FLT3701
ASSIGNMENT 2 2025
DUE 25 JULY 2025
SEMESTER 1 2025
,FLT3701
ASSIGNMENT 2 2025
DUE 25 JULY 2025
QUESTION 1
Read the Scenario and answer the questions below: 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.
Using the following techniques, create an activity and lesson purpose for Ms.
Direko to assess learners.
Technique Teacher Activity (3 marks) Purpose of Assessment
(2 marks)
1.1.1 Ms. Direko shows learners a series of To assess learners’
Pictures pictures related to a theme e.g. classroom vocabulary development
objects, family, or food. She asks each and their ability to name
learner to name what they see in English. and recognise familiar
objects using English
words.
1.1.2 Ms. Direko tells a short, simple story using To assess learners’
Interactive facial expressions, gestures, and pauses to listening comprehension,
Storytelling understanding of
, ask learners prediction or comprehension sequencing, and their
questions during the story. ability to respond in
English.
1.1.3 Songs Ms. Direko teaches the learners a simple To assess learners’
English song with repeated vocabulary e.g., pronunciation, vocabulary
“Head, Shoulders, Knees, and Toes” and recognition, and ability to
asks them to sing and point to body parts. follow English instructions
through music.
According to Learning Unit 5, using interactive and oral strategies like storytelling and
songs allows learners to practise speaking and listening (Phatudi, 2014:68).
Pictures and visual support help in vocabulary development, especially for FAL learners
in Grade 1 (FLT3701/1, Unit 6.3).
Songs promote phonological awareness, vocabulary repetition, and language
acquisition through rhythm and fun (Blunden-Greeff in Phatudi, 2014).
Communicative Language Teaching (CLT) and Total Physical Response (TPR) are
methods that support oral interaction and physical engagement, as recommended for
Foundation Phase learners (Van der Walt et al., 2009; Phatudi, 2014).
1.2 Read the paragraph provided and answer the questions below.
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
Listening is the foundational skill for learning an additional language, especially in the
Foundation Phase. Learners in Grade R and Grade 1 must be exposed to regular and
repetitive English sounds, rhymes, and songs to help them distinguish sound patterns
ASSIGNMENT 2 2025
DUE 25 JULY 2025
SEMESTER 1 2025
,FLT3701
ASSIGNMENT 2 2025
DUE 25 JULY 2025
QUESTION 1
Read the Scenario and answer the questions below: 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.
Using the following techniques, create an activity and lesson purpose for Ms.
Direko to assess learners.
Technique Teacher Activity (3 marks) Purpose of Assessment
(2 marks)
1.1.1 Ms. Direko shows learners a series of To assess learners’
Pictures pictures related to a theme e.g. classroom vocabulary development
objects, family, or food. She asks each and their ability to name
learner to name what they see in English. and recognise familiar
objects using English
words.
1.1.2 Ms. Direko tells a short, simple story using To assess learners’
Interactive facial expressions, gestures, and pauses to listening comprehension,
Storytelling understanding of
, ask learners prediction or comprehension sequencing, and their
questions during the story. ability to respond in
English.
1.1.3 Songs Ms. Direko teaches the learners a simple To assess learners’
English song with repeated vocabulary e.g., pronunciation, vocabulary
“Head, Shoulders, Knees, and Toes” and recognition, and ability to
asks them to sing and point to body parts. follow English instructions
through music.
According to Learning Unit 5, using interactive and oral strategies like storytelling and
songs allows learners to practise speaking and listening (Phatudi, 2014:68).
Pictures and visual support help in vocabulary development, especially for FAL learners
in Grade 1 (FLT3701/1, Unit 6.3).
Songs promote phonological awareness, vocabulary repetition, and language
acquisition through rhythm and fun (Blunden-Greeff in Phatudi, 2014).
Communicative Language Teaching (CLT) and Total Physical Response (TPR) are
methods that support oral interaction and physical engagement, as recommended for
Foundation Phase learners (Van der Walt et al., 2009; Phatudi, 2014).
1.2 Read the paragraph provided and answer the questions below.
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
Listening is the foundational skill for learning an additional language, especially in the
Foundation Phase. Learners in Grade R and Grade 1 must be exposed to regular and
repetitive English sounds, rhymes, and songs to help them distinguish sound patterns
