Professional Didactics: SP English SPDE7111
Assignment 2
Group members (Group 8):
- Joanne Vreenegoor – ST10477017
- Lemoné Jamy Ramzan – ST10472311
- Jessica Young – ST10477894
- Koketjo Matlhwana – ST10306931
Dear Mrs Shuttleworth,
Herewith more information regarding new approaches for Grade 8 Reading and Writing
lessons.
Q.1.1 The Process-Genre Approach
“The process-genre approach to writing combines the recursive writing process of the
‘process-approach,’ which includes planning, composing, editing, revising, with the ‘genre
based-approach’ that emphasises understanding the context and the purpose of writing”
(Peungcharoenkun, T. and Waluyo, B. 2023. p22). This approach is used when learners
produce written texts; they need to know their audience and the reason behind constructing
of the text, and generate ideas therefore. Once they start to put pen to paper, they draft and
edit their work until they are able to “present a written product that communicates their
thoughts” (DBE, 2011. p10).
Q.1.1 The Reading Process
Figure 1: The Reading Process
The process of reading is made up of three stages: pre-reading, during-reading and post-
reading. “Activities undertaken before, during, and after a text can help derive the intended
meaning and increase engagement” (Study.com, 2021). Pre-reading strategies activate
students’ prior knowledge and set a purpose for the reading. During-reading strategies help
students make connections, monitor their understanding, generate questions and stay
focused. Post-reading strategies provide students an opportunity to summarise, question,
reflect, discuss and respond to text (Reading Rockets, 2025).
Q.1.2 Multimodality and how it can be used in reading and viewing lessons to cater for
learners different learning styles and develop different language skills.
According to Killen and Hattingh, (2022) multimodality refers to the use of multiple modes of
communication such as text, images, sound, video, and interactive elements to convey
meaning. In reading and viewing lessons, multimodality helps cater to different learning
styles such as visual, auditory, and kinesthetic and enhances language skills such as
listening, speaking, reading, and writing (Hatton and van der Watt, 2020). By making use of
multimodal approaches in reading and viewing lessons the educator can ensure that all
learners regardless of their learning style, stay engaged while developing essential language
skills. By making use of multimodality visual learners will learn best from images,
infographics, videos and graphic organisers to help them process information. Auditory
learners will learn best through podcasts, audiobooks, and spoken instructions. Kinaesthetic
learners will engage and learn more from interactive activities such as gamified reading
tasks, role playing and digital storytelling. Multimodal approaches enhance language skills
such as reading, as digital storybooks, and multimedia texts helps develop comprehension
and decoding skills. Writing skills are developed as blogs, and digital journals encourage
creative and academic writing. Listening and speaking skills are developed and enhance
listening comprehension, pronunciation and fluency.
When using multimodality in the classroom, incorporating technology, gamification and
different media is beneficial to the development of a learner's language skills (Killen and
Hattingh, 2022). To incorporate technology the educator can make use of smartboards,
interactive e-books to enhance engagement, language learning apps to support vocabulary
and grammar development, and virtual and augmented reality (VR/AR) to make stories and
reading materials more immersive. To incorporate gamification the educator can make use
of escape room reading challenges, digital quizzes, and role-playing games where students
create stories based on reading materials. Lastly to incorporate different media educators
can make use of digital comics, graphic novels, films animations, YouTube videos, social
media platforms and blogs.
Q.1.3. Tabulated types of group work
Hope this information is helpful for the Grade 8 teachers to make these lessons more
engaging.
Regards,
Miss Smith
Question 2:
Q.2.1. Chosen speech
The below speech has been adapted for use in a Grade 8 Reading and Writing lesson as
per the Department of Education’s specifications.
You, who are present here today, and the millions you represent, are the pride
of all our people. Your contribution to the struggle, to our irreversible advance
towards liberation, has been truly enormous. The sacrifices you have made,
and will still be called upon to make, cannot but evoke our greatest
admiration for your courage and determination.
Therefore it is clear, dear comrades, that your place and role in society and
the struggle impose the responsibility on you to act in unison as one of the
principal motor forces of our struggle. This requires of you political maturity,
strong and soundly democratic organisations, smooth running of all your
activities, and united, determined action for the victory of the national,
democratic struggle.
All of this must be carried out in the context of our ongoing struggle for the
sharing of power with the people. Accordingly, we must answer the question:
What stage has the struggle reached and what are the tasks that we have
forthcoming in order to advance to victory?
These sets of different views today confront one another in struggle as they
have done over the decades. The confrontation has expressed itself through
the various forms of struggle which we have waged. At present there is an
additional theatre of struggle-the theatre of negotiations.
During the course of our struggle we have viewed it as a strategic imperative
that we should build a broad democratic front to challenge the apartheid
regime in united action. The front found an expression in the Conference for a
Democratic Future held last December. There is a continuing strategic need to
further build and strengthen this front as a vital instrument of mass struggle
to destroy the apartheid system and to defend and advance the democracy
when victory has been achieved.
These forces must continue to act in unity during this stage of the struggle,
which includes a negotiated resolution of the apartheid issue.
Please find original speech attached in Appendix 1.
Q.2.1. – Koketjo part (still needed)
Q.2.2 – Lemoene part (still needed)
Q.2.3 – Jo part (still needed)
Q.2.4. Activity to conclude the lesson
A conclusion of a lesson as stipulated by DBE (2011) should be about 5-10
minutes long and should act as a summary of key concepts, allowing reflection
and briefly checking students understandings. Teachers can also offer a link to
the next lesson or provide homework instructions. Due to the short timeframe
requiring a lot of information the think, pair, share approach would be most
effective. As Shika (2024) states, this process requires learners to independently
engage with the topic then speak to their partner about their ideas, finally they
are then to briefly present their opinions about youth empowerment to the class.
Below is worksheet to be handed out during conclusion of lesson.
References:
Afitska, O. 2014. Use of Formative Assessment, Self- and Peer-Assessment in the
Classrooms: Some Insights from Recent Language Testing and Assessment (LTA)
Research. Journal of English Language Teaching, [e-journal]. 4(1). Pp.29-39.
Available at: https://eric.ed.gov/?id=EJ1068443 [Accessed 30 March 2025]
Department of Basic Education. 2011. Curriculum and Assessment Policy Statement Senior
Phase Grades 7-9: ENGLISH HOME LANGUAGE. Pretoria: DBE. [Online] Available
at: https://www.education.gov.za/Portals/0/CD/National%20Curriculum
%20Statements%20and%20Vocational/CAPS%20SP%20%20HL%20%20ENGLISH
%20GR%207-9%20%20web.pdf?ver=2015-01-27-155553-090 [Accessed 30 March
2025]
Hatton, J. and van der Watt, T. (2020). The Use of South African Works of Fiction as Class
Readers in Grades 7-9. Available at:
https://teachenglishtoday.org/index.php/2011/01/the-use-of-south-african-works-of-
fiction-as-class-readers-grades-7-9 [Accessed 30 March 2025]
Study.com. 2021. Pre-Reading, Reading & Post-Reading Activities.
https://study.com/academy/lesson/pre-reading-reading-post-reading-
activities.html#:~:text=Pre%2Dreading%2C%20or%20exercises%20done%20before
%20reading%20to,should%20have%20the%20same%20goals%20in
%20mind.&text=By%20the%20time%20you've%20reached%20the%20post
%2Dreading,that%20they%20truly%20retained%20what%20the%20read. [Accessed
01 April 2025]
Killen, R. and Hattingh, A. 2022. Teaching Strategies for Quality Teaching and Learning, 3rd
ed. Cape Town: Juta and Company (Pty) Ltd.
Peungcharoenkun, T. and Waluyo, B. 2023. Implementing process-genre approach,
feedback, and technology in L2 writing in higher education. Asian-Pacific Journal of
Second and Foreign Language Education. 8 (34) pp. 2
https://sfleducation.springeropen.com/articles/10.1186/s40862-023-00211-7
[Accessed 01/04/2025]
Reading Rockets. 2025. Classroom Strategy Library: Which Strategy?
https://www.readingrockets.org/classroom/classroom-strategies [Accessed
01/04/2025]
Sabbah, SS. 2016. The effect of Jigsaw strategy on ESL students’ reading achievement.
Arab World English Journal, [e-journal] 7(1), pp. 445-446. Available at:
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2804034 [Accessed 30 March
2025]
Sikha, IA. 2024. Students’ emotions of adopting Cooperative learning model with Think-pair-
share technique in writing descriptive texts. Masters. Universitas Islam negeri.
Available at: http://etheses.uingusdur.ac.id/11523/1/2520116_COVER_BAB%20I
%20DAN%20BAB%20V.pdf [Accessed on 30 March 2025]
