TMN3701
ASSIGNMENT 2 2025
UNIQUE NO.
DUE DATE: 9 MAY 2025
, TMN3701 – Assignment 2 (Due 9 May 2025)
QUESTION 1
As an English First Additional Language (FAL) teacher in a multilingual Grade 6
classroom with learners speaking isiXhosa, Afrikaans, and Sesotho, I would use a
variety of strategies to ensure all learners can understand and engage with a short text
on environmental conservation. My approach would follow three key stages: pre-
reading, while-reading, and post-reading.
1.1 Introducing the Text: Strategies for Pre-, While-, and Post-Reading Activities
(10 marks)
Pre-reading Activities:
I would begin by activating learners’ prior knowledge through a short class
discussion using simple questions such as:
“What does it mean to take care of the Earth?” or “Why is littering a problem?”
To build interest and understanding, I would show visuals of clean versus
polluted environments, recycling bins, and animals affected by pollution.
I might also introduce key vocabulary words they will encounter in the text to
reduce language barriers.
While-reading Activities:
I would read the text aloud and pause regularly to explain unfamiliar words and
phrases.
Learners would be encouraged to ask questions and share their thoughts after
each paragraph to ensure understanding.
Pair or small group reading activities would be included to allow peer support,
especially helpful in a multilingual class.
ASSIGNMENT 2 2025
UNIQUE NO.
DUE DATE: 9 MAY 2025
, TMN3701 – Assignment 2 (Due 9 May 2025)
QUESTION 1
As an English First Additional Language (FAL) teacher in a multilingual Grade 6
classroom with learners speaking isiXhosa, Afrikaans, and Sesotho, I would use a
variety of strategies to ensure all learners can understand and engage with a short text
on environmental conservation. My approach would follow three key stages: pre-
reading, while-reading, and post-reading.
1.1 Introducing the Text: Strategies for Pre-, While-, and Post-Reading Activities
(10 marks)
Pre-reading Activities:
I would begin by activating learners’ prior knowledge through a short class
discussion using simple questions such as:
“What does it mean to take care of the Earth?” or “Why is littering a problem?”
To build interest and understanding, I would show visuals of clean versus
polluted environments, recycling bins, and animals affected by pollution.
I might also introduce key vocabulary words they will encounter in the text to
reduce language barriers.
While-reading Activities:
I would read the text aloud and pause regularly to explain unfamiliar words and
phrases.
Learners would be encouraged to ask questions and share their thoughts after
each paragraph to ensure understanding.
Pair or small group reading activities would be included to allow peer support,
especially helpful in a multilingual class.
