[Year]
[Type the company name]
[TMN3701
Assignment 2
Memo | Due 9
May 2025]
[Type the abstract of the document here. The abstract is typically a short summary of the contents of
the document. Type the abstract of the document here. The abstract is typically a short summary of
the contents of the document.]
,QUESTION 1 - You are a teacher in a diverse South African classroom, and
you have been asked to teach English First Additional Language (FAL) to a
group of Grade 6 learners. The learners come from a variety of home
language backgrounds, including isiXhosa, Afrikaans, and Sesotho. You plan
to introduce them to a short text on environmental conservation. 1.1. Based
on the scenario above, how would you introduce the text to your learners to
ensure that they engage with the material effectively? Discuss strategies for
pre-reading, while-reading, and post-reading activities. (10)
Introduction to Teaching English FAL to Grade 6 Learners: Strategies for Pre-
reading, While-reading, and Post-reading
In a diverse South African classroom with learners from varying home language backgrounds
such as isiXhosa, Afrikaans, and Sesotho, it is essential to incorporate strategies that cater to
their different language abilities and cultural contexts. By implementing effective pre-reading,
while-reading, and post-reading strategies, I would ensure that all learners engage with the text
meaningfully and build their language skills.
1. Pre-reading Activities (Engaging Learners’ Prior Knowledge)
Pre-reading activities are crucial in activating learners' prior knowledge and preparing them for
the text. These activities will help them connect personally with the topic of environmental
conservation.
Visual Aids and Contextual Discussion: I would begin by showing images or videos
related to environmental conservation, such as recycling, saving water, planting trees, or
protecting wildlife. These visuals would help contextualize the topic, making it relatable
to all learners, regardless of their home language.
Building Vocabulary: To support learners’ understanding of the text, I would pre-teach
key vocabulary related to the topic of conservation (e.g., “environment,” “pollution,”
“recycling,” “conserve,” “sustainability”). I would display these words on the board and
provide simple definitions or examples in the learners’ home languages, where possible,
ensuring that learners feel confident with the vocabulary before reading.
Predicting the Content: To engage learners' thinking, I would ask questions to
encourage predictions about the text, such as: “What do you think happens when people
don’t take care of nature?” or “Why is it important to protect our environment?” This
would tap into learners’ prior knowledge and create curiosity about the text.
2. While-reading Activities (Ensuring Active Engagement)
While-reading activities help learners focus on comprehension and language acquisition as they
engage with the text.
Guided Reading: As the learners read the text, I would use a guided reading approach,
where I read aloud a section of the text and then pause to discuss and check for
, understanding. I would encourage learners to follow along, and then ask questions related
to the text to assess comprehension (e.g., “What does the author mean when they say
‘reduce waste’?”).
Supporting with Scaffolding: Considering the learners come from different home
languages, I would scaffold the reading by breaking the text into manageable sections.
For example, I would focus on one paragraph at a time, allowing learners to focus on
specific ideas and vocabulary. I would use simple sentence structures and illustrations to
support their understanding.
Pair or Group Work: To promote collaboration, I would have learners work in pairs or
small groups to discuss the main ideas of the text in their home language or English,
helping them process the content in a safe, peer-supported environment. Each group
could present a summary of what they understood from the reading to the class.
3. Post-reading Activities (Consolidating Understanding and Encouraging Reflection)
Post-reading activities focus on reinforcing learning and enabling learners to apply what they
have read.
Comprehension Questions and Discussion: I would use comprehension questions to
check for understanding, such as “What are three ways we can help the environment?” or
“Why is it important to conserve water?” These questions would be designed to test
learners' ability to recall information and demonstrate their understanding of key concepts
in the text.
Creative Activities: I would encourage learners to engage creatively with the material.
For instance, they could draw posters or write short paragraphs about how they can
contribute to environmental conservation in their own communities. This activity would
allow them to personalize the content and apply their learning in a meaningful way.
Reflection and Sharing: Lastly, I would facilitate a class discussion in which learners
share their thoughts on the topic and what they learned. This encourages reflection and
critical thinking. I might also ask them to write a short reflection in their notebooks,
stating one thing they will do to help protect the environment.
By using these strategies, I would create an inclusive, supportive, and engaging learning
environment where all learners, regardless of their home language, can connect with the material
and develop their English skills. These strategies aim not only to teach the content but also to
foster a deeper understanding and appreciation for environmental conservation, empowering
learners to take action in their communities.
[Type the company name]
[TMN3701
Assignment 2
Memo | Due 9
May 2025]
[Type the abstract of the document here. The abstract is typically a short summary of the contents of
the document. Type the abstract of the document here. The abstract is typically a short summary of
the contents of the document.]
,QUESTION 1 - You are a teacher in a diverse South African classroom, and
you have been asked to teach English First Additional Language (FAL) to a
group of Grade 6 learners. The learners come from a variety of home
language backgrounds, including isiXhosa, Afrikaans, and Sesotho. You plan
to introduce them to a short text on environmental conservation. 1.1. Based
on the scenario above, how would you introduce the text to your learners to
ensure that they engage with the material effectively? Discuss strategies for
pre-reading, while-reading, and post-reading activities. (10)
Introduction to Teaching English FAL to Grade 6 Learners: Strategies for Pre-
reading, While-reading, and Post-reading
In a diverse South African classroom with learners from varying home language backgrounds
such as isiXhosa, Afrikaans, and Sesotho, it is essential to incorporate strategies that cater to
their different language abilities and cultural contexts. By implementing effective pre-reading,
while-reading, and post-reading strategies, I would ensure that all learners engage with the text
meaningfully and build their language skills.
1. Pre-reading Activities (Engaging Learners’ Prior Knowledge)
Pre-reading activities are crucial in activating learners' prior knowledge and preparing them for
the text. These activities will help them connect personally with the topic of environmental
conservation.
Visual Aids and Contextual Discussion: I would begin by showing images or videos
related to environmental conservation, such as recycling, saving water, planting trees, or
protecting wildlife. These visuals would help contextualize the topic, making it relatable
to all learners, regardless of their home language.
Building Vocabulary: To support learners’ understanding of the text, I would pre-teach
key vocabulary related to the topic of conservation (e.g., “environment,” “pollution,”
“recycling,” “conserve,” “sustainability”). I would display these words on the board and
provide simple definitions or examples in the learners’ home languages, where possible,
ensuring that learners feel confident with the vocabulary before reading.
Predicting the Content: To engage learners' thinking, I would ask questions to
encourage predictions about the text, such as: “What do you think happens when people
don’t take care of nature?” or “Why is it important to protect our environment?” This
would tap into learners’ prior knowledge and create curiosity about the text.
2. While-reading Activities (Ensuring Active Engagement)
While-reading activities help learners focus on comprehension and language acquisition as they
engage with the text.
Guided Reading: As the learners read the text, I would use a guided reading approach,
where I read aloud a section of the text and then pause to discuss and check for
, understanding. I would encourage learners to follow along, and then ask questions related
to the text to assess comprehension (e.g., “What does the author mean when they say
‘reduce waste’?”).
Supporting with Scaffolding: Considering the learners come from different home
languages, I would scaffold the reading by breaking the text into manageable sections.
For example, I would focus on one paragraph at a time, allowing learners to focus on
specific ideas and vocabulary. I would use simple sentence structures and illustrations to
support their understanding.
Pair or Group Work: To promote collaboration, I would have learners work in pairs or
small groups to discuss the main ideas of the text in their home language or English,
helping them process the content in a safe, peer-supported environment. Each group
could present a summary of what they understood from the reading to the class.
3. Post-reading Activities (Consolidating Understanding and Encouraging Reflection)
Post-reading activities focus on reinforcing learning and enabling learners to apply what they
have read.
Comprehension Questions and Discussion: I would use comprehension questions to
check for understanding, such as “What are three ways we can help the environment?” or
“Why is it important to conserve water?” These questions would be designed to test
learners' ability to recall information and demonstrate their understanding of key concepts
in the text.
Creative Activities: I would encourage learners to engage creatively with the material.
For instance, they could draw posters or write short paragraphs about how they can
contribute to environmental conservation in their own communities. This activity would
allow them to personalize the content and apply their learning in a meaningful way.
Reflection and Sharing: Lastly, I would facilitate a class discussion in which learners
share their thoughts on the topic and what they learned. This encourages reflection and
critical thinking. I might also ask them to write a short reflection in their notebooks,
stating one thing they will do to help protect the environment.
By using these strategies, I would create an inclusive, supportive, and engaging learning
environment where all learners, regardless of their home language, can connect with the material
and develop their English skills. These strategies aim not only to teach the content but also to
foster a deeper understanding and appreciation for environmental conservation, empowering
learners to take action in their communities.
