion, storytelling); • Supports learners who may have language delays
or gaps due to limited home language development or transitioning from a
different language of learning and teaching (LoLT). In your response, clearly:
1.1 Describe the oral activity and its objective. (3) 1.2 Explain how it builds
on specific Foundation Phase listening and speaking outcomes. (2) 1.3 Show
how it aligns with Intermediate Phase CAPS expectations for oral language
use. (2) 1.4 Describe at least one way the activity supports learners with
limited language proficiency. (3) [10]
QUESTION 1: THE CURRICULUM AND ASSESSMENT
POLICY STATEMENT (CAPS)
1.1 Describe the oral activity and its objective. (3)
Oral Activity: "Mystery Object Storytelling and Questioning"
,Objective: To develop Grade 4 learners' abilities to listen attentively for details, follow simple
instructions, retell a narrative, describe objects clearly, and ask/answer purposeful questions, all
while engaging in a fun, interactive storytelling context.
Activity Description:
1. Preparation: The teacher will prepare a few "mystery objects" hidden in separate opaque
bags (e.g., a feather, a small toy car, a shiny stone, a piece of fabric with an interesting
texture). Each object should be easily describable and lend itself to imaginative
storytelling.
2. Introduction (Listening Focus): The teacher begins by setting the scene for a "mystery
adventure." They explain that they will describe a "mystery object" without showing it,
and learners must listen carefully to imagine what it could be.
3. Teacher's Descriptive Story: The teacher slowly and clearly describes one mystery
object, weaving a short, imaginative story around it (e.g., "I have something that is very
light, softer than a cloud, and sometimes drifts from the sky like a tiny parachute... it once
belonged to a magnificent bird that flew over mountains..."). The story should include
sensory details (soft, light, smooth, shiny, etc.).
4. Guessing and Justifying (Speaking Focus): After the story, learners raise their hands to
guess what the object might be. Crucially, they must justify their guesses by referring to
details from the teacher's description ("I think it's a feather because you said it was light
and soft and belonged to a bird").
5. Reveal and Discussion: The teacher reveals the object. Then, pairs/small groups discuss
other things they could imagine doing with or seeing the object (e.g., "If it's a feather,
maybe I could use it to tickle someone!").
6. Learner-Led Activity (Speaking & Listening): Learners are then given their own
mystery bags (with an object they chose/brought or one provided by the teacher). In pairs
or small groups, one learner describes their mystery object (without showing it) using
descriptive language, potentially weaving a short story. The other learners listen carefully
and then ask purposeful questions to guess the object ("Is it hard or soft?", "What colour
is it?", "Does it make a sound?"). The describer must answer clearly. They then swap
roles.
1.2 Explain how it builds on specific Foundation Phase listening and speaking
outcomes. (2)
This activity directly builds on two key listening and speaking outcomes from the Foundation
Phase (Grade 3):
1. Listens attentively and responds appropriately (e.g., asks questions, makes
comments): In Grade 3, learners are expected to listen to stories and instructions,
identify key details, and respond. This activity requires Grade 4 learners to actively listen
to the teacher's (and peers') descriptions and stories, identifying specific details (e.g.,
"soft," "drifts," "bird") to make their guesses. Their justifications and purposeful
questions demonstrate appropriate and detailed responses.
, 2. Uses descriptive language to describe objects and actions: In Grade 3, learners start
using descriptive words. This activity provides a practical, engaging context for Grade 4
learners to apply and expand their use of descriptive vocabulary (e.g., texture, size,
colour, function) when describing their own mystery objects and when justifying their
guesses. They move from simply describing to using those descriptions purposefully
within a narrative or questioning context.
1.3 Show how it aligns with Intermediate Phase CAPS expectations for oral
language use. (2)
This activity aligns with Intermediate Phase CAPS expectations for oral language use,
particularly for Grade 4:
1. Uses oral language purposefully: The activity explicitly requires purposeful oral
communication. Learners are using language to:
o Give descriptions: When describing their mystery object.
o Ask questions: When trying to guess a peer's object.
o Participate in a discussion: When justifying guesses or discussing other uses for
the object.
o Tell a short story: When weaving an imaginative narrative around their object.
o This moves beyond simple recounting to using language strategically to achieve a
communication goal.
2. Engages in sustained conversations and discussions: The small group/pair work
encourages sustained interaction where learners must listen, process, speak, and respond
in a continuous flow, demonstrating their ability to maintain a topic and interact with
peers.
1.4 Describe at least one way the activity supports learners with limited language
proficiency. (3)
The activity supports learners with limited language proficiency in several ways, particularly
through:
1. Visual and Tactile Support (Concrete Learning): The use of real, tangible "mystery
objects" is crucial. Learners can touch, feel, and manipulate their own object. This
concrete experience provides a non-linguistic anchor for understanding and expression.
Instead of just hearing words, they can connect the words to sensory input (e.g., "soft"
can be felt). This helps bridge vocabulary gaps by directly linking a new English word to
a physical sensation or characteristic, making it easier to comprehend and later reproduce.
The teacher's descriptive modelling also provides a clear, audible example linked directly
to the object.
o Additional support:
Teacher Modelling: The teacher explicitly models clear descriptive
language and question structures before learners attempt the activity
themselves.
TMN3702
Assignment 2 | Due
30 May 2025
NO PLAGIARISM
[Year]
,Exam (elaborations)
TMN3702 Assignment 2 Memo | Due 30 May
2025
Course
Teaching Home Language Intermediate Phase (TMN3702)
Institution
University Of South Africa (Unisa)
Book
Curriculum and Assessment Policy Statement English Home Language
TMN3702 Assignment 2 Memo | Due 30 May 2025. All questions fully
answered.
QUESTION 1: THE CURRICULUM AND ASSESSMENT POLICY STATEMENT
(CAPS) You are teaching a Grade 4 English Home Language lesson focused
on developing learners’ listening and speaking skills, in line with CAPS
requirements. Drawing on the progression of listening and speaking
competencies from Grades 3 and the expectations for the Intermediate
Phase, design an activity that: • Builds on two key listening and speaking
outcomes from the Foundation Phase, Grade 3. (You may have to consult the
Grade R-3 CAPS document for guidance • Develops learners' ability to use
oral communication purposefully (e.g. giving instructions, participating in a
discussion, storytelling); • Supports learners who may have language delays
or gaps due to limited home language development or transitioning from a
different language of learning and teaching (LoLT). In your response, clearly:
1.1 Describe the oral activity and its objective. (3) 1.2 Explain how it builds
on specific Foundation Phase listening and speaking outcomes. (2) 1.3 Show
how it aligns with Intermediate Phase CAPS expectations for oral language
use. (2) 1.4 Describe at least one way the activity supports learners with
limited language proficiency. (3) [10]
QUESTION 1: THE CURRICULUM AND ASSESSMENT
POLICY STATEMENT (CAPS)
1.1 Describe the oral activity and its objective. (3)
Oral Activity: "Mystery Object Storytelling and Questioning"
,Objective: To develop Grade 4 learners' abilities to listen attentively for details, follow simple
instructions, retell a narrative, describe objects clearly, and ask/answer purposeful questions, all
while engaging in a fun, interactive storytelling context.
Activity Description:
1. Preparation: The teacher will prepare a few "mystery objects" hidden in separate opaque
bags (e.g., a feather, a small toy car, a shiny stone, a piece of fabric with an interesting
texture). Each object should be easily describable and lend itself to imaginative
storytelling.
2. Introduction (Listening Focus): The teacher begins by setting the scene for a "mystery
adventure." They explain that they will describe a "mystery object" without showing it,
and learners must listen carefully to imagine what it could be.
3. Teacher's Descriptive Story: The teacher slowly and clearly describes one mystery
object, weaving a short, imaginative story around it (e.g., "I have something that is very
light, softer than a cloud, and sometimes drifts from the sky like a tiny parachute... it once
belonged to a magnificent bird that flew over mountains..."). The story should include
sensory details (soft, light, smooth, shiny, etc.).
4. Guessing and Justifying (Speaking Focus): After the story, learners raise their hands to
guess what the object might be. Crucially, they must justify their guesses by referring to
details from the teacher's description ("I think it's a feather because you said it was light
and soft and belonged to a bird").
5. Reveal and Discussion: The teacher reveals the object. Then, pairs/small groups discuss
other things they could imagine doing with or seeing the object (e.g., "If it's a feather,
maybe I could use it to tickle someone!").
6. Learner-Led Activity (Speaking & Listening): Learners are then given their own
mystery bags (with an object they chose/brought or one provided by the teacher). In pairs
or small groups, one learner describes their mystery object (without showing it) using
descriptive language, potentially weaving a short story. The other learners listen carefully
and then ask purposeful questions to guess the object ("Is it hard or soft?", "What colour
is it?", "Does it make a sound?"). The describer must answer clearly. They then swap
roles.
1.2 Explain how it builds on specific Foundation Phase listening and speaking
outcomes. (2)
This activity directly builds on two key listening and speaking outcomes from the Foundation
Phase (Grade 3):
1. Listens attentively and responds appropriately (e.g., asks questions, makes
comments): In Grade 3, learners are expected to listen to stories and instructions,
identify key details, and respond. This activity requires Grade 4 learners to actively listen
to the teacher's (and peers') descriptions and stories, identifying specific details (e.g.,
"soft," "drifts," "bird") to make their guesses. Their justifications and purposeful
questions demonstrate appropriate and detailed responses.
, 2. Uses descriptive language to describe objects and actions: In Grade 3, learners start
using descriptive words. This activity provides a practical, engaging context for Grade 4
learners to apply and expand their use of descriptive vocabulary (e.g., texture, size,
colour, function) when describing their own mystery objects and when justifying their
guesses. They move from simply describing to using those descriptions purposefully
within a narrative or questioning context.
1.3 Show how it aligns with Intermediate Phase CAPS expectations for oral
language use. (2)
This activity aligns with Intermediate Phase CAPS expectations for oral language use,
particularly for Grade 4:
1. Uses oral language purposefully: The activity explicitly requires purposeful oral
communication. Learners are using language to:
o Give descriptions: When describing their mystery object.
o Ask questions: When trying to guess a peer's object.
o Participate in a discussion: When justifying guesses or discussing other uses for
the object.
o Tell a short story: When weaving an imaginative narrative around their object.
o This moves beyond simple recounting to using language strategically to achieve a
communication goal.
2. Engages in sustained conversations and discussions: The small group/pair work
encourages sustained interaction where learners must listen, process, speak, and respond
in a continuous flow, demonstrating their ability to maintain a topic and interact with
peers.
1.4 Describe at least one way the activity supports learners with limited language
proficiency. (3)
The activity supports learners with limited language proficiency in several ways, particularly
through:
1. Visual and Tactile Support (Concrete Learning): The use of real, tangible "mystery
objects" is crucial. Learners can touch, feel, and manipulate their own object. This
concrete experience provides a non-linguistic anchor for understanding and expression.
Instead of just hearing words, they can connect the words to sensory input (e.g., "soft"
can be felt). This helps bridge vocabulary gaps by directly linking a new English word to
a physical sensation or characteristic, making it easier to comprehend and later reproduce.
The teacher's descriptive modelling also provides a clear, audible example linked directly
to the object.
o Additional support:
Teacher Modelling: The teacher explicitly models clear descriptive
language and question structures before learners attempt the activity
themselves.
