CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GENERIC FIRST ADDITIONAL LANGUAGE GRADES 7-9 FINAL DRAFT

Transcription

1 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) GENERIC FIRST ADDITIONAL LANGUAGE GRADES 7-9 FINAL DRAFT 1 P a g e

2 SECTION 1 NATIONAL CURRICULUM AND ASSESSMENT POLICY STATEMENT FOR GENERIC FIRST ADDITIONAL LANGUAGE SENIOR PHASE 1.1 Background The National Curriculum Statement Grades R 12 (NCS) stipulates policy on curriculum and assessment in the schooling sector. To improve its implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January A single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace the old Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R The amended National Curriculum Statement Grades R - 12: Curriculum and Assessment Policy (January 2011) replaces the National Curriculum Statement Grades R - 9 (2002) and the National Curriculum Statement Grades (2004). 1.2 Overview (a) (b) (c) (d) The National Curriculum Statement Grades R 12 (January 2011) represents a policy statement for learning and teaching in South African schools and comprises the following: (i) (ii) Curriculum and Assessment Policy documents for each approved school subject as listed in the policy document National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF); and The policy document National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF). The National Curriculum Statement Grades R 12 (January 2011) should be read in conjunction with the following documents: (i) An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment Grade R 12, published in the Government Gazette, No of 11 December 2006; and (ii) An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special needs, published in the Government Gazette, No of 11 December The Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R - 9 and Grades are repealed and replaced by the Curriculum and Assessment Policy documents for Grades R 12 (January 2011). The sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National Curriculum Statement Grades R 12 and therefore, in terms of section 6A of the South African Schools Act, 1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement to be applicable to public and independent schools. 2 P a g e

3 1.3 General aims of the South African Curriculum (a) The National Curriculum Statement Grades R - 12 gives expression to what is regarded to be knowledge, skills and values worth learning. It will ensure that learners acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes the idea of grounding knowledge in local contexts, while being sensitive to global imperatives. (b) The National Curriculum Statement Grades R - 12 serves the purposes of: equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country; providing access to higher education; facilitating the transition of learners from education institutions to the workplace; and providing employers with a sufficient profile of a learner s competences. (c) The National Curriculum Statement Grades R - 12 is based on the following principles: Social transformation; ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of our population; Active and critical learning; encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths; High knowledge and high skills; the minimum standards of knowledge and skills to be achieved at each grade are specified and sets high, achievable standards in all subjects; Progression; content and context of each grade shows progression from simple to complex; Human rights, inclusivity, environmental and social justice; infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades (General) is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors; Valuing indigenous knowledge systems; acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and Credibility, quality and efficiency; providing an education that is comparable in quality, breadth and depth to those of other countries. (d) The National Curriculum Statement Grades R - 12 aims to produce learners that are able to: identify and solve problems and make decisions using critical and creative thinking; work effectively as individuals and with others as members of a team; organise and manage themselves and their activities responsibly and effectively; collect, analyse, organise and critically evaluate information; communicate effectively using visual, symbolic and/or language skills in various modes; use science and technology effectively and critically showing responsibility towards the environment and the health of others; and demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation. (e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This 3 P a g e

4 can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity. 1.4 Time Allocation Foundation Phase (a) The instructional time for subjects in the Foundation Phase is as indicated in the table below: Subject Time allocation per week (hours) I. Home Language II. First Additional Language III. Mathematics IV. Life Skills Beginning Knowledge Arts and Craft Physical Education Health Education 6 4 (5) (2) (b) Instructional time for Grades R, 1 and 2 is 23 hours. For Grade 3, First Additional Language is allocated 5 hours and Beginning Knowledge is allocated 2 hours as indicated by the hours in brackets in the table above Intermediate Phase (a) The table below shows the subjects and instructional times in the Intermediate Phase. Subject Time allocation per week (hours) I. Home Language II. First Additional Language III. Mathematics IV. Science and Technology V. Social Sciences VI. Life Skills Creative Arts Physical Education Religion Studies P a g e

5 1.4.3 Senior Phase (a) The instructional time in the Senior Phase is as follows: Time allocation per week Subject (hours) I. Home Language II. First Additional Language III. Mathematics IV. Natural Sciences V. Social Sciences VI. Technology VII. Economic Management Sciences VIII. Life Orientation IX. Arts and Culture Grades (a) The instructional time in Grades is as follows: Subject I. Home Language II. First Additional Language III. Mathematics IV. Life Orientation V. Three Electives Time allocation per week (hours) (3x4h) The allocated time per week may be utilised only for the minimum required NCS subjects as specified above, and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish to offer additional subjects, additional time must be allocated for the offering of these subjects. 5 P a g e

6 2.1 The subject First Additional Language SECTION 2 Language is a tool for thought and communication. It is through language that cultural diversity and social relations are expressed and constructed. Learning to use language effectively enables learners to think and acquire knowledge, to express their identity, feelings and, to interact with others and to manage their world. The subject First Additional Language includes all the official languages: Afrikaans, English, isindebele, isixhosa, isizulu, Sepedi (Sesotho sa Leboa), Sesotho, Setswana, Siswati, Tshivenda and Xitsonga. First Additional Language is the language learned in addition to one s home language. Learning a first additional language promotes multilingualism and intercultural communication. First Additional Language provides for levels of language proficiency that meet the threshold levels necessary for effective learning across the curriculum, as learners may learn through the medium of their first additional language in South Africa. This includes the abstract cognitive academic language skills required for thinking and learning. This applies to all official languages. The table below indicates the main skills in the First Additional Language curriculum. 1. Listening and speaking 2. Reading and viewing 3. Writing and presenting 4. Language structure and use Listening and speaking are central to learning in all subjects. In an additional language, listening is a very important source of new language knowledge (e.g. vocabulary, idiom, grammar, socio-cultural knowledge). Learning to speak an additional language confidently and intelligibly is a challenge, and learners need much opportunity, support and encouragement to achieve this. Well-developed reading and viewing skills are central to successful learning across the curriculum. Reading is essential for language development, for enjoyment, for personal growth and for learning about the world. Reading is also the foundation for writing. Writing and presenting is a powerful instrument of communication that allows learners to construct and communicate thoughts and coherently. Writing is closely linked to reading, and is an essential tool for thinking and learning across the curriculum. It is a means of self-expression and personal growth. It is necessary for further study and for successful citizenship. Learners will explore how language is used. A good knowledge of grammar and vocabulary is essential for fluent reading, writing and speech. Grammar and vocabulary should be taught in context, and integrated with reading, writing, listening and speaking. 2.2 In the subject First Additional Language learners will: use language for a variety of purposes to: sustain, develop and transform identities; to sustain relationships in family and community; and for personal growth and pleasure. communicate appropriately and effectively in a variety of social contexts. develop tools for thinking and reasoning, and to provide access to information. create, interpret and play imaginatively with oral, visual and written texts. understand and appreciate languages and cultures, and the heritage they carry. 6 P a g e

7 understand the relationships between language, power and identity, and to challenge uses of these where necessary. 2.3 Time allocation of First Additional Language in the curriculum The teaching time for First Additional Language in Grades 7 9 is four hours per week. All language content is provided within a two-week cycle. Timetabling should make provision for one continuous double period per week. In a two-week cycle the following time allocation for the different language skills are suggested GRADES TIME ALLOCATION PER WEEK (HOURS) Time allocation over two weeks for the skills to be acquired 2 hours speaking 4 hours reading 2 hours 2 hours literary texts 2 hours writing 2.4 Requirements to offer First Additional Language as a subject Learners LTSM GRADES 7-9 Core materials Prescribed language textbook Dictionary Literature genre Folklore Short stories Novel Drama Poetry Media materials Newspapers Magazines Teacher The teacher should have: a) a Curriculum and Assessment Policy Statement document. b) the Language in Education Policy. c) the prescribed language textbook used by learners and other textbooks for resource purposes in addition to the prescribed one. d) dctionaries (monolingual, bilingual, multilingual, thesaurus). e) prescribed literature genres. f) a variety of media materials: newspapers, magazines, brochures, flyers, etc. g) access to audio/visual aids to be used in the classroom. 7 P a g e

8 2.5 Language-teaching approaches: The approaches to teaching language are text-based, communicative and process-orientated. The text-based approach and the communicative approach are both dependent on the continuous use and production of texts. A text-based approach explores how texts work. The purpose of a text-based approach is to enable learners to become competent, confident and critical readers, writers, viewers and designers of texts. It involves listening to, reading, viewing and analysing texts to understand how they are produced and what their effects are. Through this critical interaction, learners develop the ability to evaluate texts. The text-based approach also involves producing different kinds of texts for particular purposes and audiences. This approach is informed by an understanding of how texts are constructed. The communicative approach means that when learning a language, a learner should have a great deal of exposure to it and many opportunities to practise or produce the language by communicating for social or practical purposes. Language learning should be a natural, informal process carried over into the classroom where literacy skills of reading/viewing and writing/presenting are learned in a natural way. Learners read by doing a great deal of reading and learn to write by doing much writing. This document encourages learners to practise the communication modes of reading, writing, listening, speaking, viewing and presenting holistically. In First Additional Language the emphasis should be on the integration of literacy and learning, as this language level is very often spoken by those who in fact have another home language and use the first additional language as the language of learning and teaching. During the integration of all these skills, focus on one skill can lead to practice in another e.g. a learner involved in a debate will have to produce his own written argumentative/discursive essay using language structures proficiently. Helping learners to understand, analyse and respond to challenging texts that they find in content-area classes is essential to the development of academic literacy habits and skills. Speaking as a process The delivery of different forms of oral communication involves the following stages: Planning and research Preparation of an effective introduction, body and ending Presenting. The reading process The reading process consists of the pre-reading, reading and post-reading stages. The activities can be summarised as follows: Pre-reading 8 P a g e

9 Activate prior knowledge. Look at the source, author and publication date. Read the first and last paragraphs of a section. Make predictions. Reading Pause occasionally to check your and to let the sink in. Compare the content to your predictions. Keep reading even if you do.not understand a part here and there. Reread a section if you get completely lost. Read confusing sections aloud, at a slower pace, or both. Ask someone to help you understand a difficult section. Add reading marks and annotate key points. Reflect on what you read. Post-reading If you will need to recall specific information, make a graphic organiser or an outline of key and supporting details. Draw conclusions based on your understanding of the text. Write a summary to help you clarify and recall main. Think about and write down new questions you have on the topic. Establish whether you have achieved the purpose for which you were reading. Confirm your understanding of the text. Evaluate bias, accuracy, quality. Extend your thinking by using you read in the text. Approaches to teaching literature The teaching of literature should focus on teaching for and will include the reading process strategies (pre-reading, reading and post/after-reading) The teaching of literature should also include the teaching of the key features of narratives, drama and poetry, such as plot (exposition, rising action, conflict, climax and denouement/resolution, flashbacks, foreshadowing), theme and message, characterisation, sound devices, stage directions, dialogues, monologue/soliloquy, etc. The teaching of these key features of literature should be text-based and they should not be taught in isolation. Other approaches to literature that can be integrated with teaching for and for understanding the key features of literature are the chronological, the author, the theme and the genre approaches. In the chronological approach learners can research and combine the literature period with the historical events of the same period. In the author approach, learners can participate in a broad and deep study of an author, especially in poetry, and can link his/her poems with a particular historical period. 9 P a g e

10 With regard to the theme approach, learners can look at themes such as justice, success, love, etc. across a number of poems or across different genres and relate them to events in real-life situations. They can make judgments about the character s actions and write down their own beliefs on the theme. Regarding the genre approach, learners can classify, compare and contrast different types of literary genre, e.g. the difference between the plots in a novel/short story/drama/folklore. Process approach to writing Writing and designing texts is a process consisting of the following stages: Planning/pre-writing Drafting Revision Editing/proofreading Publishing/presenting. Learners need the opportunity to put this process into practice. They should, among others: o o o o o o o decide on the purpose and audience of a text to be written and/or designed. brainstorm using, for example mind maps, flow charts or lists. consult relevant sources, select relevant information and organise. produce a first draft, which takes into account purpose, audience, topic and genre. read drafts critically and get feedback from others (classmates). edit and proofread the draft. produce a well-designed final version. Language usage Acquiring the grammatical rules of the language does not necessarily enable the learner to use the language in a coherent and meaningful way. Therefore the teaching of language structure should focus on how language is used and what can be done with language, i.e. how to make meaning, how to attend to problems and interests, influence friends and colleagues, and how to create a rich social life. The teaching of language structures should be a means to improving one s speaking, reading and writing. The teaching of language structures/grammatical structures should therefore be text-based, communicative and integrated. 10 P a g e

11 The following principles should be taken into consideration when teaching language structures: Grammar should be presented to learners as a set of tools they can use rather than a set of rules about what not to do. Grammar should be taught for constructing texts in their context of use - it is concerned, in other words, with real language. The application of grammar should not be restricted to the analysis of isolated sentences it should explain the way in which sentences are structured to construct whole texts such as stories, essays, letters and reports, which learners learn, read and write in school. Link the language structure with functional uses of language in different social settings, e.g. expressing one s thoughts or feelings; introducing people; talking about or reporting things, actions, events or people in the environment, in the past or in the future; making requests; making suggestions; offering food or drinks and accepting or declining politely; giving and responding to instructions; comparing or contrasting things. Use classroom activities that relate language forms with functions, e.g. the past tense with a narrative essay and report-writing, the subjunctive mood with a reflective essay. 11 P a g e

12 3.1 Overview of skills and content SECTION 3 Skills Grades 7-9 Listening and speaking Reading and viewing Writing and presenting Language structure and use Listening Different forms of oral communication o Oral: Prepared and unprepared speech o Oral: Prepared and unprepared reading aloud o Speaking: Directions and instructions o Storytelling o Introducing a speaker o Vote of thanks o Negotiation o Role-play o Dramatisation o Group discussion o Debate o Meetings and procedures (formal and informal) o Conversations o Interview o Dialogue o Panel discussion, etc. o Critical language awareness. Pre-reading strategies (cover page, title, table of content, etc.) Novel/drama/poetry/short stories (prescribe) Reading and viewing strategies (scanning, skimming, predicting) Summary and editing Visual literacy: Advertising (poster, pamphlet), cartoon, comic strip, diagram/graph/table/charts/pictures/maps/symbols) Critical language awareness Comprehension Writing strategies, including process writing Sound and letter writing Paragraph writing Essay writing: descriptive, narrative, argumentative, discursive, reflective, expository Transactional writing Long transactional text (minutes, reports, essay, etc.) Short transactional text ( , slogans, advertisements, etc.) Language rules Tenses Phonetics Direct and indirect speech Figures of speech Article, infinitive Phonics Negative forms Words (spelling patterns, rules and Active and passive voice conventions) Formal and informal language Using thesaurus and dictionary (slang/colloquialism, jargon) Punctuation Abbreviations and acronyms Roots, prefixes and suffixes Borrowed and inherited words Parts of speech Synonyms, antonyms, homonyms, one word for a phrase, figures of speech, expression) idiomatic expressions/idioms/proverbs Textual editing Concord Critical language awareness Critical language awareness (fact and opinion, denotative and connotative meaning, implied meaning, positioning through implicit and explicit messages, values and attitudes, bias, stereotypes, emotive language, persuasive and manipulative language, alternative ways of Sentence structure (simple, complex; word order) 12 P a g e

13 3.2 TEXTS Length of written texts to be produced: Texts Grades Disjunctive orthography Conjunctive orthography Literary essays Grade words words Grade words words Grade words words Essay Grade words words Grade words words Grade words words Longer transactional texts e.g. letters Shorter transactional texts e.g. sms, advertisement Grade words (content only) words (content only) Grade words (content words (content only) only) Grade words (content only) words (content only) Grade words words Grade words words Grade words words Length of written texts to be used/read: Disjunctive orthography Conjunctive orthography Comprehension Grade words words Grade words words Grade words words Length of summary Length of summary Summary Grade words words 220 words words Grade words words 250 words words Grade words words 270 words words The suggested details for the oral component of home language administered during the year are as follows: DETAILS Orals will be internally set, internally assessed and moderated. Reading aloud: o Prepared reading o Unprepared reading Speaking: o Prepared speech o Unprepared speech o Conversation o Interview o Debate Listening 3.3 Teaching plans The teaching plan indicates the minimum content to be covered over two weeks per term. The sequence of the content listed is not prescribed in a specific order and the time given is an approximate indication of how long it could take to cover the content. Teachers should design their work schedules using their textbooks to teach the content per term, using an appropriate sequence and pace. 13 P a g e

14 1 and 2 GRADE 7 TERM 1 CONTENT Weeks Listening and speaking Reading and viewing Writing and presenting Language structures and use Speaking/listening Storytelling Storytelling by the teacher Storytelling by the learners Evaluation of a story by the learners Listening Record main and supporting by making notes, checklists, summaries, paraphrasing, retelling, explaining. Share and experiences. Reading one one literature text. Read a text (fiction): Identify context and theme. Analyse the pictures. Identifies main points. Analyse the characters, plot and setting. Pre-reading strategies Introduce learners to : Text features titles, headings, captions, illustrations, graphs, charts, diagrams, bold-faced print, italics,, subheadings, numbering,,,,, maps, icons, pull-down menus, key-word searches, etc. Writing Paragraph writing Paragraph conventions: Topic sentence of paragraph Supporting Introduction and ending Mind-mapping, brainstorming using lists Spelling develop own vocabulary Recognise words which go together (e.g. strong coffee but not powerful coffee). Recognise words that sound the same but are spelled differently (also treat phonics). Words that are often confused. Parts of a book title page, table of contents, chapters, glossary, index, appendix, footnotes, etc. Novel/short stories General discussion of the literary features Reading/viewing for (strategies) Skimming Scanning Summarising 14 P a g e

15 5 and 6 3 and 4 Different forms of oral communication Listen to a sports commentary and answers questions. Give own point of view. Listening Pre-reading strategies one one literature text. Introduce learners to: Reading diagrams Skimming Scanning. Writing Write one or two paragraphs describing a process (e.g. how to train for a certain sport). Link language skills to be developed. Paragraph conventions Use and apply tenses Simple present tense Future tense Noun, verbs, conjunctions and other cohesive devices such as pronouns, adverbs Record main and supporting by making notes, checklists, summaries, paraphrasing, retelling, explaining. Share and experiences. Listening Reading/viewing for (strategies) Skimming Scanning Inferring meaning of unfamiliar words by using word attack skills clarifying predicting Reading/viewing for Logical progression of paragraphs to ensure coherence cause and effect comparison contrast Use of conjunctions, pronouns and adverbs to ensure cohesion Use of a variety of sentence types, lengths and structures Essay: narrative and report writing Tenses Simple past tense Role-play a formal telephone conversation. Assess listening by using written, oral and audio texts and design and create a new text of the same type, including visual material. one one literature text Strategies Skimming Scanning Inferring meaning of unfamiliar words by using word attack skills: clarifying predicting contextual clues Preparation stage: Requirements of format, style, point of view Target audience, purpose and context Writing a report (e.g. a report about an interview with the principal) 15 P a g e

16 7 and 8 Oral: Prepared speech Prepared speech taking into consideration : word stress intonation rhythm Discussion of rubric and assessment criteria of prepared speech. Give guidance on: conducting research locating, accessing and selecting information. organising material coherently, choosing and developing main, supported by examples. identifying and choosing correct format, vocabulary, language and conventions. Reading one one literature text. Read and respond to an invitation: identify purpose, target group and context. Reading/viewing for (strategies): Skimming Scanning Inferring meaning of unfamiliar words by word attack skills: clarifying predicting contextual clues drawing conclusions Linking with previous cycle Following up on structures of plot in drama, novel, etc Short texts/personal letter Write simple personal letter accept an invitation. Planning and drafting Word choice Personal voice and style Tone Main and supporting Mind-maps to organise coherent Final draft (proofreading and editing) Refine word choice and sentence and paragraph structure. Eliminate ambiguity, verbosity, redundancy, slang and offensive language. Antonyms and synonyms Words new and complex, spelling patterns and rules Compilation of personal spelling list Borrowed and inherited words Sentences and clauses: main and subordinate clauses Simple sentence: subject, object and predicate 16 P a g e

17 9 and 10 Oral: Unprepared speech Take into consideration: word stress intonation purpose, Incorporate visual, audio or/and audiovisual aids, e.g. charts, posters, slides, images, etc. Reading/viewing one one literature text. Comprehension strategies Skimming Scanning Inferring meaning of unfamiliar words by word attack skills evaluating rereading restating visualising making notes Summarising Read information texts (e.g. a description of how to build a house). Task Critical response to non-literary or fictional text Response to verbal text such as newspapers articles and editorials, magazine articles Functional writing Write a diary for a day. Present for assessment. Language structure and use Nouns (types of nouns) Common nouns Proper nouns Abstract nouns Collective nouns 17 P a g e

18 11 and 12 Weeks GRADE 7 TERM 2 CONTENT Listening and speaking Reading and viewing Writing and presenting Language structures and use Listening Listen to a poem. Use information to complete a table or chart. Planning of presentation: Purpose, audience and context Introduction Conclusion Reading/viewing one one literature text. Comprehension and analysis of poem Read and analyse poetry Elements of poetry: simile, personification Strategies Skimming Scanning Inferring meaning of unfamiliar words by word attack skills evaluating rereading restating visualising making notes Summarising Creative writing Write a short poem of 8-10 lines. Strategy Group poetry writing and presentation should precede individual poetry writing. This strengthens prior learning and widens individual learners creative field of reference Tenses Present tense Poetry External structure of a poem: lines, words, stanzas, rhyme, link, rhythm, punctuation, refrain, repetition, alliteration (consonance and assonance), enjambment 18 P a g e

19 15 and and 14 Oral: Debate Debate: taking turns in playing different roles (chairperson, timekeeper etc) Use of tone, voice projection, pace, eye contact, posture and gestures Reading one one literature text. Poetry Read and analyse poetry: Elements of poetry: rhyme and alliteration. Transactional texts: Process writing identifying the topic brainstorming first draft Process writing For each piece, the teacher should ensure that the learners work through the following steps: Tenses: present present continuous perfect tense past tense future tenses past progressive tense Pronunciation of words Skill Scanning and skimming text Inferring meaning of unfamiliar words by use of grammar, contextual clues Summarising main and supporting in points/paragraph as per required length Precomposing Planning First draft Editing and proofreading Fair copy. Discussions Drawing people into discussion Interrupting politely Expressing opinions and supporting reasons Expressing agreement and disagreement Discussion of rubric and assessment criteria of prepared reading. Learners choose their topics. Poetry Internal structure Idioms, proverbs, figures of speech/imagery, word choice (diction), sound devices Drama one one literature text. Read a text (a play script) identifying context and theme analysing the pictures Identifying main points Analysing the characters, plot and setting Literary texts Process writing editing (checking the correct use of spelling, capital letters, punctuation marks etc.) Write analysis of drama Requirements of format, style, target audience, purpose and context Word choice Sentence structure, lengths and types Verbs Types of verbs 19 P a g e

20 19 and and 18 Listening/speaking Speak to, retell and summarise messages in advertisements. Show an understanding of concepts. Give and follow directions and instructions. Visual literacy one one literature text. Read charts skimming scanning Shorter transactional texts Advertisements Giving directions and instructions Process writing editing (checking the correct use of spelling, capital letters, punctuation marks etc.) Adverbs time manner place/locatives enumerative reason negation Types of adverbs Correct use of adverbs Midyear examinations 20 P a g e

21 21 and 22 Weeks GRADE 7 TERM 3 SKILLS Listening and speaking Reading and viewing Writing and presenting Language structures and use Different forms of oral communication Talk about advertisements in the health sector (tobacco) In small groups or pairs, dramatise stories that you have studied using actions, expressive voices and sharing of the lines among the group, to convey the meaning of the story. Reading/viewing for (strategies) Use at least one one literature text. Read and respond to an advertisement -identifying purpose, target group and context. Skill (Use visual texts) Skimming for main Scanning for supporting details Making predictions Inferring the meaning of unfamiliar images Reviewing to promote understanding Short transactional texts Use a frame to design an advertisement: Identify the target group at which the advertisement is aimed. Motivate your answer by making reference to the advertisement. Determine what non-verbal images the advertiser uses to manipulate his target group. Assess why these images would be successful. Comment on the use of colour. Why do you think these colours were chosen and how do they contribute to the overall message? Comment on the body language of the people in the advertisement. Does it support the advertiser s message? Tenses Present perfect tense 21 P a g e

22 23 and 24 Different forms of oral communication Tells stories from home in the additional language Use language for expressing opinions and feeling, making choices, giving advice and making suggestions Make prepared speech based on stories listened to. Reading/viewing for one one literature text. -Analyse the prescribed novel. -identify the message and audience. Strategy (Read visual and written texts) Skimming for main Scanning for supporting details Making predictions Inferring the meaning of unfamiliar words and images Main and supporting Summary Written interview/dialogue Requirements of format, style Target audience - purpose and context Word choice Planning, drafting, proofreading/editing, presenting Write a personal letter summarising your views on the stories discussed. Tenses Present and past passive 22 P a g e

23 25 and 26 Different forms of oral communication Listen to a short story and take notes. Reading. /viewing for one one literature text. Read short stories: focus on language and the message: - saying how it makes you feel and why. Skills Visual and written texts Skimming for main Scanning for supporting details Making predictions Inferring the meaning of unfamiliar words and images Main and supporting Own opinion and feelings Summary Short transactional texts Design and make flyers and brochures write literary texts Requirements of format, style Target audience, purpose and context Word choice, figurative language, symbols, colour, placement Sentence structure, lengths and types Selection of visual and design elements Planning, drafting, proofreading/editing, presenting Word families (e.g. happy, unhappy, happiness, unhappiness, happily) 23 P a g e

24 27 and 28 Prepared reading (reading aloud) Give an oral report on an event that has taken place. Determine whether fact or opinion is being portrayed. Reading and viewing for : one one literature text. Critical language awareness in texts: fact and opinion direct and implied meaning denotation and connotation socio-political and cultural background of texts bias, stereotyping, prejudice and discrimination relationships between language and power Narrative writing/texts: Write descriptive stories 20 lines. Introduction catches the interest of the reader. An appropriate setting is created. Characterisation is convincing. Sequence of events is logical. Pace is maintained throughout the story. Events build to a climax. The conclusion brings the story to a satisfying end/opens up other possibilities. Modals Understand and use modals to express possibility, probability and necessity It will rain (certain) It should rain (probably) It may rain (possible) It will not rain (certain negative). 24 P a g e

25 29 and 30 Interview Role-play an interview in a radio talk show, e.g. interviewing Bafana Bafana captain. Questionnaires and interview questions should be clear and simple. Questions should be relevant to the investigation Data should be recorded clearly and accurately. Reading and viewing for one one literature text. Read non-fiction text: Use pragmatic (e.g. author s purpose and point of view), textual (e.g. how author organised text) and syntactic (e.g. main and subordinate ) approach. Critical language awareness in texts: fact and opinion direct and implied meaning denotation and connotation socio-political and cultural background of texts bias, stereotyping, prejudice and discrimination relationships between language and power Writing a play script/drama Write a play script 25 lines. Preparation stage Requirements of format, style, point of view Target audience, purpose and context Obligation Understand and use modals to express obligation and necessity, for example: You must be careful (necessity) You should be careful (undesirable) You must not be careful (forbidden). 25 P a g e

26 33 and and 32 Weeks Listening and speaking GRADE 7 TERM 4 SKILLS Reading and viewing Writing and presenting Language structures and use Listen to a text (play script) and answers questions. Give directions/ instructions Requirements of format, style, point of view Target audience purpose and context Word choice, vivid description Sentence structure, lengths and types Planning, drafting, proofreading /editing, presenting Read short drama one from the textbook one literature text Read instructions slowly and carefully one one literature text. The instructions should elicit responses from the learners in order to do analysis of text and drawing of conclusions. Write own playscript Planning, drafting Word choice, Personal voice and style Vivid description Tone Main and supporting Mind-maps to organise coherent Long transactional texts Write a diary for three days in preparation for a party Diary Requirements of format, style, point of view Target audience, purpose and context Word choice, vivid description Sentence structure, lengths and types Planning, drafting, proofreading/ editing, presenting First conditional Understand and use first conditional (e.g. If the lens is dirty, the camera won t work.) Build vocabulary. Negative concord Use the negative concord ( e.g. I don t have, she doesn t have). 26 P a g e

27 39 and and and 36 Listening Role-play a radio or television advertisement. Strategy Situation is clearly shown. Characters are clearly differentiated. Language is appropriate for the situation portrayed. Role-play shows a possible course of action in a particular situation. Prepare for examination Speaking: Prepared speech/debate/ interview/conversati on Prepared reading Unprepared reading Listening Listening Reading one one literature text. Read to determine the meaning of words. Reading/viewing for (strategies) (Visual and written texts) Skimming for main Scanning for supporting details Making predictions Inferring the meaning of unfamiliar words and images Main and supporting Fact and opinion Inferences and conclusions Own opinion Summary Prepare for examination Reading one one literature text. Prepared reading Reading Summary Literature: Novel/short stories / folklore Drama/film study Poems Writing essay: expository Write a paragraph of about 20 lines. (narrative) Strategy Give own personal opinion on a particular topic, backed up by facts and a clear, logical explanation. Prepare for examination Writing Essays Long transactional texts Short transactional texts End-of-year examination Conjunctions Conjunctions (e.g. since, during) Direct and indirect speech Prepare for examination Language structures (words and sentences in context) Critical language awareness 27 P a g e

28 1 and 2 Weeks GRADE 8 TERM 1 CONTENT Listening and speaking Reading and viewing Writing and presenting Language structures and use Listening/speaking strategies Storytelling by the teacher. Storytelling by the learners. Evaluation of a story by the learners Listening Record main and supporting by making notes, checklists, summaries, paraphrasing, retelling, explaining Share and experiences and show understanding of concepts Reading a text (fiction) one one literature text. Literature Identify context and theme. Analyse the pictures. Identify the main points. Analyse the characters, plot and setting. Pre-reading strategies Introduce learners to : Text features titles, headings, captions, illustrations, graphs, charts, diagrams, boldfaced print, italics, headings, subheadings, numberings, maps, icons, pull-down menus, key-word searches, etc. Reading/viewing for (strategies) Skimming Scanning Summarising Visualising Write a short explanation of how something works (e.g. circuit ). Writing strategies Paragraph conventions Topic sentence of paragraph Supporting Introduction and ending Mind-mapping, brainstorming using lists Longer transactional texts Letters of invitation and congratulations Requirements of format, style, point of view Target audience, purpose and context Word choice Sentence structure, lengths and types Planning, drafting, proofreading/editing, presenting Spelling Develop own vocabulary. Recognise words which go together (e.g. strong coffee but not powerful coffee). Recognise words that sound the same but are spelled differently (also phonics). 28 P a g e

29 3 and 4 Different forms of oral communication Listen to a radio play: -answer question -give own point of view. Initiating and sustaining conversations Turn-taking conventions Defending a position Filling in gaps and encouraging the speaker Oral presentation: Reading aloud Use of tone, voice projection, pause, pace, eye contact, posture and gestures Pronunciation of words without distorting meaning. Reading a text one from the textbook one literature text -Identify context and theme. -Analyse the pictures. -Identify main points. -Analyse the characters, plot and setting. Novel Specific focus on selected novel prereading exercises and overview of story development of plot, subplot, conflict Pre-reading strategies Practise with learners Text structures sequential order, description, simple cause and effect, procedure, compare/contrast, order of importance, problem/solution, etc. Reading/viewing for (strategies) Skimming Scanning Inferring meaning of unfamiliar words and images (cartoons) by using word attack skills clarifying predicting Literary essay Writing strategies Write one or two paragraphs about literature under discussion. Paragraph conventions Employ logical progression of paragraphs to ensure coherence cause and effect comparison contrast. Use conjunctions, pronouns and adverbs to ensure cohesion. Use a variety of sentence types, lengths and structures. Related Words Expand vocabulary by mind-mapping related words (e.g. words about war). 29 P a g e

30 7 and 8 5 and 6 Listening Role-play: Reporting a crime to the police Record main and supporting by making notes, checklists, summaries, paraphrasing and retelling. Assess listening by using written, oral and audio texts. Oral: Prepared Speech on how to convince and persuade learners to come to a school function Planning of presentation: Purpose, audience and context (topic) Introduction Conclusion Research locate, access, select information Read non-fiction texts one one literature text. identify purpose, target group and context. Describe features of a personal letter ( e.g. address, salutation, body and conclusion). Clarity of expression, good logical development and the achievement of a basic or functional communication goal are core competencies of functional writing. Reading/viewing for one one literature text. Read and respond to a notice: Identify purpose, target group and context. Describe features of a personal letter (e.g. address, salutation, body and conclusion). Assessment Clarity of expression, good logical development and the achievement of a basic or functional communication goal are core competencies of functional writing. Longer transactional texts Write a report using information from a survey heading introduction how research was conducted results recommendations. Preparation stage: Requirements of format, style, point of view Target audience, purpose and context Research and collection of data Shorter functional texts Write simple personal letter politely refusing an invitation. Draft short notices showing awareness of - the text type, purpose, audience and context -register or style. Planning, drafting Word choice, Personal voice and style Tone Main and supporting Mind-maps to organise coherent Tenses Simple present tense Simple past tense Future tense To be used with clauses 30 P a g e

31 9 and 10 Oral: Delivering an unprepared speech Start with a current topical situation Sense of structure Appropriate to the purpose Register and tone appropriate to the audience Short but effective Reading/viewing for Informative texts one one literature text. Read non-fictional (informative) texts Skills Skimming Scanning Inferring meaning of unfamiliar words by word attack skills o evaluating o rereading o restating o visualising o making notes Summarising The effect of selections and omissions on meaning Socio-political and cultural background of texts Shorter transactional texts Write messages Short transactional texts: Write to experiment with a variety of forms (e.g., a descriptive poem, a short dialogue, opinion piece, review) and techniques (e.g., dialogue, figurative language) with regard to the texts that were read and discussed. Directions/instructions Requirements of format, style, point of view Target audience purpose and context Word choice Sentence structure, lengths and types Language structure and use Nouns -countable and uncountable nouns. 31 P a g e

32 13 and and 12 Week s GRADE 8 TERM 2 CONTENT Listening and speaking Reading and viewing Writing and presenting Language structures and use Oral presentation: Describe the features/characteristi cs of a poem. Different forms of oral communication Debate: -taking turns to play different roles (chairperson, timekeeper etc.) Ensure that: emotive and persuasive language is used. the purpose is to sway opinion, using reliable source material. Reading/viewing for one one literature text. Poetry Read and analyse poetry: -Elements of poetry: simile, personification - Elements of poetry: rhyme and alliteration External structure of a poem: lines, words, stanzas, rhyme, link, rhythm, punctuation, refrain, repetition, alliteration (consonance and assonance), enjambment Reading for understanding one one literature text. Read contrasting texts of any genre. Poetry: Internal structure: Idioms, proverbs, figures of speech/ imagery, word choice (diction), sound devices Creative writing Write a short poem of 8-10 lines. Originality and use of imagination Effective use of descriptive writing Effective use of an extended vocabulary Effective use of figurative language Process writing: Learner to choose his/her own topic Process writing -identifying the topic -brainstorming -first draft Process writing: For each piece, the educator should ensure that the learners work through the following steps: Precomposing Planning First draft Editing and proofreading Final copy. Present progressive tense Past progressive tense 32 P a g e

33 19 and and and 16 Different forms of oral communication Forum discussions: -drawing learners into discussion -interrupting politely -expressing opinions and support reasons -expressing agreement and disagreement Read a text (non-fiction/- novel). Read contrasting texts in order to fuel discussion, -identifying context -identifying the theme and main points. -analysing the characters, plot and setting. Longer transactional texts: Report writing and findings. Process writing : For each piece, the educator should ensure that the learners work through the following steps: Precomposing Planning First draft Editing and proofreading Final copy. Verbs -verbs that can and cannot express the progressive (e.g I have a problem, not I am having a problem) Listening Listen (to a drama), retell and summarise Tone, voice projection, pace, eye contact, posture and gestures Effective vocabulary and language structures Effective introduction and conclusion Appropriate summary, with the emphasis on the accurate analysis of essential detail, synthesised and reproduced in a new format. Language structures and conventions will be of particular importance. Visual Literacy pictures as carriers of meaning ( range of graphic and visual texts): Persuasive techniques, eg. emotive language, persuasion, bias, manipulative language, How language and images reflect and shape values and attitudes How selections and omissions in texts affect meaning Impact of use of font types and sizes, headings and captions Process writing Literary essay Mid-year examination Process writing: For each piece, the educator should ensure that the learners work through the following steps: Precomposing Planning First draft Editing and proofreading Final copy. Verbs Adverbs - time - manner - place/locatives - enumerative - reason - negation Correct usage 33 P a g e