TMN3701 Assignment 2
(COMPLETE ANSWERS)
2025 - DUE 9 May 2025
NO PLAGIARISM
[Pick the date]
[Type the company name]
,TMN3701 Assignment 2 (COMPLETE ANSWERS) 2025 - DUE 9 May 2025;
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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 ensure learners engage effectively with the text, it is important to structure the reading
process in three phases: pre-reading, while-reading, and post-reading. Below is a suggested
approach for each phase, aimed at young or beginner readers (e.g., Foundation Phase):
Pre-Reading Strategies (3 marks)
1. Activate Prior Knowledge – Begin by asking learners what they know about the topic or
theme of the text. Use pictures, realia (real objects), or short discussions to build context.
2. Introduce Key Vocabulary – Pre-teach difficult or new words that learners may
encounter. Use flashcards or actions for better understanding.
3. Set a Purpose for Reading – Tell learners what they should look out for in the story
(e.g., "Let’s find out what the boy does when he gets lost.").
While-Reading Strategies (4 marks)
1. Model Reading Aloud – Read the text with expression and clarity. Pause occasionally to
check for understanding.
2. Ask Predictive Questions – Pause and ask, “What do you think will happen next?” to
maintain engagement and develop inferencing skills.
3. Use Visuals and Gestures – Support the text with illustrations or gestures to aid
comprehension.
4. Encourage Learner Participation – Allow learners to echo-read, repeat certain lines, or
act out scenes.
Post-Reading Strategies (3 marks)
1. Comprehension Questions – Ask simple, open-ended questions to assess understanding
(e.g., "Why was the boy happy at the end?").
, 2. Creative Activities – Let learners draw a scene from the story, create puppets, or
dramatize parts of the text.
3. Vocabulary Reinforcement – Play word games or do matching activities with the new
words learned.
To ensure learners engage effectively with the poems, a structured approach using pre-reading,
while-reading, and post-reading strategies can be used:
Pre-reading (3 marks)
1. Activate prior knowledge – Begin by discussing themes like emotions, personal
experiences, or nature, depending on the content of the poems. Ask guiding questions
such as: “Have you ever written or read a poem before? What emotions do you associate
with poetry?”
2. Predict the content – Show the titles of the poems (without reading them yet) and ask
learners to guess what the poems might be about.
3. Teach key vocabulary – Highlight and explain difficult words or figurative language to
prepare learners for comprehension.
While-reading (4 marks)
1. Model reading – Read the poems aloud with appropriate tone and expression, then have
learners read in pairs or groups.
2. Ask guiding questions – While reading, pause to ask inferential or literal questions like
“What do you think the poet means by this line?”
3. Annotate the text – Encourage learners to underline key phrases, emotions, or imagery,
and write notes in the margins.
4. Group discussion – Let learners discuss the poems’ meanings, language use, and
emotional tone in small groups.
Post-reading (3 marks)
1. Reflection – Ask learners to write a short paragraph on how they relate to the themes of
the poems.
2. Creative response – Let learners write their own short poems or draw an image
representing the theme of the poems.
3. Critical thinking – Compare and contrast the two poems in terms of tone, message, and
poetic techniques.
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? (15)
, To ensure that all learners, regardless of their home language, can access and understand the text,
the following three teaching principles can be applied, each supported with examples and
justification:
1. Principle of Inclusivity and Language Support (5 marks)
Application:
Use code-switching where appropriate, especially when explaining key vocabulary or
instructions (e.g., briefly explain difficult words in the learner’s home language if
possible).
Allow learners to discuss the text in pairs or small groups using their home language
before sharing in English.
Why:
This builds comprehension and confidence by validating learners' linguistic backgrounds and
ensuring that language is not a barrier to understanding.
2. Principle of Visual and Multimodal Learning (5 marks)
Application:
Use pictures, storyboards, gestures, and real objects (realia) to illustrate meaning.
Provide visual aids (e.g., a picture sequence) that match the events of the story and help
learners follow along.
Why:
Visual and multimodal resources support learners who struggle with English text by offering
context clues and alternative forms of understanding.
3. Principle of Active Participation and Engagement (5 marks)
Application:
Involve learners in dramatizing parts of the story or using role-play to bring the text to
life.
Ask learners to retell the story in their own words, using drawings or home language if
necessary, then help them translate into English.
(COMPLETE ANSWERS)
2025 - DUE 9 May 2025
NO PLAGIARISM
[Pick the date]
[Type the company name]
,TMN3701 Assignment 2 (COMPLETE ANSWERS) 2025 - DUE 9 May 2025;
100% TRUSTED Complete, trusted solutions and explanations. Ensure your
success with us...
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 ensure learners engage effectively with the text, it is important to structure the reading
process in three phases: pre-reading, while-reading, and post-reading. Below is a suggested
approach for each phase, aimed at young or beginner readers (e.g., Foundation Phase):
Pre-Reading Strategies (3 marks)
1. Activate Prior Knowledge – Begin by asking learners what they know about the topic or
theme of the text. Use pictures, realia (real objects), or short discussions to build context.
2. Introduce Key Vocabulary – Pre-teach difficult or new words that learners may
encounter. Use flashcards or actions for better understanding.
3. Set a Purpose for Reading – Tell learners what they should look out for in the story
(e.g., "Let’s find out what the boy does when he gets lost.").
While-Reading Strategies (4 marks)
1. Model Reading Aloud – Read the text with expression and clarity. Pause occasionally to
check for understanding.
2. Ask Predictive Questions – Pause and ask, “What do you think will happen next?” to
maintain engagement and develop inferencing skills.
3. Use Visuals and Gestures – Support the text with illustrations or gestures to aid
comprehension.
4. Encourage Learner Participation – Allow learners to echo-read, repeat certain lines, or
act out scenes.
Post-Reading Strategies (3 marks)
1. Comprehension Questions – Ask simple, open-ended questions to assess understanding
(e.g., "Why was the boy happy at the end?").
, 2. Creative Activities – Let learners draw a scene from the story, create puppets, or
dramatize parts of the text.
3. Vocabulary Reinforcement – Play word games or do matching activities with the new
words learned.
To ensure learners engage effectively with the poems, a structured approach using pre-reading,
while-reading, and post-reading strategies can be used:
Pre-reading (3 marks)
1. Activate prior knowledge – Begin by discussing themes like emotions, personal
experiences, or nature, depending on the content of the poems. Ask guiding questions
such as: “Have you ever written or read a poem before? What emotions do you associate
with poetry?”
2. Predict the content – Show the titles of the poems (without reading them yet) and ask
learners to guess what the poems might be about.
3. Teach key vocabulary – Highlight and explain difficult words or figurative language to
prepare learners for comprehension.
While-reading (4 marks)
1. Model reading – Read the poems aloud with appropriate tone and expression, then have
learners read in pairs or groups.
2. Ask guiding questions – While reading, pause to ask inferential or literal questions like
“What do you think the poet means by this line?”
3. Annotate the text – Encourage learners to underline key phrases, emotions, or imagery,
and write notes in the margins.
4. Group discussion – Let learners discuss the poems’ meanings, language use, and
emotional tone in small groups.
Post-reading (3 marks)
1. Reflection – Ask learners to write a short paragraph on how they relate to the themes of
the poems.
2. Creative response – Let learners write their own short poems or draw an image
representing the theme of the poems.
3. Critical thinking – Compare and contrast the two poems in terms of tone, message, and
poetic techniques.
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? (15)
, To ensure that all learners, regardless of their home language, can access and understand the text,
the following three teaching principles can be applied, each supported with examples and
justification:
1. Principle of Inclusivity and Language Support (5 marks)
Application:
Use code-switching where appropriate, especially when explaining key vocabulary or
instructions (e.g., briefly explain difficult words in the learner’s home language if
possible).
Allow learners to discuss the text in pairs or small groups using their home language
before sharing in English.
Why:
This builds comprehension and confidence by validating learners' linguistic backgrounds and
ensuring that language is not a barrier to understanding.
2. Principle of Visual and Multimodal Learning (5 marks)
Application:
Use pictures, storyboards, gestures, and real objects (realia) to illustrate meaning.
Provide visual aids (e.g., a picture sequence) that match the events of the story and help
learners follow along.
Why:
Visual and multimodal resources support learners who struggle with English text by offering
context clues and alternative forms of understanding.
3. Principle of Active Participation and Engagement (5 marks)
Application:
Involve learners in dramatizing parts of the story or using role-play to bring the text to
life.
Ask learners to retell the story in their own words, using drawings or home language if
necessary, then help them translate into English.
