, ENG1516 ASSIGNMENT 03 2026 ANSWERS - DUE DATE SEPTEMBER 2026
(3 ANSWERS PROVIDED)
The Appropriateness of Think Big! for a Grade 2 Foundation Phase English FAL Class
Kat Kronenberg’s Think Big! is an engaging picture story that combines adventure, rhyme,
visual elements and positive life lessons. The story follows African animals as they
experience danger and learn the importance of believing in themselves, helping others and
working together. These features make the story appropriate for Grade 2 English First
Additional Language (FAL) learners because it provides opportunities for language
development while also encouraging positive social values (Kronenberg, 2020).
The plot is suitable for learners approximately seven to nine years old because it contains
familiar animal characters and a straightforward sequence of events. Giraffe, Kudu and
Honey Bee face a dangerous situation when a thunderstorm causes a fire, forcing the animals
to work together to survive. The story therefore introduces concepts such as courage,
cooperation, kindness and perseverance in a form that children can understand. The simple
narrative also provides opportunities for learners to predict events, retell the story and learn
new English vocabulary through context (Kronenberg, 2020).
The illustrations are particularly valuable for Grade 2 FAL learners because they provide
visual support when learners encounter unfamiliar English words. The pictures use strong,
curved lines and recognisable shapes to make the animals easily identifiable. Bright and
contrasting colours create an energetic representation of the African savanna, while the
textured appearance of the landscape gives the setting greater visual interest. The
composition frequently places the animals prominently within the frame, helping learners
focus on characters and actions. Different perspectives, including wider views of the savanna
and closer views of individual animals, help communicate both setting and emotion. Such
visual cues can support comprehension because learners can connect spoken or written
language with what they see (Kronenberg, 2020).
(3 ANSWERS PROVIDED)
The Appropriateness of Think Big! for a Grade 2 Foundation Phase English FAL Class
Kat Kronenberg’s Think Big! is an engaging picture story that combines adventure, rhyme,
visual elements and positive life lessons. The story follows African animals as they
experience danger and learn the importance of believing in themselves, helping others and
working together. These features make the story appropriate for Grade 2 English First
Additional Language (FAL) learners because it provides opportunities for language
development while also encouraging positive social values (Kronenberg, 2020).
The plot is suitable for learners approximately seven to nine years old because it contains
familiar animal characters and a straightforward sequence of events. Giraffe, Kudu and
Honey Bee face a dangerous situation when a thunderstorm causes a fire, forcing the animals
to work together to survive. The story therefore introduces concepts such as courage,
cooperation, kindness and perseverance in a form that children can understand. The simple
narrative also provides opportunities for learners to predict events, retell the story and learn
new English vocabulary through context (Kronenberg, 2020).
The illustrations are particularly valuable for Grade 2 FAL learners because they provide
visual support when learners encounter unfamiliar English words. The pictures use strong,
curved lines and recognisable shapes to make the animals easily identifiable. Bright and
contrasting colours create an energetic representation of the African savanna, while the
textured appearance of the landscape gives the setting greater visual interest. The
composition frequently places the animals prominently within the frame, helping learners
focus on characters and actions. Different perspectives, including wider views of the savanna
and closer views of individual animals, help communicate both setting and emotion. Such
visual cues can support comprehension because learners can connect spoken or written
language with what they see (Kronenberg, 2020).
