Name: Nelisiwe

Surname: Mahlangu
Student no: 61392022
Module code: LADLANA
Assignment 4
772078
01 August 2022
Department Language Education, Arts and Culture

Module name and code: LADLANA Assessment number: 4

Due date: 01 August 2022 Total marks: 100

Unique number: 772078

Instructions:

This assignment is compulsory and must be completed and submitted by the due date.

The assignment questions are based on different learning units from your study guide.

Have your study guide at hand while completing this assignment, as you will need it to
answer the assignment questions.

Please make use of academic writing and proofread your assignment before submitting it.

Please complete the attached honesty declaration and submit it with your assignment.

HONESTY DECLARATION FOR THE DEPARTMENT OF LANGUAGE EDUCATION, ARTS AND

CULTURE

Module Code: LADLANA Assessment Date: 01 AUGUST 2022

1. I know that plagiarism means taking and using the ideas, writings, works or inventions of
another as if they were one’s own. I know that plagiarism not only includes verbatim
copying, but also the extensive use of another person’s ideas without proper
acknowledgement (which includes the proper use of quotation marks) or any attempt to
cheat the plagiarism checking system. I know that plagiarism covers the use of material
found in textual sources and from the Internet.

2. I acknowledge and understand that plagiarism is wrong.

3. I understand that my assignment/exam answers must be accurately referenced.

4. This assignment/exam file/portfolio is my own work. I acknowledge that copying

someone else’s work, or part of it, is wrong, and that submitting identical work to others
constitutes a form of plagiarism.

5. I have not allowed, nor will I in the future allow, anyone to copy my work with the
intention of passing it off as their own work.

6. I understand that I can be awarded 0% if I have plagiarized.

7. I understand that my assignment/exam file/portfolio may be submitted automatically to
Turnitin.

8. I confirm that I have read and understood the following UNISA policies:

8.1 Policy for Copyright and Plagiarism

8.2 Policy on Academic Integrity

8.3 Student Disciplinary Code

Name: Nelisiwe Student No: 61392022

Signed: N. MAHLANGU Date: 31 Jul. 22

1.1

ISIZULU ULIMI LWASEKHAYA (HL)

Ukuhlolwa kwabafundi
Ibanga - 9
AMAMAKI: 35
ISIKHATHI: Amahora ama-2
01 KuNcwaba 2022
IMIYALELO KANYE NOLWAZI KWABAHLOLWAYO

1. Fundisisa kahle imiyalelo ngaphambi kokuba uqale ukuphendula imibuzo.

2. Leli phepha LINESIQEPHU ESISODWA:

ISIQEPHU A: Inkondlo (35)

3. Landela ngokucophelela imiyalelo oyinikeziwe ekuqaleni kwaleso naleso siqephu.

4. Qaphela ukuthi izinombolo ozisebenzise ezimpendulweni zakho ziyahambisana

nalezo ezisetshenziswe abahlolayo emibuzweni.

5. Bhala ngobunono nangesandla esibonakalayo.

UMBUZO 1

Fundisisa le nkondlo bese uphendula imibuzo elandelayo.

AKASEKHO – LTL Mabuya

1. Besinaye MANJE-
2. Ngokuphazima kwehl' akasekho;
3. Unyamalele!
4. Kuthiw' akagoduke,
5. UGODUKILE!
6. Akasekho …
7. Besinaye MANJE;
8. Uhambile.
9. Kazi ngizomtholaphi?
10. Kazi ngizomthungathaphi?
11. AKASEKH' UKUB' ENGEKHO!
12. Besinaye MANJE;
13. Ngokunyazima kweso
14. AKASEKHO:
15. UHAMBILE,
16. Kodwa besinaye MANJE!
17. HAMBA, Mbalenhle:
18. Ungakhohlwa YIMI!
19. Hamba Ntombenhle;
20. Ungikhumbul' emsingeni,
21. Emsingeni wamagagas' ezinhliziyo;
22. Nasemgugweni wothando lwezinhliziyo,
23. Laph' umkhumbi wothando ngiwugwedla;
24. Siphothana sipilingana sishwilingana
25. Kuyimin' umgwedli sipilingana!
26. AKASEKHO?
27. Goduka Gugw' elihle:
28. Nami ngilapha nje
29. KANGISEKHO! Angikho nhlobo;
30. Ngithathekile; Ngithathekile
31. SENGIYALANDELA
32. Angisekho ngempela:
33. Lutho! KANGISEKHO!
1.1 Nikeza izimo zokukhuluma EZIMBILI ezitholakala ebinzeni
lokuqala kule nkondlo. (4)
1.2 Fingqa umqondo okuqukethwe ibinza lesi-2. (4)
1.3 Yini inhloso yembongi ekusebenziseni ukuphindaphinda kwegama
'AKASEKHO'? (5)
1.4 Ngabe imigqa yama-27 kuya kowama-31 inamthelela muni
ekuqondeni kwakho indikimba yale nkondlo? (5)
1.5 Phawula ngokusetshenziswa kwamagama agqamile kule nkondlo.
(5)
1.6 Bhala Imvumelwano etholakala enkondlweni usho nokuthi
imvumelwano enjani? (6)
1.7 Veza umoya wenkondlo? (6)

AMAMAKI (35)
1.2

ISIZULU ULIMI LWASEKHAYA (HL)

UMHLAHLANDLELA WOKUMAKA
Ibanga - 9
AMAMAKI: 35
01 KuNcwaba 2022
ISIQEPHU A: Inkondlo (35)

'AKASEKHO' – LTL Mabuya

1.1 • Isisho ✔✔
• Isihlonipho ✔✔ (4)

1.2 Imbongi inokudideka ayazi ukuthi izokwenzenjani isebenzisa umbuzo mbumbulu

okuwumbuzo ongenampendulo wokuthi noma ingamcinga ngeke imthole ngoba
ushonile.✔✔

Ukudideka kwayo kuvezwa ukuthi kade benaye ngaso sonke isikhathi kepha wase
ehamba ingazelele kanye nokusetshenziswa kosonhlamvukazi ukukhombisa
ukugcizelela okuletha ukumangala okukhulu, kanye nokwethuka. ✔✔
(4)

1.3 Imbongi ihlose ukugcizelela isimo esiyethusile/engasikholwa ✔✔✔ njengoba

kwenzeke ebeyingakulindele ukushiywa ngumuntu/ukufa komuntu emthandayo
ngokuzuma. ✔✔ (5)

1.4 Indikimba ukufa/ukushiywa umuntu omthandayo. Le migqa inomthelela wokuba

ngiqonde ukuth imbongi iyakwemukela, iyamkhulula othandiweyo wayo izibona nayo
isendleleni futhi izinikela ngokumlandela. ✔✔✔✔✔
(5)

1.5 La magama asetshenziswe kahle ukugqamisa indlela yothando abebeyihamba

ndawonye bebambisene, okukhonjiswa amagama aveza umqondo wokwenzana,
Imbongi ingathekisa uthando ngomkhumbi kodwa loluthando iyona ebiyenza
isiqinisekiso sokuthi luyakhula alupheli/aluziki. ✔✔✔✔✔
(5)

1.6 Kazi ✔

Kazi ✔

Imvumelwano siqalo ✔

Ngizo ✔

Ngizo ✔

Imvumelwano maphakathi ✔ (6)

1.7 Umoya wokudangala ngoba imbongi ivezwa ukulahlekelwa umuntu asondelene
naye, umuntu obephila naye ngaso sonke isikhathi futhi umuntu abenothando
lwakhe. ✔✔✔✔✔✔ (6)

AMAMAKI (35)
Question 2

2.1

SKIMMING - To skim means ‘to take a quick glance’. Skimming can be understood
as the technique of speedy reading wherein the reader pays attention to the main
point or essence within the passage only, to get a general concept of the content. In
skimming, the text containing unnecessary details, stories, examples, or other data is
purposefully skipped. In other words, skimming does not require intimate reading,
but it should be focused.

The reader mainly reads the introduction, summary, bold/italic words, bulleted points,
names, heading and subheadings, dates, figures, etc. This technique is generally
used while reading newspaper, mails, and messages. Skimming is said to be
effective when the reader can grasp the main information correctly and clearly.

With skimming a lot of time of the reader is saved, because you don’t have to spend
hours to read the entire material in full. But this technique should not be applied
every time, except you are in a hurry. However, it is also possible that when you
skim a reading material you skip the relevant points or misunderstand something.

SCANNING - To scan means ‘to look for something’. Scanning refers to a selective
reading method generally used by the reader when he/she is in search of some
specific information or text, contained in the passage, without reading the text
thoroughly. Hence. when you scan some material, you already know what you are
looking for, you just have to spot and swoop it down.

It involves rolling the eyes over the study material until you locate the keywords or
information of your need. It has more to do with searching, rather than reading.
Therefore, it can be said that scanning is a search-oriented reading process, which is
used to find out answers to the specific questions, and once the answer is found, the
reading process is stopped.

Basically, when you perform scanning, there is a specific purpose or question at

hand, and you go through with the given text to find the answer to that question and
thus avoid reading the text which is irrelevant to your purpose or question.

For effective scanning, the reader should, first, understand the way in which the
material is organized/presented and discern whatever is read, to easily identify the
required information.

2.2

- Teach pupils to use clues on the page, such as headings and titles, Look out for
words highlighted in bold or underlined.
- Give the children a time limit (e.g. 5 minutes) and ask them to find as many
occurrences of a certain consonant blend (e.g. "ch").

- Choose 2-3 words, each occurring only once on the page. Write the word, then the
page number on the board. The winner is first person to find the word and prove by
reading the sentence containing that word. Then children can identify and write up
their own keywords for others to find.

- Provide a sheet with individual words plotted on it from a variety of categories e.g.
children’s names, clothing, food etc. Pick one topic and ask the pupil to
circle/highlight as many of the words on the page from that category as they can in 1
minute.

- Ask children to find a specific word in a wordsearch. Explain how they could scan
for the first letter of that word then look around the letter to see if the second letter
connects etc.

- Using books such as ‘Where’s Wally?’ can really encourage children to scan
quickly. Encourage learners to use their finger to help focus their gaze.

2.3

Vocabulary exists in our long-term memory. The process of

learning a new word is first to notice and enter it into short-term memory and
then to work with in ways that will make it part of the lexicon stored in
long-term memory. Sophisticated readers constantly add new words to their
vocabularies, but they have been developing their vocabularies over many years.

You cannot expect less sophisticated readers, and certainly

not struggling readers, to pick up all their vocabulary from context as they
read or even when they hear texts read aloud. Along with having learners read
lots of texts, you can use some simple techniques to help them learn the
meaning of words:

- Introduce them to a wide range of words in interesting

texts.
- Make sure they encounter a new word many times.
- Make sure they encounter a new word in many
contexts.
- Provide explicit vocabulary instruction related
to each text they read.
- Discuss word meanings with them.
 - Teach them how to recognize the important words
in a text.
- Help them recognize and use meaningful morphemes
(word parts in longer words).
- Teach them to use context to derive the meanings
of words.
- Teach them to use the dictionary or glossary as an aid to verifying
meaning.
- Help them integrate previously known definitions with new ones as they
meet them in texts.
- Help them use new words in discussion and in writing.
- Teach them to make connections between words to understand their
meaning.
- Help them understand words that are used figuratively.
- Help them develop deliberate strategies for leaning words.
- Encourage persistence and recognize success.

2.4

- I will set aside classroom time for independent reading. Since studies show
that learners are most interested in books they choose themselves, I will
commit weekly if not daily classroom time for independent reading. When
learners get hooked on a story or author, they are more likely to continue to
read outside of the classroom.
- Keep the classroom stocked with books. Remove barriers some learners
may face accessing quality, affordable books. Not every learner will have
easy access to books at home, so by allowing them to borrow books from my
classroom, can enable them to read both in and out of school.
- Create a “Caught Reading” Campaign. Learners need to see the potential
for lifelong learning through reading. Encourage all teachers in all subjects,
and administrators, to let me photograph them reading their favourite books.
Share the images as posters around your school, in student newsletters, and
on our school’s social media pages (with parent/guardian permission of
course).
- Incorporate Digital Technology. Create an assignment where learners film
themselves acting out a scene from their favourite books. Such an
assignment allows learners to leverage the digital tools and devices they love
to both experience storytelling and share their enthusiasm for their favourite
book.