SEMESTER 1
2025
TMN3701
ASSIGNMENT 2 2025
DUE: 9 MAY 2025
, TMN3701
ASSIGNMENT 2 2025
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.
To effectively introduce a short text on environmental conservation to a linguistically
diverse Grade 6 class, it is essential to use a structured approach that follows the pre-
reading, while-reading, and post-reading framework as outlined by the CAPS (2011)
curriculum.
Pre-reading activities should aim to activate learners' prior knowledge and build interest.
This can be achieved by discussing familiar environmental issues such as littering, water
scarcity, or pollution in their communities. Learners can be shown visuals or a short video
clip on environmental conservation to stimulate curiosity. Next, the teacher can ask
guiding questions based on the title of the text, such as, “What do you think this story is
about?” or “Why is it important to care for the environment?” These activities help learners
make predictions and prepare for the content (DBE, 2011:11).
While-reading activities should focus on ensuring comprehension. The teacher can read
the text aloud, pausing to explain difficult vocabulary using contextual clues or visuals.
Group reading can also be used to allow peer support, especially in a multilingual
classroom. Learners can highlight or note important ideas as they read, and the teacher
can facilitate understanding by asking questions that require learners to infer meaning,
distinguish between facts and opinions, and evaluate the writer’s message (DBE,
2011:11; TMN3702 Study Guide, 2022).
2025
TMN3701
ASSIGNMENT 2 2025
DUE: 9 MAY 2025
, TMN3701
ASSIGNMENT 2 2025
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.
To effectively introduce a short text on environmental conservation to a linguistically
diverse Grade 6 class, it is essential to use a structured approach that follows the pre-
reading, while-reading, and post-reading framework as outlined by the CAPS (2011)
curriculum.
Pre-reading activities should aim to activate learners' prior knowledge and build interest.
This can be achieved by discussing familiar environmental issues such as littering, water
scarcity, or pollution in their communities. Learners can be shown visuals or a short video
clip on environmental conservation to stimulate curiosity. Next, the teacher can ask
guiding questions based on the title of the text, such as, “What do you think this story is
about?” or “Why is it important to care for the environment?” These activities help learners
make predictions and prepare for the content (DBE, 2011:11).
While-reading activities should focus on ensuring comprehension. The teacher can read
the text aloud, pausing to explain difficult vocabulary using contextual clues or visuals.
Group reading can also be used to allow peer support, especially in a multilingual
classroom. Learners can highlight or note important ideas as they read, and the teacher
can facilitate understanding by asking questions that require learners to infer meaning,
distinguish between facts and opinions, and evaluate the writer’s message (DBE,
2011:11; TMN3702 Study Guide, 2022).
