TMN3701
Assignment 2 2025
Detailed Solutions, References & Explanations
Unique Number:
Due date: 9 May 2025
QUESTION 1
1.1. Introducing the Text through Pre-, While-, and Post-Reading Strategies
To effectively engage Grade 6 learners from multilingual backgrounds in reading a short
text on environmental conservation, it is crucial to structure the reading lesson around
pre-reading, while-reading, and post-reading activities. This approach fosters
comprehension, participation, and critical engagement.
During the pre-reading phase, I would activate learners’ prior knowledge and curiosity
by initiating a class discussion on the topic of conservation. For instance, I would ask
learners to share what they know about recycling, pollution, and ways to protect the
environment in their community. Visual aids such as pictures of littered and clean parks
or videos showing recycling processes can help bridge language gaps and promote
inclusivity for learners with limited English proficiency. I would also pre-teach key
Terms of use
vocabulary from the text using images, gestures, andBytranslation where appropriate,
making use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
Assignment 2 2025
Detailed Solutions, References & Explanations
Unique Number:
Due date: 9 May 2025
QUESTION 1
1.1. Introducing the Text through Pre-, While-, and Post-Reading Strategies
To effectively engage Grade 6 learners from multilingual backgrounds in reading a short
text on environmental conservation, it is crucial to structure the reading lesson around
pre-reading, while-reading, and post-reading activities. This approach fosters
comprehension, participation, and critical engagement.
During the pre-reading phase, I would activate learners’ prior knowledge and curiosity
by initiating a class discussion on the topic of conservation. For instance, I would ask
learners to share what they know about recycling, pollution, and ways to protect the
environment in their community. Visual aids such as pictures of littered and clean parks
or videos showing recycling processes can help bridge language gaps and promote
inclusivity for learners with limited English proficiency. I would also pre-teach key
Terms of use
vocabulary from the text using images, gestures, andBytranslation where appropriate,
making use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
