TMN3702
ASSIGNMENT 2 2025
UNIQUE NO:
DUE DATE: 30 MAY 2025
,TMN3702 – Assignment 2 (2025)
QUESTION 1: CAPS and Listening & Speaking in Grade 4
1.1 Description of the Oral Activity and Its Objective (3 marks)
Activity Title: “Making a Sandwich” – Giving and Following Instructions Game
In this interactive oral exercise, learners are grouped in pairs. One partner will provide
clear, verbal steps for preparing a sandwich, while the other listens carefully and
assembles a paper-based version using pre-cut shapes representing different sandwich
ingredients. Once completed, the partners will switch roles and repeat the activity.
Objective:
This task aims to enhance learners’ ability to communicate instructions clearly and to
listen with focus and accuracy. It supports the development of purposeful speaking and
attentive listening in a playful and practical context.
1.2 Link to Grade 3 Outcomes (2 marks)
In Grade 3, learners learned how to give and follow basic verbal instructions and
respond to oral prompts. This Grade 4 activity extends those foundational skills by
encouraging clearer expression, more precise listening, and practical application, all in a
structured and interactive format.
1.3 Alignment with Intermediate Phase CAPS (2 marks)
The CAPS curriculum for the Intermediate Phase highlights the importance of oral
communication skills, including instructing, explaining, and participating in
conversations. This activity directly supports these goals by engaging learners in
speaking and listening roles, fostering effective two-way communication.
, 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 – Assignment 2 (2025)
QUESTION 1: CAPS and Listening & Speaking in Grade 4
1.1 Description of the Oral Activity and Its Objective (3 marks)
Activity Title: “Making a Sandwich” – Giving and Following Instructions Game
In this interactive oral exercise, learners are grouped in pairs. One partner will provide
clear, verbal steps for preparing a sandwich, while the other listens carefully and
assembles a paper-based version using pre-cut shapes representing different sandwich
ingredients. Once completed, the partners will switch roles and repeat the activity.
Objective:
This task aims to enhance learners’ ability to communicate instructions clearly and to
listen with focus and accuracy. It supports the development of purposeful speaking and
attentive listening in a playful and practical context.
1.2 Link to Grade 3 Outcomes (2 marks)
In Grade 3, learners learned how to give and follow basic verbal instructions and
respond to oral prompts. This Grade 4 activity extends those foundational skills by
encouraging clearer expression, more precise listening, and practical application, all in a
structured and interactive format.
1.3 Alignment with Intermediate Phase CAPS (2 marks)
The CAPS curriculum for the Intermediate Phase highlights the importance of oral
communication skills, including instructing, explaining, and participating in
conversations. This activity directly supports these goals by engaging learners in
speaking and listening roles, fostering effective two-way communication.
, 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.
