FLT3701 Assignment 2
Memo (complete answers)
Due 25 July 2025
For assistance contact
Email:
, QUESTION 1
1.1 Lesson and Activity Purpose for Ms. Direko to Test Learners
1.1.1 Photographs
Teacher Task: Ms. Direko will display a number of photographs of everyday objects, things that
are happening, and places (e.g., a cat, a boy running, a school). She will point out each picture
and ask learners, "What is this?" or "What is happening here?" She can also display two pictures
and ask, "Which one is [object/action]?"
Purpose of your assessment:
To check learners' productive and receptive vocabulary of everyday nouns and verbs and their
ability to match words with the respective pictures.
1.1.2 Interactive Storytelling
Teacher Activity: Ms. Direko will tell a basic story using props, puppets, or gestures. She will
interrupt the story at various stages and ask learners questions regarding the plot, characters, or
objects being described (e.g., "Who is this?", "What did the boy do next?", "Where did the bird
go?"). She could also have learners complete sentences or retell short parts of the story.
Purpose of your assessment: To assess learners' knowledge of spoken English, their ability
to understand a story, identify main points, and use simple sentences and vocabulary to respond
to questions about the story.
1.1.3 Songs
Teacher Action: Ms. Direko will sing a simple English nursery rhyme with repetitive lines and
actions (e.g., "Old MacDonald Had a Farm," "Head, Shoulders, Knees, and Toes"). She
will then get students to point to specific words or phrases in the
song, act out the relating actions for specific words, or sing along to sections of the song.
She can also ask questions like, "What animal did Old MacDonald have?" or "What is this part
of the body?" pointing to it.
Aims of your evaluation: To assess learners' ability to recognize and recall words and phrases
from songs, their listening ability, and their involvement in the use of language in singing
and action.
1.2 Evaluation of Contextual Factors Influencing Additional Language Acquisition
1.2.1 Listening
Influence: Listening is the foundation of language acquisition. In Grade 1
FAL class, students rely heavily on listening in order to understand the directions, new words,
and overall lesson rhythm. Students with little exposure to English outside of
the class may possess poorly developed listening abilities to allow them to
comprehend oral English. The rowdy class atmosphere or too rapid a
teacher will also severely impede the listeners. Conversely, slow, clear, and repeated speech
from the teacher accompanied by visual aids can help considerably in enhancing listening skills.
1.2.2 Motivation
Influence: Motivation is an important factor in motivating learners. Motivated young
learners are more inclined to take part actively, risk speaking, and struggle on. Positive
and encouraging classroom environment, engaging activities (as Ms. Direko uses),
perceived language usefulness, and sense of achievement are the variables influencing
motivation. Students demotivate if they fail to see the usefulness of studying English or the
Memo (complete answers)
Due 25 July 2025
For assistance contact
Email:
, QUESTION 1
1.1 Lesson and Activity Purpose for Ms. Direko to Test Learners
1.1.1 Photographs
Teacher Task: Ms. Direko will display a number of photographs of everyday objects, things that
are happening, and places (e.g., a cat, a boy running, a school). She will point out each picture
and ask learners, "What is this?" or "What is happening here?" She can also display two pictures
and ask, "Which one is [object/action]?"
Purpose of your assessment:
To check learners' productive and receptive vocabulary of everyday nouns and verbs and their
ability to match words with the respective pictures.
1.1.2 Interactive Storytelling
Teacher Activity: Ms. Direko will tell a basic story using props, puppets, or gestures. She will
interrupt the story at various stages and ask learners questions regarding the plot, characters, or
objects being described (e.g., "Who is this?", "What did the boy do next?", "Where did the bird
go?"). She could also have learners complete sentences or retell short parts of the story.
Purpose of your assessment: To assess learners' knowledge of spoken English, their ability
to understand a story, identify main points, and use simple sentences and vocabulary to respond
to questions about the story.
1.1.3 Songs
Teacher Action: Ms. Direko will sing a simple English nursery rhyme with repetitive lines and
actions (e.g., "Old MacDonald Had a Farm," "Head, Shoulders, Knees, and Toes"). She
will then get students to point to specific words or phrases in the
song, act out the relating actions for specific words, or sing along to sections of the song.
She can also ask questions like, "What animal did Old MacDonald have?" or "What is this part
of the body?" pointing to it.
Aims of your evaluation: To assess learners' ability to recognize and recall words and phrases
from songs, their listening ability, and their involvement in the use of language in singing
and action.
1.2 Evaluation of Contextual Factors Influencing Additional Language Acquisition
1.2.1 Listening
Influence: Listening is the foundation of language acquisition. In Grade 1
FAL class, students rely heavily on listening in order to understand the directions, new words,
and overall lesson rhythm. Students with little exposure to English outside of
the class may possess poorly developed listening abilities to allow them to
comprehend oral English. The rowdy class atmosphere or too rapid a
teacher will also severely impede the listeners. Conversely, slow, clear, and repeated speech
from the teacher accompanied by visual aids can help considerably in enhancing listening skills.
1.2.2 Motivation
Influence: Motivation is an important factor in motivating learners. Motivated young
learners are more inclined to take part actively, risk speaking, and struggle on. Positive
and encouraging classroom environment, engaging activities (as Ms. Direko uses),
perceived language usefulness, and sense of achievement are the variables influencing
motivation. Students demotivate if they fail to see the usefulness of studying English or the
