,TMN3701 Assignment 2 (COMPLETE ANSWERS)
Semester 1 2025 - DUE 9 May 2025;100% trusted
,comprehensive and complete reliable solution with clear
explanation
QUESTION 1
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.
(10)
1.1 Introducing the text on environmental conservation:
Strategies for Pre-reading, While-reading, and Post-reading
(10 marks)
To ensure Grade 6 learners from diverse linguistic backgrounds
effectively engage with the text, the lesson should follow a
,structured reading approach using pre-reading, while-reading,
and post-reading strategies:
Pre-reading Strategies (3 marks)
These prepare learners for what they are about to read and
activate prior knowledge.
Activate Prior Knowledge: Ask questions like, "What do
you know about taking care of the environment?" or "Have
you seen people recycling or planting trees?"
Visual Support: Show pictures or a short video about
pollution or nature conservation to build context.
Vocabulary Pre-teaching: Introduce key vocabulary (e.g.,
“conservation”, “pollution”, “recycle”) using visuals,
definitions, and translation into learners’ home languages
where appropriate.
While-reading Strategies (4 marks)
These support learners as they engage with the text to improve
understanding and participation.
Guided Reading: Read the text aloud with the class,
stopping to ask comprehension questions and check
understanding.
Chunking the Text: Break the text into manageable
sections and discuss each section before moving on.
, Use of Bilingual Peer Support: Encourage learners who
share the same home language to discuss difficult parts in
their own language before summarising in English.
Graphic Organisers: Use tools like cause-effect charts or
mind maps to help learners organise information as they
read.
Post-reading Strategies (3 marks)
These help learners consolidate understanding, reflect, and use
language meaningfully.
Group Discussion: In small, mixed-language groups, let
learners discuss what they learned and how they can help
the environment.
Summarisation Activities: Ask learners to retell the text in
their own words or draw a comic strip representing the
main ideas.
Extension Task: Learners can write a short paragraph or
create a poster encouraging others to protect the
environment, reinforcing vocabulary and key concepts.
1.2 Select 3 teaching principles that you would apply in this
lesson to ensure that all learners, regardless of their home
language, are able to access and understand the text.
(15)
Semester 1 2025 - DUE 9 May 2025;100% trusted
,comprehensive and complete reliable solution with clear
explanation
QUESTION 1
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.
(10)
1.1 Introducing the text on environmental conservation:
Strategies for Pre-reading, While-reading, and Post-reading
(10 marks)
To ensure Grade 6 learners from diverse linguistic backgrounds
effectively engage with the text, the lesson should follow a
,structured reading approach using pre-reading, while-reading,
and post-reading strategies:
Pre-reading Strategies (3 marks)
These prepare learners for what they are about to read and
activate prior knowledge.
Activate Prior Knowledge: Ask questions like, "What do
you know about taking care of the environment?" or "Have
you seen people recycling or planting trees?"
Visual Support: Show pictures or a short video about
pollution or nature conservation to build context.
Vocabulary Pre-teaching: Introduce key vocabulary (e.g.,
“conservation”, “pollution”, “recycle”) using visuals,
definitions, and translation into learners’ home languages
where appropriate.
While-reading Strategies (4 marks)
These support learners as they engage with the text to improve
understanding and participation.
Guided Reading: Read the text aloud with the class,
stopping to ask comprehension questions and check
understanding.
Chunking the Text: Break the text into manageable
sections and discuss each section before moving on.
, Use of Bilingual Peer Support: Encourage learners who
share the same home language to discuss difficult parts in
their own language before summarising in English.
Graphic Organisers: Use tools like cause-effect charts or
mind maps to help learners organise information as they
read.
Post-reading Strategies (3 marks)
These help learners consolidate understanding, reflect, and use
language meaningfully.
Group Discussion: In small, mixed-language groups, let
learners discuss what they learned and how they can help
the environment.
Summarisation Activities: Ask learners to retell the text in
their own words or draw a comic strip representing the
main ideas.
Extension Task: Learners can write a short paragraph or
create a poster encouraging others to protect the
environment, reinforcing vocabulary and key concepts.
1.2 Select 3 teaching principles that you would apply in this
lesson to ensure that all learners, regardless of their home
language, are able to access and understand the text.
(15)
