FULL NAMES
STUDENT NUMBER:
UNIQUE NUMBER:
MODULE CODE: TMN3701
MODULE NAME: TEACHING ENGLISH FIRST ADDITIONAL LANGUAGE
ASSIGNMENT: 02
YEAR MODULE 2025
, QUESTION 1
1.1 Introducing the Text: Pre-reading, While-reading, and Post-reading Strategies
When introducing a text to Intermediate Phase learners, it is important to stimulate
curiosity and prepare their minds before they begin reading. I would start the pre-
reading phase by showing learners a picture related to the theme of the story, which
encourages them to make predictions about the content. For example, if the story is
about a child living in a rural village, I would display an image of a similar setting and
ask learners to guess where the story might take place and what events might unfold.
This activates their prior knowledge, making the new content easier to connect with. I
would then ask questions based on the title of the story and brainstorm related
vocabulary to help them with unfamiliar words they might encounter. Learners could
also be placed in pairs to discuss what they think the story might be about, using
sentence starters like “I think this story is about…” to get them talking.
During the while-reading phase, I would read the text aloud to model pronunciation and
expression while learners follow along in their books. I would stop at key moments to
ask guiding questions, such as “What do you think will happen next?” or “Why do you
think the character made that decision?” This encourages learners to stay alert and
think critically. For struggling readers, I would highlight and explain challenging
vocabulary as it appears in the text. I would also pause to summarise sections with the
class, allowing learners to recall and share what they understand. To make the reading
more engaging, I would let learners take turns reading out loud in groups, giving
everyone a chance to participate.
After the reading, the post-reading phase would involve reflection and discussion.
Learners would write short responses or draw pictures of their favourite part of the story.
I would also facilitate a class discussion where learners explain the main message or
lesson of the story and relate it to their own lives. Another useful activity is role-playing –
learners could act out scenes from the story in small groups, reinforcing their
comprehension through drama. These steps ensure that all learners are mentally
engaged with the text and are supported before, during, and after reading, leading to a
meaningful learning experience.
STUDENT NUMBER:
UNIQUE NUMBER:
MODULE CODE: TMN3701
MODULE NAME: TEACHING ENGLISH FIRST ADDITIONAL LANGUAGE
ASSIGNMENT: 02
YEAR MODULE 2025
, QUESTION 1
1.1 Introducing the Text: Pre-reading, While-reading, and Post-reading Strategies
When introducing a text to Intermediate Phase learners, it is important to stimulate
curiosity and prepare their minds before they begin reading. I would start the pre-
reading phase by showing learners a picture related to the theme of the story, which
encourages them to make predictions about the content. For example, if the story is
about a child living in a rural village, I would display an image of a similar setting and
ask learners to guess where the story might take place and what events might unfold.
This activates their prior knowledge, making the new content easier to connect with. I
would then ask questions based on the title of the story and brainstorm related
vocabulary to help them with unfamiliar words they might encounter. Learners could
also be placed in pairs to discuss what they think the story might be about, using
sentence starters like “I think this story is about…” to get them talking.
During the while-reading phase, I would read the text aloud to model pronunciation and
expression while learners follow along in their books. I would stop at key moments to
ask guiding questions, such as “What do you think will happen next?” or “Why do you
think the character made that decision?” This encourages learners to stay alert and
think critically. For struggling readers, I would highlight and explain challenging
vocabulary as it appears in the text. I would also pause to summarise sections with the
class, allowing learners to recall and share what they understand. To make the reading
more engaging, I would let learners take turns reading out loud in groups, giving
everyone a chance to participate.
After the reading, the post-reading phase would involve reflection and discussion.
Learners would write short responses or draw pictures of their favourite part of the story.
I would also facilitate a class discussion where learners explain the main message or
lesson of the story and relate it to their own lives. Another useful activity is role-playing –
learners could act out scenes from the story in small groups, reinforcing their
comprehension through drama. These steps ensure that all learners are mentally
engaged with the text and are supported before, during, and after reading, leading to a
meaningful learning experience.
