HOPEACADEMY
TMN3701
ASSIGNMENT 02
DUE 9 MAY
2025
QUESTION 1
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)
0 7 6 4 0 3 1 2 2 9
,TMN3701 -Due date: 9 May 2025
QUESTION 1
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)
To help Grade 6 learners understand a text on environmental conservation, I will use
simple and clear steps for pre-reading, while-reading, and post-reading activities.
Before reading, I will show them pictures of pollution, animals, and clean nature. I will
ask simple questions like, “What do you see?” or “Why is it important to keep our
earth clean?” This helps them think about the topic and connect it to their own lives
(Pretorius, 2014). I will also teach a few new words they will find in the text, like
“recycle” or “pollution.”
While reading, I will read the text aloud and ask learners to follow. I will stop after
each paragraph to ask short questions like, “What happened here?” or “Why is this
important?” This helps them understand the meaning as we read (Pretorius &
Mokhwesana, 2009).
After reading, learners will draw a picture or write a few sentences about how they
can help the environment. In groups, they can also act out a short scene, like picking
up litter. These fun tasks help learners remember what they learned and use new
words (DBE, 2011).
, Using these strategies helps all learners, even from different language backgrounds,
to learn better and enjoy reading.
References:
DBE (2011). Curriculum and Assessment Policy Statement (CAPS).
Pretorius, E. (2014).
Pretorius, E., & Mokhwesana, M. (2009).
1.2 Select 3 teaching principles that would you apply in this lesson to ensure that all
learners, regardless of their home language, are able to access and understand the
text?
To help all Grade 6 learners understand the English FAL lesson on environmental
conservation, I will use three important teaching principles: inclusivity, scaffolding,
and active learning.
The first principle is inclusivity. This means I will make sure every learner feels
welcome and included, no matter their home language. I will use simple English,
speak slowly, and repeat key words. I will also allow learners to discuss ideas in their
home language before sharing in English (DBE, 2011). This helps learners feel
confident and understand better.
The second principle is scaffolding. Scaffolding means giving support to learners step-
by-step. I will first explain the topic using pictures, key words, and short videos. Then I
will guide them through the text by reading it with them, explaining new words, and
asking easy questions (Vygotsky, 1978). Later, they can do small tasks on their own,
like drawing or writing a short paragraph. This support helps them grow their skills
slowly and surely.
TMN3701
ASSIGNMENT 02
DUE 9 MAY
2025
QUESTION 1
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)
0 7 6 4 0 3 1 2 2 9
,TMN3701 -Due date: 9 May 2025
QUESTION 1
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)
To help Grade 6 learners understand a text on environmental conservation, I will use
simple and clear steps for pre-reading, while-reading, and post-reading activities.
Before reading, I will show them pictures of pollution, animals, and clean nature. I will
ask simple questions like, “What do you see?” or “Why is it important to keep our
earth clean?” This helps them think about the topic and connect it to their own lives
(Pretorius, 2014). I will also teach a few new words they will find in the text, like
“recycle” or “pollution.”
While reading, I will read the text aloud and ask learners to follow. I will stop after
each paragraph to ask short questions like, “What happened here?” or “Why is this
important?” This helps them understand the meaning as we read (Pretorius &
Mokhwesana, 2009).
After reading, learners will draw a picture or write a few sentences about how they
can help the environment. In groups, they can also act out a short scene, like picking
up litter. These fun tasks help learners remember what they learned and use new
words (DBE, 2011).
, Using these strategies helps all learners, even from different language backgrounds,
to learn better and enjoy reading.
References:
DBE (2011). Curriculum and Assessment Policy Statement (CAPS).
Pretorius, E. (2014).
Pretorius, E., & Mokhwesana, M. (2009).
1.2 Select 3 teaching principles that would you apply in this lesson to ensure that all
learners, regardless of their home language, are able to access and understand the
text?
To help all Grade 6 learners understand the English FAL lesson on environmental
conservation, I will use three important teaching principles: inclusivity, scaffolding,
and active learning.
The first principle is inclusivity. This means I will make sure every learner feels
welcome and included, no matter their home language. I will use simple English,
speak slowly, and repeat key words. I will also allow learners to discuss ideas in their
home language before sharing in English (DBE, 2011). This helps learners feel
confident and understand better.
The second principle is scaffolding. Scaffolding means giving support to learners step-
by-step. I will first explain the topic using pictures, key words, and short videos. Then I
will guide them through the text by reading it with them, explaining new words, and
asking easy questions (Vygotsky, 1978). Later, they can do small tasks on their own,
like drawing or writing a short paragraph. This support helps them grow their skills
slowly and surely.
