ENC1501
Oct Nov PORTFOLIO 2026
Unique number: 235256
Due date: October 2026
SECTION A
Question 1: Sound aspects of listening
1.1 Change in volume
Volume is how loudly or softly a person speaks. When a teacher changes volume
while telling a story, young learners notice that something important is happening. A
quiet voice can show that a character is afraid or trying not to wake somebody. A
stronger voice can show excitement, danger or an instruction that needs attention.
The change gives learners a clue about meaning even when some English words
are new to them (ENC1501 Study guide, 2020, p. 11).
For example, when reading a story about a lost goat, I would say the goat is sleeping
in a soft voice, then call for help more loudly. I would ask the class what the change
, SECTION A
Question 1: Sound aspects of listening
1.1 Change in volume
Volume is how loudly or softly a person speaks. When a teacher changes volume
while telling a story, young learners notice that something important is happening. A
quiet voice can show that a character is afraid or trying not to wake somebody. A
stronger voice can show excitement, danger or an instruction that needs attention.
The change gives learners a clue about meaning even when some English words
are new to them (ENC1501 Study guide, 2020, p. 11).
For example, when reading a story about a lost goat, I would say the goat is sleeping
in a soft voice, then call for help more loudly. I would ask the class what the change
means. I would avoid shouting at learners because a useful change in volume must
support listening rather than frighten children.
1.2 Emphasis by stressing words
Stress happens when the speaker makes a particular word stand out. The teacher
may say that the child picked the GREEN apple, placing extra force on green. This
tells learners that the colour matters, not only the action of picking an apple. Stress
helps children identify the main message and notice differences between similar
sentences. It can also assist learners who are still growing their English vocabulary
(ENC1501 Study guide, 2020, p. 12).
In my lesson I would repeat a sentence with stress on different words and ask
learners what has changed. For example, I WANT the banana shows who wants it,
whereas I want the BANANA shows which fruit is wanted. Learners can then practise
the same skill with a partner.
1.3 Regular vocal rhythm
Vocal rhythm is the pattern of strong and weak beats, pauses and the pace of
speech. A steady rhythm helps Foundation Phase learners follow the flow of English
and remember the order of words. In songs, rhymes and short poems, regular beats
Oct Nov PORTFOLIO 2026
Unique number: 235256
Due date: October 2026
SECTION A
Question 1: Sound aspects of listening
1.1 Change in volume
Volume is how loudly or softly a person speaks. When a teacher changes volume
while telling a story, young learners notice that something important is happening. A
quiet voice can show that a character is afraid or trying not to wake somebody. A
stronger voice can show excitement, danger or an instruction that needs attention.
The change gives learners a clue about meaning even when some English words
are new to them (ENC1501 Study guide, 2020, p. 11).
For example, when reading a story about a lost goat, I would say the goat is sleeping
in a soft voice, then call for help more loudly. I would ask the class what the change
, SECTION A
Question 1: Sound aspects of listening
1.1 Change in volume
Volume is how loudly or softly a person speaks. When a teacher changes volume
while telling a story, young learners notice that something important is happening. A
quiet voice can show that a character is afraid or trying not to wake somebody. A
stronger voice can show excitement, danger or an instruction that needs attention.
The change gives learners a clue about meaning even when some English words
are new to them (ENC1501 Study guide, 2020, p. 11).
For example, when reading a story about a lost goat, I would say the goat is sleeping
in a soft voice, then call for help more loudly. I would ask the class what the change
means. I would avoid shouting at learners because a useful change in volume must
support listening rather than frighten children.
1.2 Emphasis by stressing words
Stress happens when the speaker makes a particular word stand out. The teacher
may say that the child picked the GREEN apple, placing extra force on green. This
tells learners that the colour matters, not only the action of picking an apple. Stress
helps children identify the main message and notice differences between similar
sentences. It can also assist learners who are still growing their English vocabulary
(ENC1501 Study guide, 2020, p. 12).
In my lesson I would repeat a sentence with stress on different words and ask
learners what has changed. For example, I WANT the banana shows who wants it,
whereas I want the BANANA shows which fruit is wanted. Learners can then practise
the same skill with a partner.
1.3 Regular vocal rhythm
Vocal rhythm is the pattern of strong and weak beats, pauses and the pace of
speech. A steady rhythm helps Foundation Phase learners follow the flow of English
and remember the order of words. In songs, rhymes and short poems, regular beats
