FLT3701
ASSIGNMENT 2
DUE : 25TH MAY 2024
, ASSESSMENT 2
WRITTEN ASSIGNMENT
Assessment 2 consists of a number of short questions. Refer to the study guide as well as
your prescribed book to answer these questions. Answer all the questions. Number your
answers correctly and take note of the mark allocation for each question. Please upload
your assignment on myUnisa. We strongly recommend that you type your assessment.
QUESTION 1:
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.
Incorporating Gestures:
Using gestures along with verbal instructions, learners can visually understand what
is being asked of them, reducing confusion. For instance, when teaching vocabulary
related to actions, such as "jump" or "run," the teacher can demonstrate the actions
while saying the words, allowing learners to associate the words with the
corresponding actions.
Engaging in Mimicry Activities:
TPR involves learners physically mimicking the teacher's instructions. This not only
helps reinforce vocabulary and grammar concepts but also builds confidence as
learners see themselves successfully executing the tasks. For example, the teacher
can model actions like "clap your hands" or "touch your toes," and students would
imitate these actions, gradually building familiarity with the language.
Using Real-life Contexts:
TPR activities can be designed to simulate real-life scenarios, making language
learning more relatable and less intimidating for learners. For instance, the teacher
ASSIGNMENT 2
DUE : 25TH MAY 2024
, ASSESSMENT 2
WRITTEN ASSIGNMENT
Assessment 2 consists of a number of short questions. Refer to the study guide as well as
your prescribed book to answer these questions. Answer all the questions. Number your
answers correctly and take note of the mark allocation for each question. Please upload
your assignment on myUnisa. We strongly recommend that you type your assessment.
QUESTION 1:
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.
Incorporating Gestures:
Using gestures along with verbal instructions, learners can visually understand what
is being asked of them, reducing confusion. For instance, when teaching vocabulary
related to actions, such as "jump" or "run," the teacher can demonstrate the actions
while saying the words, allowing learners to associate the words with the
corresponding actions.
Engaging in Mimicry Activities:
TPR involves learners physically mimicking the teacher's instructions. This not only
helps reinforce vocabulary and grammar concepts but also builds confidence as
learners see themselves successfully executing the tasks. For example, the teacher
can model actions like "clap your hands" or "touch your toes," and students would
imitate these actions, gradually building familiarity with the language.
Using Real-life Contexts:
TPR activities can be designed to simulate real-life scenarios, making language
learning more relatable and less intimidating for learners. For instance, the teacher
