TMN3701 ASSIGNMENT 2 2025

TMN3701 ASSIGNMENT 2 2025Unique 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 reallife 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 3 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 Page 4 of 28 Scaffolding is an essential teaching strategy that provides learners with the support they need to succeed, especially in a diverse classroom. Here’s how scaffolding can help: • Promotes understanding: Scaf