, TMN3701 Assignment 2 (COMPLETE ANSWERS)
Semester 1 2025 - DUE 9 May 2025; 100% correct solutions
and explanations.
QUESTION 1.1: How to introduce the text to ensure
learners engage with it effectively
Teaching a Grade 6 English FAL class in a linguistically diverse
South African context requires thoughtful planning. The goal is
to make the lesson inclusive and engaging for all learners,
regardless of their home language. Below are strategies for pre-
reading, while-reading, and post-reading activities that
promote comprehension, participation, and language
development.
A. Pre-reading Activities
The goal in this phase is to activate prior knowledge, build
vocabulary, and create interest.
1. Activate Prior Knowledge
o Begin with a class discussion on environmental issues
they may have noticed in their communities, such as
littering, pollution, or drought.
o Use visuals (photos of polluted rivers, deforested land,
recycling symbols) to spark discussion.
o Allow learners to share their ideas in their home
languages briefly, then scaffold into English.
2. Teach Key Vocabulary
o Identify key terms from the text such as “pollution,”
“conservation,” “recycle,” and “natural resources.”
Semester 1 2025 - DUE 9 May 2025; 100% correct solutions
and explanations.
QUESTION 1.1: How to introduce the text to ensure
learners engage with it effectively
Teaching a Grade 6 English FAL class in a linguistically diverse
South African context requires thoughtful planning. The goal is
to make the lesson inclusive and engaging for all learners,
regardless of their home language. Below are strategies for pre-
reading, while-reading, and post-reading activities that
promote comprehension, participation, and language
development.
A. Pre-reading Activities
The goal in this phase is to activate prior knowledge, build
vocabulary, and create interest.
1. Activate Prior Knowledge
o Begin with a class discussion on environmental issues
they may have noticed in their communities, such as
littering, pollution, or drought.
o Use visuals (photos of polluted rivers, deforested land,
recycling symbols) to spark discussion.
o Allow learners to share their ideas in their home
languages briefly, then scaffold into English.
2. Teach Key Vocabulary
o Identify key terms from the text such as “pollution,”
“conservation,” “recycle,” and “natural resources.”
