TMN3701
ASSIGNMENT 2 2025
UNIQUE NO.
DUE DATE: 9 MAY 2025
, QUESTION 1.1
How would you introduce the text to your learners to ensure that they engage
with the material effectively?
(10 Marks)
To ensure my Grade 6 learners engage meaningfully with the short text on
environmental conservation, I would structure my lesson using three key reading
stages: pre-reading, while-reading, and post-reading.
Pre-reading Activities:
Before introducing the text, I would activate the learners’ prior knowledge and build
curiosity. I’d start with a class discussion using guiding questions such as:
“What does it mean to take care of the Earth?”
“What happens when people throw litter in the streets or rivers?”
To support learners from different language backgrounds, I would also show visual aids
such as pictures of polluted areas versus clean, green spaces. These visuals help
bridge language gaps and spark interest, especially for learners who are still developing
their English vocabulary.
While-reading Activities:
During reading, I would read the text aloud, pausing after each paragraph to explain
unfamiliar words and ensure comprehension. I’d use simple questions to check
understanding, such as:
“What do you think this part means?”
“Why do you think the author included this example?”
ASSIGNMENT 2 2025
UNIQUE NO.
DUE DATE: 9 MAY 2025
, QUESTION 1.1
How would you introduce the text to your learners to ensure that they engage
with the material effectively?
(10 Marks)
To ensure my Grade 6 learners engage meaningfully with the short text on
environmental conservation, I would structure my lesson using three key reading
stages: pre-reading, while-reading, and post-reading.
Pre-reading Activities:
Before introducing the text, I would activate the learners’ prior knowledge and build
curiosity. I’d start with a class discussion using guiding questions such as:
“What does it mean to take care of the Earth?”
“What happens when people throw litter in the streets or rivers?”
To support learners from different language backgrounds, I would also show visual aids
such as pictures of polluted areas versus clean, green spaces. These visuals help
bridge language gaps and spark interest, especially for learners who are still developing
their English vocabulary.
While-reading Activities:
During reading, I would read the text aloud, pausing after each paragraph to explain
unfamiliar words and ensure comprehension. I’d use simple questions to check
understanding, such as:
“What do you think this part means?”
“Why do you think the author included this example?”
