TMN3701
ASSIGNMENT 2 2025
UNIQUE NO.
DUE DATE: 9 MAY 2025
Page 1 of 28
, TMN3701
Assignment 2 2025
Unique Number:
Due Date: 9 May 2025
Teaching English first additional language
Question 1
1.1. Strategies for Pre-reading, While-reading, and Post-reading Activities
Pre-reading Activities (5):
• Activate prior knowledge: Start by discussing what environmental conservation
means. You can ask questions like, “What do you know about protecting the
environment?” or “Why is it important to take care of nature?” This helps learners
relate the topic to their own lives.
• Introduce key vocabulary: Introduce important terms from the text such as
“conservation,” “pollution,” “ecosystem,” and “sustainability.” Use visuals or real-
life examples to make these terms concrete.
• Preview the text: Give a brief overview of the text’s content, showing pictures or
providing a summary, so that learners know what to expect.
While-reading Activities (3):
• Guided reading: Read through the text together. Pause after key sections and
ask comprehension questions to check understanding. For example, “What did
the author say about trees?” or “Can you explain what pollution is?”
• Highlight key points: Have students underline or highlight sentences that
answer specific questions, such as “What are the benefits of saving water?”
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, • Use cooperative learning: Pair up students from different language
backgrounds to discuss sections of the text in simpler terms or ask them to
rephrase sentences to ensure understanding.
Post-reading Activities (2):
• Summarize the text: Ask learners to summarize the main points in their own
words. You can use sentence starters like, “The text tells us that…” or “One way
we can help is by…”
• Reflection: Have students discuss how the information in the text relates to their
own environment. This could be in the form of a short class discussion or group
work.
1.2. Three Teaching Principles to Ensure All Learners Can Access and
Understand the Text
Here are three key principles to make the text accessible for all learners, regardless of
their home language:
1. Differentiated Instruction: Recognize that learners have different levels of
proficiency in English. Provide varied tasks to cater to these differences, such as
giving more visual support for beginners, or asking more challenging
comprehension questions for advanced learners.
2. Language Support: Provide bilingual resources where possible (e.g., a glossary
of key terms in learners' home languages like isiXhosa, Afrikaans, or Sesotho).
Use simple, clear language when explaining concepts and instructions to ensure
understanding across language barriers.
3. Cultural Relevance: Acknowledge the learners’ diverse cultural backgrounds
and ensure the content is relevant. When discussing environmental conservation,
refer to local examples (like protecting wildlife or preserving water) that learners
can relate to in their communities.
1.3. Role of Scaffolding in Helping Learners Understand the Text
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ASSIGNMENT 2 2025
UNIQUE NO.
DUE DATE: 9 MAY 2025
Page 1 of 28
, TMN3701
Assignment 2 2025
Unique Number:
Due Date: 9 May 2025
Teaching English first additional language
Question 1
1.1. Strategies for Pre-reading, While-reading, and Post-reading Activities
Pre-reading Activities (5):
• Activate prior knowledge: Start by discussing what environmental conservation
means. You can ask questions like, “What do you know about protecting the
environment?” or “Why is it important to take care of nature?” This helps learners
relate the topic to their own lives.
• Introduce key vocabulary: Introduce important terms from the text such as
“conservation,” “pollution,” “ecosystem,” and “sustainability.” Use visuals or real-
life examples to make these terms concrete.
• Preview the text: Give a brief overview of the text’s content, showing pictures or
providing a summary, so that learners know what to expect.
While-reading Activities (3):
• Guided reading: Read through the text together. Pause after key sections and
ask comprehension questions to check understanding. For example, “What did
the author say about trees?” or “Can you explain what pollution is?”
• Highlight key points: Have students underline or highlight sentences that
answer specific questions, such as “What are the benefits of saving water?”
Page 2 of 28
, • Use cooperative learning: Pair up students from different language
backgrounds to discuss sections of the text in simpler terms or ask them to
rephrase sentences to ensure understanding.
Post-reading Activities (2):
• Summarize the text: Ask learners to summarize the main points in their own
words. You can use sentence starters like, “The text tells us that…” or “One way
we can help is by…”
• Reflection: Have students discuss how the information in the text relates to their
own environment. This could be in the form of a short class discussion or group
work.
1.2. Three Teaching Principles to Ensure All Learners Can Access and
Understand the Text
Here are three key principles to make the text accessible for all learners, regardless of
their home language:
1. Differentiated Instruction: Recognize that learners have different levels of
proficiency in English. Provide varied tasks to cater to these differences, such as
giving more visual support for beginners, or asking more challenging
comprehension questions for advanced learners.
2. Language Support: Provide bilingual resources where possible (e.g., a glossary
of key terms in learners' home languages like isiXhosa, Afrikaans, or Sesotho).
Use simple, clear language when explaining concepts and instructions to ensure
understanding across language barriers.
3. Cultural Relevance: Acknowledge the learners’ diverse cultural backgrounds
and ensure the content is relevant. When discussing environmental conservation,
refer to local examples (like protecting wildlife or preserving water) that learners
can relate to in their communities.
1.3. Role of Scaffolding in Helping Learners Understand the Text
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