FLT3701 Assignment 2 (QUALITY ANSWERS) 2025

This document contains workings, explanations and solutions to the FLT3701 Assignment 2 (QUALITY ANSWERS) 2025. For assistance whats-app us on 0.6.8..8.1.2..0.9.3.4... QUESTION 2: (25) 2.1 Discuss how Krashen’s FOUR (4) hypothesis of language acquisition can be used to enhance language understanding and acquisition. Provide THREE (3) aspects of each of Krashen’s four hypothesis of language acquisition. (15) 2.2 What do you think are the most important strategies for teaching EFAL? Explain how these strategies could help you, as an EFAL teacher. (4) 2.3 Distinguish between the whole-word approach and the language experience approachFLT3701/103/0/2024 Read the Scenario and answer the questions below: QUESTION 1: (25) Read the following statement and answer the questions below. “FAL teachers are also presented with diverse classroom situations where learners have many different home languages. The learners’ knowledge of English also varies from communicative to barely communicative. Learners’ attitude towards the language is also not the same. Learners entering the foundation phase become vulnerable and nervous to communicate in a new language, especially a language they do not understand. Learners at this stage of schooling are still developing their home language and as a result, they become confused and afraid when introduced to an additional language, particularly in Grade R and Grade 1.” 1.1 Briefly describe how you will use the total physical approach (TPR) in assisting you to address fear and confusion that learners might experience. Provide THREE (3) examples. (9) 1.2 “Over-exposure to a teacher’s voice can lead children to be turned off from listening.” Suggest FIVE (5) other ways that a teacher can use to attract children’s attention. (10) FLT3701/ASSESSMENT 2/0/2025 3 1.3 Create THREE (3) activities that the Grade R teacher can use to support the development of listening skills in Grade R learners through learner behaviour and dispositions. (6) QUESTION 2: (25) 2.1 Use your understanding of the behaviourists view of language acquisition from this module to analyse the following statement: Children mimic their elders to learn languages. Give TWO (2) examples to support your response and argument, which you will base on how this theory describes how children acquire language. (10) 2.2 Provide the FIVE (5) main ideas of a smart lesson plan and provide one example for each idea. (10) 2.3 Read and analyse the worksheet below. Explain in which grade this activity can be introduced. Provide THREE (3) reasons. (5) Learners look at the pictures of different body parts and complete the worksheet. Fill in the missing letters or words to complete the word or sentence. …ose I can … with my fingers. I can … with my ears. e…rs QUESTION 3: (25) Read the following statement and answer the questions below. “FAL teachers are also presented with diverse classroom situations where learners have many different home languages. The learners’ knowledge of English also varies from communicative to barely communicative. Learners’ attitude towards the language is also not the same. Learners entering the foundation phase become vulnerable and nervous to communicate in a new language, especially a language they do not understand. Learners at this stage of schooling are still developing their home language and as a result, they become confused and afraid when introduced to an additional language, particularly in Grade R and Grade 1.” 3.1 Briefly describe how you will use the total physical approach (TPR) in assisting you to address fear and confusion that learners might experience. Provide THREE (3) examples. (9) 32 “Over-exposure to a teacher’s voice can lead children to be turned off from listening.” Suggest FIVE (5) other ways that a teacher can use to attract children’s attention. (10) QUESTION 3: (25) Describe and explain how the FOUR (4) stages (i.e., modelled, shared, guided and independent) of reading in the balanced literacy approach are used. Your answers must be written according to the guide below. (16) • Explanation (1x4) • Role of the teacher (1x4) • Role of the learner (1x4) • Text to be used (1x4) 4 3.2 Carefully study the examples of the pages from big books for a shared reading lesson. Provide THREE (3) examples and explain the similarities and differences. Pay attention to the levels of complexities. (9) I go to school by bus Bus QUESTION 4: (25) 4.1 Discuss and describe the audio-lingual method. (4) 4.2 Provide TWO (2) aspects of the method that are of advantage for learners. (2) 4.3 What are the negative aspects of the audio-lingual method? Provide TWO (2) examples. (4) 4.4 Discuss how home language affects the acquisition or learning of an additional language. Provide THREE (3) reasons in detail. (9) 4.5 Briefly discuss the differences between BICS and CALP. Provide TWO (2) examples for each approach. (6)Assessment of language skills in Grade 1 First Additional Language Classroom Ms. Direko is a Grade 1 teacher at Mosupatsela Primary School in the Letlhabile Township. She teaches English as a First Additional Language to her learners. Many of her learners speak Setswana as their home language. The purpose of her lesson is to assist learners in developing basic English language skills, with a focus on listening, speaking, and early literacy. In her lesson, she employs the following techniques to enhance learners' vocabulary: pictures, storytelling, and songs. Ms. Direko’s lesson objective is to assess her learners' progress in understanding and using vocabulary and phrases relevant to everyday situations. 1.1 Using the following techniques, create an activity and lesson purpose for Ms. Direko to assess learners. [5x3=15] Technique Teacher Activity (what will be the teacher activity) 3 marks for each activity Purpose of your assessment (what will the teacher assess) 2 marks for each purpose 1.1.1 Pictures 1.1.2 Interactive -Storytelling 1.1.3 Songs 1.2 Read the paragraph provided and answer the questions below. [5x3=15] Learning an additional language at the elementary level is influenced by a variety of contextual factors. Understanding these can help in creating more effective language learning programmes. Critically evaluate how the following contextual factors influence the learning of an additional language. 1.2.1 Listening 4 1.2.2 Motivation 1.2.3 The role of the learners’ home language. 1.2.4 Overcorrection of learners 1.2.5 Teacher’s personality QUESTION 2 (20 marks) QUESTION 1: (25) Read the following statement and answer the questions below. “FAL teachers are also presented with diverse classroom situations where learners have many different home languages. The learners’ knowledge of English also varies from communicative to barely communicative. Learners’ attitude towards the language is also not the same. Learners entering the foundation phase become vulnerable and nervous to communicate in a new language, especially a language they do not understand. Learners at this stage of schooling are still developing their home language and as a result, they become confused and afraid when introduced to an additional language, particularly in Grade R and Grade 1.” 1.1 Briefly describe how you will use the total physical approach (TPR) in assisting you to address fear and confusion that learners might experience. Provide THREE (3) examples. (9) 1.2 “Over-exposure to a teacher’s voice can lead children to be turned off from listening.” Suggest FIVE (5) other ways that a teacher can use to attract children’s attention. (10) Read the paragraph and answer the questions below: Ms. Molepo is a Grade 3 teacher at Matseke Primary School in Atteridgeville township. Her class consists of learners with diverse backgrounds and varying levels of reading proficiency. To address the different needs of her learners, Ms. Molepo employs a variety of reading strategies. She has divided her classroom into different reading stations and profiled her learners according to their different reading abilities which are as follows: Paired/Independent Reading Learners choose books of their choice and read in pairs or independently. Guided Reading Ms. Molepo works with small groups of learners on reading materials that are slightly higher than their independent reading levels. The learners who read on the same level are grouped together for reading development. Shared Reading The teacher reads with the whole class, and they read after her. The teacher reads aloud, and the learners read the same text either from a large book or a text projected on the screen. Read-Aloud Ms. Molepo reads a book to the whole class, modelling fluent reading and engaging learners in discussions about the story. Incidental Reading The room is set up with a variety of activities to specifically focus on different aspects of reading, such as phonics, vocabulary, and comprehension. Below are some profiles of different learners. FLT3701/103/0/2024 QUESTION 2: (25) 2.1 Use your understanding of the behaviourists view of language acquisition from this module to analyse the following statement: Children mimic their elders to learn languages. Give TWO (2) examples to support your response and argument, which you will base on how this theory describes how children acquire language. (10) 2.2 Provide the FIVE (5) main ideas of a smart lesson plan and provide one example for each idea. (10) 2.3 Read and analyse the worksheet below. Explain in which grade this activity can be introduced. Provide THREE (3) reasons. (5) Learners look at the pictures of different body parts and complete the worksheet. Fill in the missing letters or words to complete the word or sentence. Group 1: An enthusiastic group of learners who love reading challenging texts and always finish reading quickly. Group 2: A struggling group of learners who find decoding words difficult and often get frustrated. Group 3: A group of learners are steadily improving their reading and speaking skills in English. Learner 1: A learner with ADHD who struggles to stay focused during reading activities. Learner 2: A reader with average proficiency who benefits from explicit instruction in comprehension strategies. 2.1. Provide strategies that might be most effective for different profiles (group 1, group 2, group 3, learner 1, and learner, 2)? [5x2=10] 2.2. How can Ms. Molepo address issues such as varying reading levels, attention spans, and language barriers? [3x2=6] 2.3 What techniques can Ms. Molepo use to keep her learners engaged and motivated in their reading activities? [2] 2.4 How can Ms. Molepo promote a love for reading among her diverse group of learners? [2] QUESTION 3 (25 marks) 3.1 Apply your understanding of the behaviourist theory's views of language acquisition discussed in this module to analyse the following statement: “Children mimic their elders to learn languages”. Describe the theory and design two (2) activities to support your response or claim, based on the idea that explains how children acquire language. Ensure that the activities are aligned with the theory you described. Description of the theory [1x5=5] 6 Activities 1: Rhyme or poem strategy aligned to the theory. Learning outcome [2] Resources [1] Lesson presentation [2] Conclusion [1] Activities 2: Story telling aligned to the theory. Learning outcome [2] Resources [1] Lesson presentation [2] Conclusion [1] 3.2 Describe the following types of writing and provide an example for each writing type recommended for Grade 3 [4x2=8] 3.2.1 Guided writing 3.2.2 Independent writing QUESTION 2: (25) 2.1 Use your understanding of the behaviourists view of language acquisition from this module to analyse the following statement: Children mimic their elders to learn languages. Give TWO (2) examples to support your response and argument, which you will base on how this theory describes how children acquire language. (10) QUESTION 2: (25) 2.1 Discuss how Krashen’s FOUR (4) hypothesis of language acquisition can be used to enhance language understanding and acquisition. Provide THREE (3) aspects of each of Krashen’s four hypothesis of language acquisition. (15) 2.2 What do you think are the most important strategies for teaching EFAL? Explain how these strategies could help you, as an EFAL teacher. (4) 2.3 Distinguish between the whole-word approach and the language experience approach 2.2 Provide the FIVE (5) main ideas of a smart lesson plan and provide one example for each idea. (10) 2.3 Read and analyse the worksheet below. Explain in which grade this activity can be introduced. Provide THREE (3) reasons. (5) Learners look at the pictures of different body parts and complete the worksheet. Fill in the missing letters or words to complete the word or sentence. QUESTION 1: (25) 1.1 Language skills are divided into four main categories: listening, speaking, reading and writing. Briefly describe how these FOUR (4) language skills for teaching EFAL promote language acquisition. (12) 1.2 All the language skills are interconnected and often overlap, as they all depend on one another and work together to create a language. Based on the above statement, discuss how the relationship between the FOUR (4) language skills enhances acquisition of a language. (8) 1.3 As learners begin to identify printed words/text, vocabulary must relate to the words, ideas or situations with which they are already familiar. Learning individual words in isolation is not effective, as there is no frame of reference. Based on the above statements, identify FIVE (5) aspects to be considered when choosing a reading text to read to your learners. (5) QUESTION 4 (25 marks) Read the case study and answer the questions below. Ms Jacobs has just graduated as a teacher. She teaches at a disadvantaged school, which caters to children who come from an informal settlement and poor family background. She was allocated to teach Grade 1 learners, whose home language (HL) is not English. She is expected to teach them English as a First Additional Language (FAL). Her knowledge and ideology of teaching a second language is that competency in communication is key. She decided to use the communicative approach, in other words, to focus on listening and speaking, as well as dialogue, as a teaching technique. Her lesson objective was that learners should be able to express themselves coherently and concisely when speaking and they should be able to use language appropriate to a situation. FLT3701/103/0/2024 QUESTION 2: (25) 2.1 Discuss how Krashen’s FOUR (4) hypothesis of language acquisition can be used to enhance language understanding and acquisition. Provide THREE (3) aspects of each of Krashen’s four hypothesis of language acquisition. (15) 2.2 What do you think are the most important strategies for teaching EFAL? Explain how these strategies could help you, as an EFAL teacher. (4) 2.3 Distinguish between the whole-word approach and the language experience approach 7 She then planned an activity where learners were paired and requested to greet and introduce themselves to each other. Most of the learners struggled to use and understand the language. For example: Lesego: Morning! Mirriam: Mmmm! Ok (Here the learner is not sure what to say.) Lesego: How you are? Mirriam: Mmmm (The learner is not sure what to say and he just shrugs his shoulders.) 4.1 As the Head of the Department for Languages, critically discuss how the teaching of a First Additional Language (second language), using the communicative language approach and dialogue as a teaching technique, could be practiced assisting the teacher in reaching her objectives. Provide three (3) discussion statements with examples. [3x3=9] 4.2 Identify THREE (3) educational media that will be appropriate for this case study. Explain how each will enhance the teaching and learning of a second language. [3x2=6] 4.3 Describe and discuss TWO (2) characteristics of the communicative approach that are relevant to the use of dialogue as a technique in teaching and learning the First Additional Language (FAL). [2x2=4] 4.4 Briefly compare how the use of dialogue in the audio-lingual approach and communicative approach differs. Provide THREE (3) examples. [3x2=6] FLT3701/103/0/2024 QUESTION 1: (25) 1.1 Language skills are divided into four main categories: listening, speaking, reading and writing. Briefly describe how these FOUR (4) language skills for teaching EFAL promote language acquisition. (12) 1.2 All the language skills are interconnected and often overlap, as they all depend on one another and work together to create a language. Based on the above statement, discuss how the relationship between the FOUR (4) language skills enhances acquisition of a language. (8) 1.3 As learners begin to identify printed words/text, vocabulary must relate to the words, ideas or situations with which they are already familiar. Learning individual words in isolation is not effective, as there is no frame of reference. Based on the above statements, identify FIVE (5) aspects to be considered when choosing a reading text to read to your learners. (5)