CAPS German SAL SP Final

CURRICULUM AND ASSESSMENT POLICY STATEMENT GRADES 7 - 9 LANGUAGES GERMAN SECOND ADDITIONAL LANGUAGE

CONTENTS SECTION 1 INTRODUCTION TO THE CURRICULUM AND ASSESSMENT POLICY STATEMENT ............................................................................................................................................................. 2 1.1 Background ....................................................................................................................................................................... 2 1.2 Overview............................................................................................................................................................................ 2 1.3 General aims of the South African curriculum.............................................................................................................. 3 1.4 Time allocation.................................................................................................................................................................. 5 1.4.1 Foundation Phase....................................................................................................................................................... 5 1.4.2 Intermediate Phase ..................................................................................................................................................... 6 1.4.3 Senior Phase .............................................................................................................................................................. 6 1.4.4 Grades 10-12 ............................................................................................................................................................. 7 SECTION 2: INTRODUCING THE LANGUAGES .............................................................................................. 8 2.1 Languages in the Curriculum and Assessment Policy Statement ................................................................................ 8 2.1.1 Language levels ....................................................................................................................................................... 8 2.1.2 The language skills ................................................................................................................................................ 10 2.1.3 Language teaching approaches .............................................................................................................................. 10 2.2 Time allocation................................................................................................................................................................ 12 2.3 Learning and Teaching Support Materials .................................................................................................................. 13 SECTION 3: CONTENT AND TEACHING PLANS FOR LANGUAGE SKILLS .......................................... 14 3.1 Listening and speaking ................................................................................................................................................... 14 3.2 Reading and viewing ...................................................................................................................................................... 19 3.3 Writing and presenting .................................................................................................................................................. 23 3.4 Language structures and conventions .......................................................................................................................... 26 3.5 Teaching plans ................................................................................................................................................................ 29 3.6 Spread of texts across Grades 7-9 ................................................................................................................................. 32 SECTION 4: ASSESSMENT IN SECOND ADDITIONAL LANGUAGE ........................................................ 64 4.1 Introduction .................................................................................................................................................................... 64 4.2 Informal or daily assessment ......................................................................................................................................... 64 4.3 Formal assessment .......................................................................................................................................................... 64 4.4. Programme of Assessment ............................................................................................................................................. 66 4.5 Recording and reporting ................................................................................................................................................ 69 4.6 Moderation of assessment .............................................................................................................................................. 69 4.7 General ................................................................................................................................................................................. 70 GLOSSARY .............................................................................................................................................................. 71 1|Page

SECTION 1: INTRODUCTION TO THE CURRICULUM AND ASSESSMENT POLICY STATEMENT 1.1 BACKGROUND The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the schooling sector. To improve implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R-12. 1.2 OVERVIEW (a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning and teaching in South African schools and comprises the following: (i) Curriculum and Assessment Policy Statements for each approved school subject; (ii) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012). (b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula statements, namely the (i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002, and (ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and No. 27594 of 17 May 2005. (c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January 2012) during the period 2012-2014: (i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R-9 and Grades 10-12; (ii) The policy document, National Policy on assessment and qualifications for schools in the General Education and Training Band, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12 February 2007; (iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005; (iv) The policy document, 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 Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy document, National policy pertaining to the programme and promotion requirements of the National 2|Page

Curriculum Statement Grades R-12; and (v) The policy document, 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 (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette No. 29467 of 11 December 2006.= (d) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, and 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. It will 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. 1.3 GENERAL AIMS OF THE SOUTH AFRICAN CURRICULUM (a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes 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 the 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 set 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 3|Page

National Curriculum Statement Grades R-12 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 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. The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010). 4|Page

1.4 TIME ALLOCATION 1.4.1 Foundation Phase (a) The instructional time in the Foundation Phase is as follows: GRADE R GRADES 1-2 GRADE 3 SUBJECT (HOURS) (HOURS) (HOURS) Home Language 10 8/7 8/7 First Additional Language 2/3 3/4 Mathematics 7 7 7 Life Skills 6 6 7 Beginning Knowledge (1) (1) (2) Creative Arts (2) (2) (2) Physical Education (2) (2) (2) Personal and Social Well-being (1) (1) (1) TOTAL 23 23 25 (b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours. (c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language. (d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R - 2 and 2 hours as indicated by the hours in brackets for Grade 3. 5|Page

1.4.2 Intermediate Phase (a) The instructional time in the Intermediate Phase is as follows: SUBJECT HOURS Home Language 6 First Additional Language 5 Mathematics 6 Natural Sciences and Technology 3,5 Social Sciences 3 Life Skills 4 Creative Arts (1,5) Physical Education (1) Personal and Social Well-being (1,5) TOTAL 27,5 Schools offering an optional language or at least Second Additional Language level may do so if they can make an arrangement for the allocation of additional time to the allocated 27.5 hours. 1.4.3 Senior Phase (a) The instructional time in the Senior Phase is as follows: SUBJECT HOURS Home Language 5 First Additional Language 4 Mathematics 4,5 Natural Sciences 3 Social Sciences 3 Technology 2 6|Page

Economic Management Sciences 2 Life Orientation 2 Creative Arts 2 TOTAL 27,5 Schools offering an optional language or at least Second Additional Language level may do so if they can make an arrangement for the allocation of additional time to the allocated 27.5 hours. 1.4.4 Grades 10-12 (a) The instructional time in Grades 10-12 is as follows: SUBJECT TIME ALLOCATION PER WEEK (HOURS) Home Language 4.5 First Additional Language 4.5 Mathematics 4.5 Life Orientation 2 12 (3x4h) A minimum of any three subjects selected from Group BAnnexure B, Tables B1-B8 of the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, subject to the provisos stipulated in paragraph 28 of the said policy document. TOTAL 27,5 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. 7|Page

SECTION 2: INTRODUCING THE LANGUAGES 2.1 Languages in the Curriculum and Assessment Policy Statement Language is a tool for thought and communication. It is also a cultural and aesthetic means commonly shared among a people to make better sense of the world they live in. Learning to use language effectively enables learners to acquire knowledge, to express their identity, feelings and ideas, to interact with others and to manage their world. It also provides learners with a rich, powerful and deeply rooted set of images and ideas that can be used to make their world other than it is; better and clearer than it is. It is through language that cultural diversity and social relations are expressed and constructed, and it is through language that such constructions can be altered, broadened and refined. 2.1.1 Language levels Language learning in the Senior Phase includes all the official languages in South Africa, namely, Afrikaans, English, isiNdebele, isiXhosa, isiZulu, Sepedi (Sesotho sa Leboa), Sesotho, Setswana, Siswati, Tshivenda, Xitsonga – as well as Non-official Languages. These languages can be offered at different language levels. Home Language is the language first acquired by learners while First Additional language is the language learnt in addition to one’s home language. The Second Additional Language is the further language that a learner can learn, that enables broader communication and multilingualism. The language may be in use within the community or culture and will enhance nation building and intercultural understanding. Many South African schools do not offer the home languages of some or all of the enrolled learners but rather have one or two languages offered at home language level. As a result, the names Home Language, First Additional and Second Additional Language refer to the proficiency levels at which the language is offered, and not the native (Home) or acquired (as in the Additional) languages. For the purposes of this policy, any reference to Home Language should be understood to refer to the level and not the language itself. The Home Language level provides for language proficiency that reflects the mastery of basic interpersonal communication skills required in social situations and the cognitive academic skills essential for learning across the curriculum. Emphasis is placed on the teaching of the listening, speaking, reading and writing skills at this language level. This level also provides learners with a literary, aesthetic and imaginative ability that will provide them with the ability to recreate, imagine and empower their understanding of the world they live in. However, the emphasis and the weighting for listening and speaking from Grades 7 onwards are lower than those of the reading and writing skills. The First Additional Language refers to a language which is not a mother tongue but which is used for certain communicative functions in a society, that is, medium of learning and teaching in education. The curriculum provides strong support for those learners who will use their first additional language as a language of learning and teaching. By the end of Grade 9, these learners should be able to use their home language and first additional language effectively and with confidence for a variety of purposes, including learning. In South Africa, many children use their additional language, English, as the Language of Learning and Teaching (LoLT). This means that they must reach a high level of competence in English. They need to be able to read and write well in English. The First Additional Language level assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The focus in the first few years of school is on developing learners’ 8|Page

ability to understand and speak the language – basic interpersonal communication skills. In Grades 2 and 3 learners start to build literacy on this oral foundation. They also apply the literacy skills they have already learned in their Home Language. In the Intermediate and Senior Phases, learners continue to strengthen their listening, speaking, reading and writing skills. At this stage the majority of children are learning through the medium of their First Additional Language, English, and should be getting more exposure to it. Greater emphasis is therefore placed on using the First Additional Language for the purposes of thinking and reasoning. This enables learners to develop their cognitive academic skills, which they need to study subjects like Natural Sciences, Mathematics, etc. in English. They also engage more with literary texts and begin to develop aesthetic and imaginative ability in their Additional Language. By the time learners enter Senior Phase, they should be reasonably proficient in their First Additional Language with regard to both interpersonal and cognitive academic skills. However, the reality is that many learners still cannot communicate well in their Additional Language at this stage. The challenge in the Senior Phase, therefore, is to provide support for these learners at the same time as providing a curriculum that enables learners to meet the standards required in further grades. These standards must be such that learners can use their Additional Language at a high level of proficiency to prepare them for further or higher education or the world of work. It is therefore recommended that, where possible, learners in the Senior Phase be exposed to the same concepts in a two week cycle in both language levels. The Second Additional Language level also assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The focus upon exposure to Second Additional Language is on developing learners’ ability to understand and speak the language - basic interpersonal communication skills. In Grades 4 - 6 learners start to build their oral and literacy skills. They also apply the oral and literacy skills they have already learned in their Home and First Additional Languages. In Grades 7 – 9 learners continue to strengthen their listening and speaking while developing their reading and writing skills. By the time learners enter Grade 10, they should be able to communicate in their Second Additional Language at both interpersonal and social levels. However, the reality is that many learners still cannot communicate well in their Additional Language at this stage. The challenge in Grades 10-12, therefore, is to provide support for these learners at the same time as providing a curriculum that enables learners to meet the standards required in Grade 12. These standards must be such that learners can use their additional language at a level of proficiency to prepare them for further or higher education or the world of work. Specific aims of learning Additional Languages Learning a Second Additional Language should enable learners to: • acquire the language skills necessary to communicate appropriately in the target language at a basic level; • listen, speak, read/view and write the language with growing confidence and enjoyment. These skills and attitudes form the basis for life-long learning; • express their own ideas, views and emotions with confidence (orally and in writing), in order to become comfortable in the language; • use language and their imagination to find out more about themselves and the different cultures and the world around them. This will enable them to express their experiences and findings about the world orally and in writing; • use language to access and manage communication in other contexts. Information literacy is a vital skill in the ‘information age’ and forms the basis for lifelong learning; • use language as a means for expressing information on familiar topics; for interacting with a familiar range of texts; and for reading texts for enjoyment, basic information and communication. 9|Page

2.1.2 The language skills The Second Additional Language curriculum is packaged according to the following skills: 1. Listening and Speaking 2. Reading and Viewing 3. Writing and Presenting 4. Language Structures and Conventions 2.1.3 Language Teaching Approaches The approaches to teaching language in these documents are text-based, communicative, integrated and process orientated. The text-based approach and the communicative approach are both dependent on the continuous use and production of texts. The 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. A communicative approach suggests that when learning a language, a learner should have a great deal of exposure to the target language and many opportunities to practise or produce the language by communicating for social or practical purposes. Language learning should be carried over into the classroom where literacy skills of reading/viewing and writing/presenting are learned by doing a great deal of reading and learning to write by doing much writing. Language teaching happens in an integrated way, with the teacher modelling good practice, the learners practising the appropriate skills in groups before applying these skills on their own. The structure of each lesson should be one that engages the whole class before practising in groups and applying the new skill individually. The process approach is used when learners produce oral and written texts. The learners engage in different stages of the listening, speaking, reading and writing processes. They must think of the audience and the purpose during these processes. This will enable them to communicate and express their thoughts in a natural way. For example, the teaching of writing does not focus on the product only but also focus on the process of writing. During process writing learners are taught how to generate ideas, to think about the purpose and audience, to write drafts, to edit their work and to present a written product that communicates their thoughts. Approaches to teaching literature The teaching of literature should focus on teaching for comprehension and will include the reading process strategies (pre-reading, reading and post-reading). The main reason for reading literature in the classroom is to develop in learners a sensitivity to a special use of language that is more refined, literary, figurative, symbolic and deeply meaningful than much of what else they may read. While most literary texts are forms of entertainment, amusement, or revelation, serious writers create novels, plays and poems because they have ideas, thoughts and issues, principles, ideologies and beliefs that they most want to share with or reveal to 10 | P a g e

their prospective readers. Their imaginative use of language is an added method of revealing, reinforcing and highlighting their ideas. The teaching of literature is never easy, but it is impossible without the personal, thoughtful and honest interpretations and comments from the learners themselves. Unless they learn how to understand a literary text on their own, they will not have learned much. Teachers often need to restrain their own interpretations and ideas of literary texts and allow as much learner participation as is reasonable. Interpretation is not about right or wrong. It is about searching for what is meaningful to the reader. The best ways to approach the teaching of literature would involve some or all of the following. • Make every attempt to read as much of the text in class as possible without breaking for any other activity. This may take more than the scheduled two weeks for the Second Additional learner. It is essential that learners have a clear idea of what is going on at the most basic level of the text. Some classes can read texts without support. That is to be encouraged. Genres, and the approach to such, should be taught, rather than texts. For example, Poetry should be taught, not poems. Read as many as possible in class and ensure that learners write poems as well. • Literary interpretation is essentially a university level activity. Learners in this phase do not have to learn this advanced level of interpretation. However, the purpose of teaching literary texts is to show learners how the Second Additional Language can be used with subtlety, intelligence, imagination and flair. This means a close look at how text is being created, manipulated and re- arranged to clarify and emphasise what is being expressed. Such work might involve examining the presence or absence of imagery; what kind of imagery is being selected by the writer and why; sentence structures and paragraphing, or the layout of poems; choice of words, continuing motifs through the text; the use of symbol, sound and colour where appropriate. Most of this work should be text based • Creative writing should be closely attached to the study of any literary text. Writing activities that demand a close understanding of the text being read can prove very helpful in reaching more creative levels of appreciation on the part of the learners. Class discussions can be fruitful as long as everyone is involved. But class discussions that lead to written work activities serve a clearer purpose and benefit both. • Finally, it is important to point out that Literature is not about right answers. A whole text means something, not just bits and pieces of it. A good reading of a text incorporates the whole text in interpretative, creative, personal and exploratory practices. The other approaches to literature which can be integrated with teaching for comprehension and for understanding the key features of literature are the chronological, the author, the theme and the genre approaches. These approaches can be combined. In the chronological approach learners can research and combine the literature period with the historical events for the same timeframe. 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. In 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 comment 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. Approaches to teaching language usage 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 11 | P a g e

colleagues, and how to create a rich social life. The teaching of language structures should be a means to getting things done. The teaching of language structures/ grammatical structures should therefore be text-based, communicative and integrated. The following principles should be taken into consideration when teaching language structures: • 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 to read and write in school. • Use of authentic materials such as dialogues, interviews, must be encouraged • 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; • Focus on meaningful tasks. Acquiring the grammatical rules of the language does not necessarily enable the learner to use the language in a coherent and meaningful way. What interests us then concerns the structure and function beyond the sentence level, i.e. the way in which people use either spoken language (discourse) or written language (text) in coherent and meaningful ways. • The issues of pronunciation and intonation should not be penalized unless they create communication breakdown. 2.2 Time allocation In a two-week cycle the following time allocation for the different language skills is suggested: Skills Time allocation Time Allocation per Two % per week Week Cycle (Hours) (Hours) Listening & Speaking 1 25 Reading & Viewing: Comprehension & 2 1 25 Literature Writing & Presenting 1 25 Language structures and conventions (this is 1 25 also integrated into the 4 skills) The teaching time for Second Additional Language is 2 hours per week. All language content is taught within a two-week cycle (4 hours). Teachers do not have to stick rigidly to this cycle but must ensure that the language skills, especially reading and writing are practised. The time allocation for the different language skills in Grade 7-9 is 36 weeks. Four weeks are for examination purposes – two weeks for June examination and another two weeks for December examination. 12 | P a g e

2.3 Learning and Teaching Support Materials Learners should have the following for Second Additional Language study in Grades 7 – 9: GRADES 7 – 9 Core materials Prescribed language textbook √ Dictionary √ One of the following approved/prescribed literary *genres Short Novel √ Short stories √ Folklore √ Short Drama √ Poetry √ Media materials Newspapers √ Magazines √ Radio talks/dramas √ Television shows/ dramas / √ documentaries * Learners must have been exposed to three genres by the end of the phase, for example, one genre per grade. Second Additional Language teachers should have: a) A Curriculum and Assessment Policy Statement b) 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) Dictionary (monolingual, bilingual, multilingual, thesaurus) e) Relevant 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 h) Other media resources (a variety of newspapers, magazines and brochures) Classroom resources a) A range of texts to accommodate different reading levels, e.g. a selection of readers with sufficient copies of texts at each level for the class. b) A variety of media materials: newspapers, magazines, brochures, flyers, advertisements, posters, notices, etc. c) Audio/visual aids 13 | P a g e

SECTION 3: CONTENT AND TEACHING PLANS FOR LANGUAGE SKILLS This section is divided into TWO components: an overview of the skills, content and strategies and the Teaching Plans. 3.1 Listening and Speaking Listening and speaking are different but interdependent skills. Both are continually present informally in the classroom as learners receive and discuss information. Formal listening and speaking of special forms, e.g. role play or dialogue, need focused instruction. Formal and informal listening and speaking are integrated with reading, writing and language practice, and while speaking may give written text an oral form (e.g. reading aloud). LISTENING Listening process Listening instruction will usually involve working through elements of the listening process. This is a three-phase activity which models independent listening strategies for decoding and understanding speech and other audio forms. Not every step of the process will be used on every occasion. For example, if learners are listening to a recorded explanation they may need to do a reading as a pre-listening activity which alerts them to the need for focused listening and helps them make associations with their own experience. Listening activities would help them recall details. Post- listening might involve learners in responding to what they have heard by answering simple questions. Listening comprehension exercises and assessment give an opportunity to teach learners how to listen. Listening process 1. Pre-listening introduces learners to the listening situation. It allows them to activate their previous knowledge of the topic, and prepare for listening. • Stimulate /activate background knowledge before listening, so that their knowledge of that particular type of discourse is activated. • Predict what text may be about from title/discuss theme of text • Deal with any key vocabulary that learners may not be familiar with • Set a pre-listening question to focus learners’ attention • Prepare learners physically with, for example, pencil and pad for note taking 2. During listening learners pay attention for various purposes: (Note that it is good practice for learners to listen to a text several times, focusing on a different aspect each time.) 2.1 Listen for specific information • Search for meaning; identify main and supporting ideas • Constantly check understanding of message by making and confirming predictions and through questioning • Make meaningful notes; outline, map, categorize, summarise, retell, following instructions • Be aware of speaker / presenters’ body language and other visual cues 2. 2 Listen for interaction • Use turn-taking conventions in conversations or group work • Ask questions to sustain communication • Respond to language, gestures, eye contact and body language • Signal interest and attention appropriately through expression, posture etc • Use the appropriate conventions to be polite and show respect for others 2.3 Listen for appreciation • Respond to the aesthetic qualities of oral text, e.g. rhythm, pace, sound effects • Respond in communication situations • Use turn-taking conventions in conversations • Defend a position • Ask questions to sustain communication • Respond to language, gestures, eye contact and body language • Show understanding of the relationship between language and culture by showing respect for cultural conventions 14 | P a g e

3. Post-listening follows up on the listening experience. Learners • Answer questions • Review notes • Summarise • Transfer information from oral to written mode, e.g. use information to label a picture • Synthesise new information with prior knowledge • Draw conclusions, give own opinion; Suggested length of texts to be used for listening comprehension Texts Grades Disjunctive Conjunctive orthography orthography • Oral, visual, audio-visual and multimodal 7 about at least 30 at least texts from the mass media seconds 30 seconds • Audio texts • Creative texts • Referential and informational texts • Texts for enrichment 8 at least 45 at least 45 • Audio-visual texts (Films, television seconds seconds programmes and documentaries, slide shows, recordings, radio programmes, photographs, 9 At least 1 minute At least 1 minute music videos) SPEAKING Speaking instruction needs to recognise a wide range of informal and formal speaking situations, from casual conversation to formal speaking. Speaking clearly, fluently, coherently, confidently and appropriately should be the aim of teaching speaking. The teaching of speaking should include knowledge of the process and communication strategies. The speaking process and strategies The speaking process consists of the following stages: • Planning: researching and organising • Practising • Presenting Formal speaking and presenting The formal speaking process will usually involve the above-mentioned three stages. Formal presentation forms may involve a written or oral version which teachers may assess. Planning: researching and organising Learners demonstrate planning, researching and organising skills for oral presentation. They • Use resources and reference materials to find and select information • Organise and write information; note-taking; • Use an effective introduction and conclusion, • Develop ideas orally in a logical manner • Use objects, audio and/or visual aids to enhance the appeal and accuracy of presentations Practising and presenting Learners demonstrate practising and oral presentation skills. They 15 | P a g e

• Use appropriate forms of address • Show an awareness of audience; • Show an awareness of situation: formal or informal speech • Express own opinion • Use correct language structures and conventions • Use appropriate verbal and non-verbal techniques to reinforce meaning, e.g. tone, voice projection / modulation, volume, pace / tempo, phrasing, eye contact, facial expressions, gestures and body language • Strive to speak with appropriate, clear intonation and pronunciation Informal speaking and group work (see “Features and conventions of oral communication” below) • Initiate and sustain conversations • Ask and respond to questions to sustain communication • Use turn-taking conventions • Clarify meaning where appropriate • Respond to language, gestures, eye contact and body language • Signal interest and attention appropriately through expression, posture and gesture Features and conventions of oral communication texts 1. Informal speaking and group work Speaking/ Purpose Features oral text form Informal To communicate • Initiate and sustain conversations conversation on given topics • Use turn-taking conventions / dialogue / • Fill in gaps and encourage the speaker group work • Clarify meaning where necessary • Ask and respond to questions to sustain communication See • Respond to language, gestures, eye contact and body language Expressions • Signal interest and attention appropriately through expression, used in posture and gesture conversation. Reference list Unprepared To share a text • Read fluently and audibly reading • Pronounce words without distorting meaning aloud 2. Formal speaking and presenting See also general comments on planning and presenting above. Speaking/ Purpose Features oral text form Prepared Various: to • Conduct preparation / research speech inform / share • Organise material coherently. Choose and develop main ideas and support with examples This form • Use correct format, vocabulary, language and conventions will display • Use tone, voice projection, pace, eye contact, posture and evidence of gestures preparation • Use effective introduction and conclusion • Use appropriate style and register • Incorporate appropriate visual, audio and/or audiovisual aids, 16 | P a g e

e.g. charts, posters, objects, images Prepared To share a text • Read fluently and attentively according to purpose and task reading aloud written by self or • Pronounce words without distorting meaning other, e.g. to • Enhance meaning through tone, voice projection, pace, eye entertain contact, posture and gestures 3. Speaking for specific purposes / contexts Speaking/ Purpose Features oral text form Giving To tell someone • Use mostly the imperative form directions how to get • Use concise and clear sentences somewhere • Use chronological order • Refer to a specific direction • Indicate the approximate distance • Provide information about landmarks along the way Instructions To explain how to • Explain how to make / do something complete a task / • Mention the materials needed prepare food, etc. • Provide a clear, correct and logical sequence of instructions • Use appropriate vocabulary, Suggested duration of oral communication (Note: the approximate time to read one A4 page in disjunctive orthography is about 3 minutes) Texts Duration Grades 7-9 Conversations 5 – 10 minutes for group / class Dialogues 1-2 minutes for a pair Directions and instructions 1 minute Prepared reading 1 minute Prepared speeches 1 minute Relating events Up to 2 minutes Day-to-day oral communication, e.g. seeking assistance, 1 – 2 minutes apologising Expressions used in conversation – Reference list ASKING PERMISSION/ REQUESTS INTERRUPTING • Kann/Darf ich (mal)…? • Entschuldige/Entschuldigen Sie, könnte ich ...? • Könnte/Dürfte ich (mal)….? • Entschuldigung, glauben Sie, ich könnte ...? • Wäre es möglich, dass ich...? • Entschuldigung, weißt du/wissen Sie ...? • Verzeihung, darf ich…? (formal) • Ist/Wäre es okay, wenn ich ….? Würde es dir/Ihnen etwas ausmachen, wenn ich …? • Bitte lass/lassen Sie mich … • Hättest du/Hätten Sie etwas dagegen, wenn …? OFFERING HELP SEEKING ASSISTANCE • Kann/Darf ich dir/Ihnen helfen? • Könntest du/Könnten Sie mir bitte (bei …) helfen? • Suchst du/Suchen Sie etwas? • Würdest du/Würden Sie mir bitte helfen…? • Brauchst du/Brauchen Sie Hilfe? • Ich brauche Hilfe bei … • Was kann ich für dich/Sie tun? • Könnten Sie mir bitte behilflich sein (bei …) ? (formal) 17 | P a g e

APOLOGISING COMPLAINING • Entschuldigung. • Es tut mir Leid, das ansprechen zu müssen, aber... • Es tut mir Leid. • Entschuldige/Entschuldigen Sie bitte die Störung, • Ich bedaure (sehr), dass.. aber... • Bitte verzeih mir/verzeihen Sie mir… • Vielleicht hast du/haben Sie vergessen zu... • Ich entschuldige mich für … • Ich glaube, du hast/Sie haben vergessen zu... • Entschuldige/Entschuldigen Sie (bitte). • Entschuldige/Entschuldigen Sie, wenn ich nicht . deiner/Ihrer Meinung bin, aber... • Vielleicht handelt es sich ja um ein Missverständnis, aber… • Bitte verstehe /verstehen Sie mich nicht falsch, aber ... GIVING ADVICE STATING A PREFERENCE • Du solltest/Sie sollten nicht … • Möchtest du …? • Du solltest/Sie sollten (besser)… • Ich würde eher…… • An deiner/Ihrer Stelle würde ich … • Ich würde lieber …….. Was meinst du? • Wenn ich du/Sie wäre, würde ich … • Was glaubst du sollten wir tun? • Wenn ich in deiner/Ihrer Haut steckte, würde ich • Wenn ich es entscheiden müsste, … …. • Ich denke, wir sollten …. • Es wäre besser, wenn du/Sie… • Auf keinem Fall solltest du/sollten Sie … GUESSING, INFERRING GIVING IMPRECISE INFORMATION • Ich würde sagen, ... • Es gibt ungefähr/etwa/circa … • Man müsste vielleicht … • Es gibt eine große Anzahl/Menge von… • Er könnte vielleicht ... • ……. beläuft sich auf … • Es sieht so aus, als ob ... • Es ist eine Art… • Vielleicht braucht er… • Es ist die Art von… • Vielleicht wollen sie ... • Schwer zu sagen, aber ich würde (mal) denken… • (Es ist) schwer zu sagen, aber ich würde (mal) • Ich bin nicht ganz sicher, aber ich glaube… denken, dass… • Ich bin mir nicht ganz sicher, aber ich glaube… SAYING GOODBYE EVALUATING YOURSELF Long trips, vacations, short outings • Das lief gut, weil … • Gute Reise! • Ich habe das gut gemacht, weil… • Schönen Urlaub!/Schöne Ferien! • Es wäre besser gewesen, wenn ich ... • Viel Spaß im Urlaub/in Paris/im Theater! • Das könnte man noch verbessern, wenn … • Viel Spaß! • Es ist nicht klar, ob das gut war, weil… GREETING AFTER A TRIP • Wie war dein/Ihr Urlaub in…? • Hattest du/Hatten Sie eine schöne Zeit in… (destination)? • Wie war die Reise/der Flug/der Aufenthalt? 18 | P a g e

3.2 Reading and Viewing Reading / viewing combines two elements: 1) learning and applying strategies for decoding and understanding text 2) learning and applying knowledge of text features. Both aspects should be present in reading/ viewing instruction of literary and non-literary texts. Reading / viewing content is arranged in: 1) reading for comprehension and 2) extended independent reading. Reading process Reading instruction will usually involve working through elements of the reading process. This is a three-phase activity which models independent reading strategies for decoding and understanding text. Not every step of the process will be used on every occasion. For example, if learners are reading an unfamiliar text type or genre, they will need to do a pre-reading activity which alerts them to surface features of this text type, and helps them make associations with their own experience. Reading activities would help them analyse its structure and language features in more detail. Post-reading might involve learners in trying to reproduce the genre in a written text of their own. Reading and viewing process 1. Pre-reading introduces learners to the text. It activates associations and previous knowledge. • Skimming and scanning text features: titles, headings, subheadings, captions, visual elements and graphic information, e.g., layout, icons, illustrations, graphs, charts, diagrams, maps, key words, word searches, pictures etc. • Predicting using the information gained from skimming and scanning • Dealing with any key vocabulary that may be unfamiliar to the learners 2. Reading involves making meaning of the text and paying close attention to its language features • Actively making sense of the text • Deducing the meaning of unfamiliar words and images by using word attack skills and contextual clues • Using comprehension strategies: making connections, monitoring comprehension, adjusting reading speed to text difficulty, re-reading where necessary, looking forward in the text for information that might help, asking and answering questions (from lower to higher order), visualizing, inferring, reading for main ideas, attending to word choice and language structures, recognizing the text type by its structure and language features • Making notes or summarising main ideas. 3. Post-reading enables the learners to view and respond to the text as a whole. • Answering questions on the text from lower order to higher order; • Comparing and contrasting; • Drawing conclusions and expressing own opinion • Reproducing the genre in writing of their own (where appropriate) Examples of question types Knowledge questions Wer…? Was…? Wo…? Comprehension Wer ist der Vater? questions Application questions Kannst du einen Satz mit diesem Verb bilden? Kannst du mit diesem Verb einen ähnlichen Satz bilden? Analysis questions Ist das ähnlich wie…? Ist das anders als…? Warum mag diese Romanfigur…? Wahr/Falsch Evaluation questions Welchen/e/es magst du lieber? Selecting a text-type or genre Teachers should ensure that learners read a range of texts and genres during the year. There should be a balance 19 | P a g e

between reading texts for comprehension, communication and enjoyment. INTENSIVE READING 1.1 Intensive reading of shorter written texts for COMPREHENSION at a word level Learners apply a variety of strategies to decoding texts. They build vocabulary through word-attack skills and exposure. • Use dictionaries and other reference works to determine the meaning, spelling, pronunciation and parts of speech of unfamiliar words • Identify the meaning of common prefixes (e.g., ab-, un- or ent-) and common suffixes (e.g. -voll, -bar). • Determine the meaning of words and their connection to word families using knowledge of common roots, suffixes and prefixes • Use textual context (e.g., in-sentence definitions), cues (e.g., commas, quotes) and graphic cues (e.g. bold face) to determine the meaning of unfamiliar words • Recognize and use common idioms and proverbs, e.g. ein Auge zudrücken, unter einer Decke stecken, eine Eselsbrücke bauen • Identify the origin and use of new words, e.g. street slang, borrowed words e.g. krass, downloaden, twittern. • Distinguish between commonly confused words: homophones, homonyms, synonyms, e.g. Rechte/rächte, Steuer/Steuer, Nahrung/Lebensmittel • Recognise some abbreviations • Apply knowledge of grammar to decode meaning. 1.2 Intensive reading of shorter written texts for COMPREHENSION at sentence and paragraph level Learners apply their grammatical knowledge to understand sentence construction and the organisation of texts. Text study at this level provides an opportunity for integrated teaching of language structures. • Identify and use the meaning and functions of language structures and conventions in texts. 1.3 Intensive reading of shorter written texts for COMPREHENSION at a whole text level Learners apply their knowledge of genre to understand the meaning, intention and effect of the whole text • Relate the text to their own experience • Draw conclusions; form own opinion 1.4 Intensive reading of shorter texts for SUMMARY AND NOTE TAKING. Learners apply their understanding of text features to summarise text. See reading strategies above. • Skim and scan for main ideas and theme • List main ideas 1.5 Intensive reading of MULTIMODAL AND VISUAL TEXTS (Multimodal texts make use of visual and written material in a single text e.g. advertisements, cartoons. They can also combine this with spoken language and gesture.) Learners apply their knowledge of images and visual elements to understand how these support writing in multimodal texts. • Identify and discuss the purpose and message of visual texts created for enjoyment and entertainment, e.g. film, cartoons, music videos, comic strips 20 | P a g e

READING OF LITERARY TEXTS / GENRES • Learners read to enjoy and appreciate literary texts / genres and they respond to questions of comprehension. They understand the basic features of different literary forms, e.g. that a poem has different characteristics from a short story. EXTENDED INDEPENDENT READING / VIEWING Learners practise the strategies modelled in intensive reading for pleasure. Teacher guidance on access and level is crucial to this part of the reading. • Access libraries and know book storage conventions • Read / view a variety of whole texts, e.g. books, magazines, newspapers, websites, films after class. 21 | P a g e

TEXTS USED FOR THE INTEGRATED TEACHING OF LANGUAGE SKILLS GRADES 7 - 9 In addition to literary texts for formal study, texts to be covered in grades 7 – 9 include written, visual and multimedia texts with different purposes. Some texts will be studied for their aesthetic qualities; some texts will be studied as examples and as models for writing A range of literary texts to be read. Written texts for information Multimedia / visual texts for Dictionaries information Recommended Genres Encyclopaedias Charts, maps The following recommended literary Schedules Graphs, tables, pie charts genres as included in the National Telephone directories Mind-maps, diagrams Literature Catalogue: Textbooks Posters Thesaurus Flyers, pamphlets, brochures Short Novel Timetables Signs and symbols TV guides TV documentaries Short stories / Folklore Web pages, internet sites, blogs (Grades 7 – 1 story) Written texts in the media Facebook and other social networks (Grade 8 – 1 story) Magazine articles Data projection (Grade 9 – 2 stories) Newspaper articles Transparencies Editorials Short Drama Notices Multimedia / visual texts for aesthetic Advertisements purposes Poetry Written forms of audio texts Films (Grade 7 – 2 poems) Dialogues Photographs (Grade 8 – 2 poems) Speeches Illustrations (Grade 9 – 3 poems) Songs Multimedia / visual texts for Enrichment Written interpersonal and enjoyment and entertainment Films transactional texts Films Selected TV series/ documentaries Letters TV programmes Radio dramas Diaries Music videos Essays Invitations Cartoons, caricatures Biographies Emails Comic strips Autobiographies sms’s, twitter Graffiti Folk tales Notes Myths and legends Reports Audio texts / Acoustic impulses Radio programmes Written interpersonal texts in Readings of dramas or texts business Readings of novels or short stories Recorded speeches Advertisements on radio, TV newspapers and magazines 22 | P a g e

Length of written texts to be read for intensive reading / comprehension and summary Grades Disjunctive orthography Conjunctive orthography Text for reading aloud 7 200 – 250 words 40 – 70 words 5-6 sentences (1 par) 8 250 – 300 words 70 – 90 words 5-8 sentences (2 par) 9 300 – 350 words 90 – 110 words 5-10 sentences (3 par) Comprehension 7 200 – 250 words 40 – 70 words 8 250 – 300 words 70 – 90 words 9 300 – 350 words 90 – 110 words 7 100 words 80 words Summary 8 120 words 100 words 9 140 words 120 words 3.3 Writing and presenting: process, content, strategies and texts Writing and presenting combines three elements: 1) using the writing process 2) learning and applying knowledge of the structure and features of different text types 3) learning and applying knowledge of paragraph and sentence structure and punctuation Writing process Writing instruction will usually involve working through the writing process. However, not every step of the process will be used on every occasion. For example, if learners are writing a familiar text type, they will not need to analyse its structure and language features in so much detail. There may also be occasions when teachers need to focus on sentence structure or paragraph writing, or learners write texts without drafts in preparation for the examination. Selecting a text-type Teachers should ensure that learners write a range of texts during the year. There should be a balance between different types of texts and writing for different purposes: transactional texts, creative, personal/interpersonal, texts etc. Teachers should choose a text type and an appropriate topic to write about, for example, narrative/descriptive paragraph on the topic: “My favourite food.” Steps in process writing Pre-writing • Expose learners to relevant vocabulary and similar text type. • Brainstorm ideas for the topic Planning • Create a plan for the text using the structure and ideas discussed in the pre-writing stage • Identify main ideas for example, by using a mind map • Sequence ideas in a logical order so that they make sense Drafting • Write a rough first draft that takes into account purpose, audience, topic and text type • Choose appropriate words. • Organise ideas in a logical sequence so that a story makes sense • Organise ideas and/or images • Read drafts critically and get feedback from teacher Revising, editing, proofreading and presenting • Evaluate their own and others’ writing for improvement using set criteria • Refine word choice, sentence and paragraph structure • Work on the sequencing and linking of paragraphs • Use grammar, spelling and punctuation correctly • Prepare the final draft including layout 23 | P a g e

• Present the text Learners apply their knowledge of language structures and conventions to writing texts Word choice • Know and use a range of vocabulary • Know what part of speech a word is and how to use it in a sentence • Know whether a word is formal, informal, or slang (or offensive) and how to use it appropriately (or not at all) • Spell words correctly • Use monolingual and bilingual dictionaries and thesauruses to expand vocabulary • Keep a personal dictionary or vocabulary book to expand vocabulary Sentence construction • Write simple and compound sentences • Use conjunctions to join clauses in compound sentences: e.g. und, oder, aber, deshalb, dann, dennoch Punctuation • Know and be able to use the following punctuation marks appropriately and accurately: full stop, comma, colon, semi-colon, hyphen, dash, apostrophe, question mark, exclamation mark, brackets, quotation marks Paragraph writing • Write paragraphs that are logically sequenced Register • Use an appropriate register. Text types – structure and language features The tables below describe the range of text types that learners should be taught to write in Grades 7 - 9; other texts could also be included where appropriate. Creative texts Text type Purpose Text structure Language features Narrative/ To entertain Logical development of paragraph Written in the first or third Erzählung person Written in the past or present tense Events described sequentially Could make use of dialogue Descriptive/ To describe Description: e.g. What is happening in a May be written in present tense Beschreibung something picture Creates a picture in words Uses adjectives, adverbs Longer and Shorter Transactional texts Text type Purpose Text structure Language features Diary entries/ To record Usually written in a special book (a diary Usually written in present / Tagebucheintrag personal or a journal) past / future tense experience / plan Entries written regularly (e.g. daily or Informal in style but not ahead weekly) offensive Entries dated The writer is writing for him or herself Friendly letter/ To inform and Address, date and salutation Usually informal in style Informeller Brief maintain a Structure of message will vary depending Language features will relationship on purpose (e.g. describing your family or vary according to purpose 24 | P a g e

house of message Closing, signature Communication Introduction and conclusion Punctuation Dialogue/ Dialog Specific features of dialogue Direct speech Question words Present or Future tense Invitation cards/ To invite May take the form of a personal letter or Can be formal or informal Einladungschreiben someone to an use an invitation card. Includes: in style event or to do Nature of the event Generally concise - brief something Where it will take place and to the point Date and time May include dress code Name of invitee May include RSVP May have a visual, design element Postcard / Message To inform and Salutation, address or email format present / future tense / past / Email communicate tenses Postkarte / Nachricht / E-Mail Texts for enrichment Text type Purpose Text structure Language features For enrichment: Various e.g. to Will vary according to the purpose e.g. The person completing the Filling in forms/ apply for a Name, Address, Age, School etc. form should be concise, Formulare library card, etc. accurate, formal, neat (writing ausfüllen should be legible) Flyer/ Flyer To persuade Small size e.g. A5 paper Speaks directly to the reader someone to buy Eye-catching headline Concise language something or use Brief description of product Language used to create an a service List of benefits or offers impact on the reader e.g. Contact information e.g. website adverbs, adjectives May have a visual, design element Advertisement/ To persuade Can take a variety of forms Impact on the reader e.g. Werbeanzeige someone to buy Usually have a visual, design element adverbs, adjectives something or use Use advertising techniques Use of punctuation a service Use design to make the advertisement eye- catching and memorable Giving To describe or Logical set of instructions to achieve a Written in the imperative e.g. instructions, instruct how purpose. Lies den Text und beantworte directions and something is die Fragen. In chronological rules/ done through a order e.g. Zuerst …. dann/ Anweisungen series of anschließend … geben, einen Weg sequenced steps Use of numbers and bullet beschreiben, points to signal order Regeln aufstellen Length of written texts to be produced 25 | P a g e

Texts Grades Disjunctive Conjunctive orthography orthography Paragraphs: narrative and descriptive 7 70-100 words 30 - 50 words 8 90-120 words 50 - 70 words 9 110-140 words 70 - 90 words Longer Transactional texts: Friendly letters / 7-9 70 - 90 words (content 50 - 70 words (content dialogue only) only) Shorter transactional texts: Advertisements/ Diary 7-9 40 – 60 words (content 30 – 40 words (content entries/ Postcards/ Invitation cards/ Filling in only) only) forms/ Directions/ Instructions/ Flyers/ Posters/ emails / message 3.4 Language structures and conventions – reference list The following language structures will be taught in the context of reading and writing, and also as part of a systematic grammar programme. Some of the structures will have been introduced in earlier grades but may still need to be revised. NB: The unique features of the language must be taken into consideration. As a result, only features applicable to a specific language should be given attention in the text below. Nouns/ Nomen Gender (m./f./n.): der See, die Sonne, das Schiff Number (singular and plural) e.g. Stuhl/Stühle Countable (e.g. Stuhl/Stühle) and uncountable (e.g. Wasser) nouns Nouns with no change in number in the singular form e.g. Eltern, Leute Common (e.g. Frau) and proper nouns (e.g. Angelika) Abstract nouns e.g. Liebe, Angst, Respekt, Ehrlichkeit Possessive forms of nouns e.g. Hannas Tisch, der Tisch meiner Schwester Collective nouns and classifiers e.g. eine Tafel Schokolade, ein Laib Brot Compound nouns, e.g. Sonnenschirm, Klassenzimmer Declination e.g. Frag doch deinen Lehrer! Hast du es deinem Freund gesagt? Determiners/ Indefinite article: ein Buch, ein Haus eine Katze Artikelwörter Definite article: der Sohn, die Welle, das Buch, die Kinder Demonstratives: das, diese-, jene- (e.g. Dieses Buch gehört mir.) Possessives: mein-, dein-, sein-/ihr-, unser-, euer-, ihr- (e.g. Das ist mein Buch.) Quantity : alle-, einige-, manche-, kein- , beide-, jede-, viel-, wenig-, irgendein- /irgendwelch-, (ein-) andere-/weitere- (e.g. Jede Schülerin bekam ein Buch. Nur wenige Schüler haben die Aufgabe verstanden. Kein Schüler stand auf.) Pronouns/ Pronomen Personal pronouns as subject: ich, du, er/sie/es, wir, ihr, sie (e.g. Ich lese eine Zeitschrift.) Personal pronouns as direct object (accusative case): mich, dich, ihn/sie/es, uns, euch, sie (e.g. Siehst du mich?) Personal pronouns as indirect object (dative case): mir, dir, ihm/ihr/ihm, uns, euch, ihnen (e.g. Gib mir die Zeitschrift.) Two personal pronouns (accusative and dative case) in one sentence (e.g. Gib sie mir.) Reflexive pronouns (accusative case): mich, dich, sich, uns, euch, sich (e.g. Freust du dich?) Reflexive pronouns (dative case): mir, dir, sich, uns, euch, sich (e.g. Ich wasche mir die Haare.) Relative pronouns (+ declination): der/die/das, welcher/welche/welches, was, wo (e.g. Der Mann, den du dort siehst, ist mein Lehrer.) Interrogative pronouns: wer, was, welcher/welche/welches/, wessen, wem, wen, wie, warum (e.g. Wessen Buch ist das?) Indefinite pronouns: welche, viele, einige, jemand, niemand, jede… (e.g. Hast du Bonbons? – Ja, ich habe welche.) 26 | P a g e

Possessive pronouns: meine/r, deine/r… (e.g. Ist das deine Tasche? – Ja, das ist meine.) Adjectives/ Adjektive Position of adjectives e.g. der alte Mann (before a noun); Der Junge war böse (after a verb) Declination of adjectives e.g. ein alter Mann, des alten Mannes, schönes Wetter, dem kleinen Jungen Participles used as adjectives: e.g. das kochende Wasser, der gekochte Schinken Comparison of adjectives e.g. glücklich, glücklicher, am glücklichsten; … größer als, (genau)so groß wie… (e.g. Es war der glücklichste Tag meines Lebens) Adverbs/ Adverbien Adverbs of manner e.g. ruhig, sorgfältig, höflich, sanft, schnell Adverbs of time e.g. gestern, heute, morgen, letztes Jahr, letzte Woche, neulich Adverbs of frequency e.g. immer, gewöhnlich, oft, manchmal, selten, nie Adverbs of probability e.g. sicher, bestimmt, vielleicht, möglicherweise Adverbs of duration e.g. (immer) noch, schon, nicht mehr Adverbs of degree e.g. ganz, total, ziemlich, eher, besonders, überhaupt nicht, gar nicht Adverbial phrases e.g. im Garten, auf dem Tisch Modal particles e.g. ja, doch, mal, eben/halt, wohl, den, eigentlich e.g. (Das ging ja ganz einfach!) Prepositions/ Place and direction e.g. über, unter, in, an, bei, vor, hinter, zwischen, neben Präpositionen Verb + preposition + case: e.g. achten auf + Akk., sich bedanken bei + Dat. für + Akk. (Ich möchte mich bei Ihnen für ihre Hilfe bedanken.) Noun + preposition e.g. Grund für, Respekt vor Verbs/ Verben Transitive and intransitive verbs e.g. Er kaufte einen Füller. / Das Mädchen lachte. Verbs with two objects e.g. Er schrieb mir einen Brief. Phrasal verbs/Trennbare Verben e.g. Antonia bringt einen Kuchen mit. Wann kommt Hannes aus Berlin zurück? Verb tenses/ Tempora Present: Präsens e.g. Ich spiele jede Woche Tennis./Schlangen sind Reptilien./Sie spielt gerade mit ihrem Bruder. Past: Perfekt e.g. Ich habe es ihm erzählt, dann ist er nach Hause gegangen. Präteritum e.g. Er stand auf und verließ den Raum. Plusquamperfekt e.g. Er ging wieder nach Hause, weil er seine Schlüssel vergessen hatte. Expressing Future time: Präsens: e.g. Morgen gehe ich schwimmen. Futur I: e.g. Morgen werden wir mal wieder Fisch essen. Futur II: e.g. Im Jahr 5000 werden die Fische im Meer ausgestorben sein. Concord/ Konkordanz Subject-verb concord e.g. Er ist gerade angekommen./Sie sind gerade angekommen; Ich ging/Sie gingen. Modals/ Modalverben To express ability/inability: e.g. Er kann Französisch sprechen. Vampire können nachts nicht schlafen. To express permission: e.g. Kann/könnte/darf/dürfte ich das Fenster öffnen? Sie können sich jetzt setzen. To express instructions/requests: e.g. Können Sie bitte das Fenster öffnen? Ich will/möchte jetzt nach Hause gehen. Sie sollten besser aufhören. To express possibility/impossibility: e.g. Ich kann nicht kommen. Das könnte schwierig werden. Das kann doch nicht dein Ernst sein. Du könntest Recht haben. To express probability/improbability e.g. Das dürfte/sollte eigentlich kein Problem sein. To express necessity: e.g. Wir müssen Brot kaufen. Ich muss das schnell fertig machen. Conditional sentences/ First conditional to express a real possibility e.g. Wenn es regnet, bleiben wir zu Hause. Konditionalsätze Wenn ich sie sehe, werde ich mit ihr sprechen. Second conditional to express something that is unlikely or improbable e.g. Er würde sich freuen, wenn sie käme. Wenn sie Geschwister hätte, wäre sie nicht so oft allein. Third conditional to express something that is hypothetical e.g. Wenn ich mehr für die Schule getan hätte, hätte ich gute Noten bekommen. Passive and active Präsens e.g. Das Tor wird jeden Abend um 18 Uhr abgeschlossen./Herr Schneider voice/ Passiv und schließt das Tor jeden Abend um 18 Uhr ab. Aktiv Perfekt e.g. Der Dieb ist von unseren Nachbarn gesehen worden./ Unsere Nachbarn 27 | P a g e

haben den Dieb gesehen. Präteritum e.g. Thomas wurde von unserem Lehrer nach seinen Hausaufgaben gefragt./Unser Lehrer fragte Thomas nach seinen Hausaufgaben. Plusquamperfekt e.g. Er war von seinem Freund begleitet worden./Sein Freund hatte ihn begleitet. Futur I e.g. Nächstes Jahr wird die Klasse von Herrn Müller unterrichtet werden./Nächstes Jahr wird Herr Müller die Klasse unterrichten. Reported speech/ Reported statements and questions e.g. Tobias erzählt, es sei sehr kalt. Sie fragte mich, Indirekte Rede warum ich nicht kommen könne. ‘Dass’-Sätze e.g. Sie sagte, dass sie es nicht wisse. Er erzählte mir, dass er das Buch verloren habe. Sentence structures/ Statement Satzstrukturen Questions Command / imperative Spelling and Spelling patterns, spelling rules and conventions, abbreviations, acronyms pronunciation/ Pronunciation rules and conventions Rechtschreibung und Aussprache Vocabulary Synonyms, antonyms, one word for a phrase development and Figures of speech (simile, metaphor, personification, contrast, irony, sarcasm, anti- figurative language/ climax, pun) Wortschatzentwicklung (Enrichment: oxymoron, metonymy, onomatopoeia, hyperbole, symbol, euphemism, und bildhafte Sprache litotes, oxymoron, paradox, understatement, synecdoche) Idiomatic expressions/idioms/proverbs Borrowed words Punctuation/ Hyphen, colon, semi-colon, apostrophe, quotation marks, parentheses, ellipses Zeichensetzung 28 | P a g e

3.5. TEACHING PLANS This document suggests that each cycle will include one or more units focused on each of the skills: listening, speaking, reading, viewing, writing, presenting and language. Each cycle will provide activities for learners to study, read or view a series of oral, written and visual texts. In each cycle the activities would draw learners’ attention to correct grammar and text types. Over a year, approximately 18 of these cycles would cover all aspects of the curriculum in 36 weeks. In addition, the level of difficulty in all areas would increase from term to term and year to year in the Senior Phase. Progression therefore also becomes part of the organizing of learning programmes. This structure gives learners and teachers the opportunity to build context, to consolidate vocabulary, and to become familiar with language structures over two weeks before moving on to other skills. At the same time it offers variety and can be tailored to the interests of a group. For example, “Clothes” is a common teaching theme, but could be followed by a cycle on weather. Integrated language teaching: the teaching cycle In practice, integration suggests variety: variety of forms, of activities, of texts and themes (see Suggested Themes – Reference List below). When designing an integrated two-week cycle, the teacher may cluster activities around a topic e.g. Sport. The sequence of lessons in a two-week cycle can follow any order, e.g. a cycle might start with reading, and progress to role play (speaking) which is followed by writing. Any text can be used for the activities outlined below. The teacher should choose a literary text for study. This may be poems, a short novel, a short story or a short drama (see “Texts used for integrated teaching of language skills.”) The teacher may choose to teach any order for teaching texts. If the teacher chooses a longer continuous text such as short novel or short drama it is suggested that it is taught continuously so that learners do not forget details of the message. If a short novel or short drama is chosen, the teacher will need to divide the text into as many units as there is time available. Additional sections of the work will be read as homework or part of the extended reading. This curriculum presents an explicit grammar focus. In practice language will take about an hour every two weeks, with half taught in context with writing and reading, and half taught explicitly. In addition to planned grammar teaching there will be remedial teaching or revision of language drawn from learners’ writing errors. Suggested Themes – Reference List • Animals • House • Body • Likes and dislikes • Clothes • Music • Colours • Nature/environment • Days and Months • Places • Emotions • School • Family • Sport • Food • Time • Greetings • Transport • Hobbies • Weather and seasons 29 | P a g e

Turning the Teaching Plan into teaching and learning activities An example based on TEACHING PLAN Grade 7, Term 1, Weeks 1 and 2 (6 x 40 minute lessons) = 4 hours teaching GRADE 7 TERM 1 Skills Listening & Reading & Viewing Writing & Presenting Language structures and Speaking 1 hour 1 hour conventions 1 hour 1 hour (integrated and explicit) Listening for specific Reading for Creative: A few simple adjectives information: comprehension on a Descriptive paragraph word and sentence Use of the present tense Teach features of level: e.g. Write a descriptive listening for paragraph Vocabulary in context information E.g. Dialogues between people Introduce process writing Class listens to e.g. a greeting each other for stages: recording of a the first time, asking • Planning dialogue on meeting who they are and how • Drafting 1 and 2 • Proofreading and greeting they are doing • Editing and Informal speaking: rewriting • Presenting Class practise to meet and greet in pairs Write sentences practising how to introduce and describe someone to others – then make a descriptive paragraph using these sentences in a logical order. 30 | P a g e

Cycle theme: Meeting and greeting Lesson 1: (Mainly listening and speaking) • Introduction: Greet class and introduce yourself. Teach learners how to introduce themselves. • Vocabulary relevant to the theme. • Teach features of listening for information Lesson 2: (Mainly listening and speaking) • Listen various times to a dialogue of people greeting each other. • Learners practise in pairs to meet and greet. Lesson 3: (Mainly reading) • View pictures, titles and headings of dialogues. • Learners read silently, after which teacher repeats reading aloud, while learners try to understand dialogues. • Teacher explains grammar and vocabulary • Homework: Learners reread the dialogues and answer questions, e.g. true / false. Lesson 4: (Mixed) • Some integrated grammar features of the text • Explain the writing process • Learners read examples of descriptive paragraphs • Homework: Learners practise writing simple sentences introducing and describing someone, using grammar as explained. Lesson 5: (Mainly writing) • Learners write the descriptive paragraph Lesson 6: (Writing) • Learners edit and rewrite the first draft of their paragraph On the following pages Teaching Plans are provided for each of grades 7, 8 and 9. Please note that these are only EXAMPLES of how to organise the teaching of the Second Additional Language over the period of a year. 31 | P a g e

3.6 Spread of texts across Grades 7-9 Weeks Grade 7 Grade 8 Grade 9 Term 1 1&2 Information text e.g. Information text e.g. Dialogue dialogue dialogue 3&4 Song or poem Rhyme, song, poem Rhyme, poem/song 5&6 Information text: Information text e.g. Information text – filling in visual, e.g. calendar pictures a form 7&8 Information text: Visual text, e.g. Visual text - pictures dialogue pictures, cartoon 9&10 Reading text Information text Information text – dialogue/speech Term 2 1&2 Information text: Information text e.g. picture Instruction, e.g. giving dialogue Short story/folklore direction 3&4 Information text, e.g. Information text e.g. Information text, e.g. giving map schedule/ diary/ timetable direction 5&6 Information text: Information text e.g. Information text – Weather visuals pictures report, map, poem, song 7&8 Poem or song Information text e.g. games Information text – Weather and dialogue report, map, poem, song 9&10 SUMMATIVE ASSESSMENT Term 3 1&2 Transactional text, Vocabulary text Comprehension and reading e.g. letter text 3&4 Visual text, e.g. Instructional text, e.g. recipe Visual text picture dialogue 5&6 Information text, e.g. Information text e.g. Visual text dialogue radio/TV programme 7&8 Information text, e.g. Information text e.g. Information text, e.g. map dialogue dialogue, pictures Poem, short story, novel or drama 9&10 Story, poems, songs, Short story / poems / songs / Short story/songs/ drama/ cartoon, drama and short drama / short novel novel/poem novel Term 4 1&2 Visual text Vocabulary text Visual text 3&4 Information text poem / song / story Information text, e.g. dialogue 5&6 Information text Visual text, poem Vocabulary text 32 | P a g e

7&8 Song, poem Creative and transactional Song, poem texts 9&10 SUMMATIVE ASSESSMENT 33 | P a g e

3.5.1 Grade 7 GRADE 7 TERM 1 Weeks Listening & Reading & Viewing Writing & Presenting Language structures Speaking 1 hour 1 hour and conventions 1 hour 1 hour (integrated and explicit) Listening for specific Reading for Creative: A few simple adjectives information: comprehension on a Descriptive paragraph word and sentence Use of the present tense Teach features of level: Introduce process writing listening for stages: Vocabulary in context information E.g. Dialogues • Planning between people • Drafting Class listens to e.g. a greeting each other for • Proofreading recording of a the first time, asking • Editing and dialogue on meeting who they are and how 1 and 2 rewriting and greeting they are doing • Presenting Informal speaking: e.g. Write a descriptive paragraph Class practise to meet and greet in pairs Write sentences practising how to introduce and describe one to others – then make a descriptive paragraph using these sentences in a logical order. Listen for Literary text: Longer Transactional: Direct speech appreciation: Interrogatives Read poem / song e.g. Punctuation Listen to a song / the same as used in Introduce process writing Introduce new verb(s) poem of the alphabet. listening for stages: Use this to spell comprehension • Planning Remedial grammar from • Drafting 3 and 4 certain words that they and appreciation learners’ writing can record as part of a • Proofreading listening • Editing and Vocabulary in context comprehension. rewriting • Presenting Formal Speaking: Write a dialogue E.g. Role play on meeting and greeting 34 | P a g e

Weeks Listening & Reading & Viewing Writing & Presenting Language structures Speaking 1 hour 1 hour and conventions 1 hour 1 hour (integrated and explicit) Listening for Reading for Creative text: information and comprehension at a Nouns comprehension: word and sentence E.g. Make own timetable in Verbs level: target language / Fill in a Telling Time E.g. the days of the form according to listening week, months of the Introduce features of exercise Vocabulary in context year and numbers. visual text Information to be View and discuss 5 and 6 filled in a form e.g. a various visual texts calendar: e.g. a picture, Days of the week; photograph Months of the year E.g. View a school Informal Speaking timetable and group work: and Groups ask each other questions and answers E.g. read a text on the using e.g. a visual text theme “School” such as a calendar Listening for Reading for Creative: comprehension comprehension: Verbs E.g. Write sentences using Adjectives E.g. listen to a E.g. Read a text of the vocabulary in context. dialogue of learners learners expressing Write a dialogue about the Remedial grammar from expressing which their favourite subjects they prefer. learners’ writing subjects they like / subjects 7 and 8 dislike Vocabulary in context and Formal speaking and presenting: E.g. Answer comprehension E.g. Learners questions on the text. introduce themselves and say which subjects they prefer 35 | P a g e

Listening for Reading for Creative / Transactional: Verbs, adjectives appreciation / comprehension: specific information: E.g. Sentence writing / Simple conjunctions E.g. Read a text on Label pictures on the chosen E.g. Listening chosen theme theme and explain the Reinforcement of comprehension on preferred picture grammar covered in first chosen theme term. 9 and 10 Informal Speaking Remedial grammar from and group work: learners’ writing E.g. Saying why they Vocabulary: in context like a certain subject or Prepared reading aloud of text on e.g. chosen theme Formal assessment tasks in Term 1 Task 1 Task 2 Task 3 Oral: Listening Writing: Creative (Narrative / Test 1: Comprehension and comprehension / Prepared Descriptive) paragraph(s) / Language Speaking / Prepared Transactional (Shorter or longer) text Reading aloud 36 | P a g e

GRADE 7 TERM 2 Weeks Listening & Speaking Reading & Viewing Writing & Presenting Language structures 1 hour 1 hour 1 hour and conventions 1 hour (integrated and explicit) Listening for specific Reading for Shorter Transactional: Prepositions information comprehension on Punctuation sentence level: Process writing stages: Basic Conjunctions E.g. Listen to a • Planning Negatives dialogue of learners E.g. Read dialogues • Drafting saying where they between people coming • Proofreading Vocabulary in context come from from different places / • Editing and 1 and 2 countries rewriting Speaking for specific • Presenting purposes / Formal speaking and E.g. Write a narrative presenting (Prepared paragraph to tell where they Reading aloud) come from E.g. Prepared Reading aloud on the chosen theme Listening for specific Reading for Short Transactional: information: comprehension on Remedial grammar from word and sentence E.g. Writing for a specific learners’ writing E.g. use visual text level: purpose Adjectives such as a map to listen Punctuation to, ask and answer E.g. Read a text in Process of writing a prepared Basic Conjunctions questions. which nationalities of speech. Prepositions different people are Negatives 3 and 4 Formal speaking and evident. Process writing stages: presenting: • Planning Vocabulary in context • Drafting Discuss the features of • Proofreading prepared speech • Editing and rewriting • Presenting Prepared speech listening for specific Intensive reading of Creative: Imperative information: Visual Texts: Present Tense Listening E.g. New verbs Comprehension View and interpret the Draft a descriptive paragraph features of e.g. a on a chosen picture, Remedial grammar from Informal speaking picture of the following the process writing learners’ writing 5 and 6 classroom approach – group activity Informal Speaking: Vocabulary in context E.g. classroom discussion on interpretation of pictures 37 | P a g e

Listening for Reading for Shorter Transactional: Negative appreciation: comprehension: Articles E.g. Write a descriptive Plurals E.g listen to a poem / Read a text based on a paragraph about their family Abbreviations song dedicated to a family or family Possessives family relationships Process writing stages: • Planning Identify and reinforce 7 and 8 Informal speaking • Drafting the different language and group work: • Proofreading structures and • Editing and conventions. E.g. rewriting Discuss their family • Presenting Remedial grammar from learners’ writing Vocabulary in context 9 and 10 Mid-year examinations Formal assessment tasks in Term 2 Task 4 Task 5 Task 6 Oral: Listening comprehension / Literature: Contextual questions Mid-year examinations: Prepared Speaking / Prepared Comprehension, language, Reading aloud literature and writing 38 | P a g e

GRADE 7 TERM 3 Weeks Listening & Speaking Reading & Viewing Writing & Presenting Language structures 1 hour 1 hour 1 hour and conventions 1 hour (integrated and explicit) Listening for Intensive reading of Longer Transactional: Prepositions. appreciation text for Word order comprehension on Introduce and discuss the Articles E.g. Listen to sounds paragraph level features of writing a friendly Present Tense around a theme e.g. letter / note / email / narrative transport E.g. Read text on / descriptive paragraph Salutation for friendly specific theme and letter / note / email Formal speaking and answer comprehension Write a friendly letter / note / presenting questions email / narrative / descriptive Vocabulary in context 1 and 2 paragraph on e.g. Where I am Prepared Reading aloud And going today with focus on fluency, pronunciation and tone Example of a friendly Focus on process writing: e.g. text on theme letter or paragraph • Planning • Drafting • Proofreading • Editing and rewriting • Presenting Listening for Reading for Longer Transactional: Possessives interaction: comprehension: (continue) Prepositions. Word order E.g. Listen to text / E.g. Viewing visual Introduce and discuss the Articles questions related to text on the theme for features of writing a friendly Present Tense visual stimulus (Wo ist comprehension and letter / note / email / narrative der Hund?) answer questions. / descriptive paragraph Salutation for friendly letter / note / email Informal Speaking Write a friendly letter / note / and group work: email narrative / descriptive Vocabulary in context 3 and 4 paragraph on e.g. Where I am E.g. Responding to oral going today questions related to visual stimulus Focus on process writing: • Planning • Drafting • Proofreading • Editing and rewriting • Presenting 39 | P a g e

Listening for Intensive reading of Creative: Adjectives comprehension Visual Texts: Interrogatives Make sentences with new New verbs and nouns E.g. listen to acoustic View picture on chosen vocabulary Spelling impulses theme – e.g. the city And Remedial grammar And from learners’ writing Write a descriptive paragraph Listen to a dialogue on on e.g. a picture based on Vocabulary in context 5 and 6 a new theme e.g. where theme I live Informal Speaking Focus on process writing: and group work: • Planning • Drafting E.g. Use vocabulary of • Proofreading new theme, speak about • Editing and the acoustic impulses rewriting and practise saying • Presenting sentences Listening for Reading for Creative: New verbs and nouns information comprehension on Numbers paragraph level Label a map and Spelling E.g. Listen to identify write sentences using new Plurals different countries of E.g. Peer reading of vocabulary Prepositions the world / provinces in descriptive paragraphs Describe a place of interest in Articles South Africa written in previous the map and how one may 7 and 8 cycle (for enjoyment) access it, for example, means Remedial grammar Informal Speaking of transport, landmarks and from learners’ writing or tourist attraction areas. Role play on theme e.g. Vocabulary in context different countries of Literary text the world / provinces in South Africa E.g. Reading for enjoyment e.g. poem / short story / short drama / short novel 40 | P a g e

Listening for Literary text Creative: Reinforcing all appreciation grammar done this term E.g. Read story / poems E.g. Write captions for a E.g. Listening to part of / songs / cartoon / short picture story based on theme Vocabulary in context / complete story / drama / short novel and and language covered to poems / songs / cartoon respond to reinforce grammar learned / short drama / short comprehension throughout the term. novel questions Reading aloud 9 and 10 Work on e.g. pronunciation, intonation, pace, fluency and body language Formal assessment tasks in Term 3 Task 7 Task 8 Task 9 Oral: Listening comprehension / Writing: Creative (Narrative / Test 2:Comprehension and Prepared Speaking / Prepared Descriptive) paragraph(s) / Transactional language OR Reading aloud (Shorter or longer) text) Literature: Contextual questions GRADE 7 TERM 4 Weeks Listening & Reading & Writing & Presenting Language Speaking Viewing 1 hour structures and 1 hour 1 hour conventions 1 hour (integrated and explicit) Listening for Intensive reading Creative: comprehension of Visual Texts: Negative Practise question and answer Adjectives and Listen to a View and read sentences on the selected adverbs dialogue e.g. on a pictures on the theme. Possessives new theme – my theme e.g. different Spelling body body parts Label pictures used. Plurals Informal Longer Transactional: Vocabulary in 1 and 2 Speaking Write a letter to your friend context what you have learnt e.g. how Respond to to take care of my body questions after viewing and Focus on process writing: reading Visual • Planning Text • Drafting • Proofreading • Editing and rewriting • Presenting 41 | P a g e

Listening for Reading for Transactional: Remedial grammar specific comprehension from learners’ information Write e.g. a prepared speech writing E.g. Reading of on “My body” Negative E.g. Listening learners’ written Interrogatives comprehension on paragraphs Conjunctions theme selected in Articles previous cycle. Or Adjectives and adverbs 3 and 4 Formal Speaking E.g. A selected text Possessives and presenting: on the theme Spelling Plurals E.g. Prepared speech written in Vocabulary in this and previous context cycle. Remedial grammar from learners’ writing Listening for Intensive reading Creative: Spelling specific of Visual Texts: Interrogatives information E.g. Learners draw own Adjectives Learners view and pictures in different colours, Plurals E.g. Learners listen read text e.g. a label them and then Present Tense for new vocabulary picture of different practise writing sentences Negatives by using a visual colours and dialogue which describe the picture. Demonstratives text - Introduce on the same theme Possessives new theme e.g. And 5 and 6 colours Vocabulary in E.g. Write a descriptive context Informal paragraph to describe a Speaking multicoloured picture. Remedial grammar from learners’ Practise saying Focus on process writing: writing questions and • Planning answers e.g. • Drafting Welche Farbe hat • Proofreading das Buch? • Editing and rewriting • Presenting Listening for Reading for Examination preparation. Revise sentence appreciation comprehension constructions and Reinforce the process of language E.g. Listen to a E.g. Text selected writing different text types conventions learnt song / poem / on theme with such as dialogues, descriptive / descriptive comprehension narrative paragraphs Remedial grammar paragraphs written questions to be from learners’ 7 and 8 by learners in answered writing previous cycle Vocabulary in Informal speaking context E.g. Reinforcement of the questions and sentences done orally 42 | P a g e

9 and 10 End of year examinations Formal assessment tasks in Term 4 Task 10 End of year examinations Paper 1: Language in Context, Literature and Writing Paper 2: *Orals *Oral: Oral year mark from cumulative speaking, listening and reading. Final mark should include at least one prepared speaking task, one listening task and one prepared reading aloud. 43 | P a g e

3.5.2 Grade 8 GRADE 8 TERM 1 Weeks Listening & Reading & Viewing Writing & Presenting Language structures and Speaking 1 hour 1 hour conventions 1 hour 1 hour (integrated and explicit) Listening for Reading for Shorter transactional text: Sentence structure interaction and comprehension: (Subject – verb - object), dialogue: Information Teach features of filling in Common communicative forms. phrases. E.g. Listen to e.g. read a dialogue Questions words dialogue between two between two people E.g. Fill in a form with Express basic feelings. people and answer some information emanating from Use of the present tense 1 and 2 basic comprehension listening exercise. Vocabulary from texts Informal speaking questions. Personal pronouns and group work: Update personal dictionary Positive / negative Use dictionary to look by writing in new nouns and Concord Pupils identify up new words. verbs. Spelling questions and answers Punctuation in the dialogue and Singular / plural then practice them in Nouns and verbs pairs Use of personal dictionary Listen for Literary text 1: Longer transactional text: Sentence structure appreciation: (Subject – verb - object), E.g. Read rhyme(s) / Revise features of the Common communicative Listen to a rhyme / poem(s) / song(s) for dialogue / descriptive / phrases. song / poem comprehension narrative paragraph Questions words and appreciation Express basic feelings. Informal Speaking Write a dialogue / Use of the present tense and group work: Answer basic descriptive / narrative questions on the paragraph with given Vocabulary from texts E.g. Memorise rhyme above text/s. information e.g. Personal dealt with / song and present it details of two characters. Personal pronouns in groups or pairs. Use bilingual Positive / negative dictionary to look up (could be assessed) Concord Pupils work on new words. Spelling 3 and 4 pronunciation, tone, Introduce process writing Punctuation rhythm etc. stages: Singular / plural • Planning Remedial grammar from • Drafting learners’ writing / form • Proofreading filling. • Editing and rewriting • Presenting Use of personal dictionary Update personal dictionary 44 | P a g e

Weeks Listening & Reading & Viewing Writing & Presenting Language structures and Speaking 1 hour 1 hour conventions 1 hour 1 hour (integrated and explicit) Listening for Reading for Short transactional / Introduction of new information and comprehension at a Creative text: vocabulary: e.g. emotions interaction: word and sentence and feelings. level: E.g. learners complete a E.g. Learners listen to dialogue by filling in Use of personal pronouns audio or teacher E.g. Read sentences missing parts. Focus on describing the related to feelings and using language and new Spelling and punctuation feelings of different emotions. vocabulary covered, e.g. Positive people. Pupils listen expressing emotions. Negative and try and match Use bilingual description with a set dictionary to look up Reinforce the features of a Remedial grammar from of pictures indicating new words. dialogue. learners’ writing / dialogue 5 and 6 different feelings (sad, / descriptive / narrative happy, busy etc). Update personal dictionary. paragraph. (could be assessed) Informal Speaking and group work: Learners use pictures to ask each other how someone is feeling. Learners respond with new vocabulary to practice expressing feelings / emotions. 45 | P a g e

Listening for Intensive reading of Creative text: appreciation: Visual Texts: Teach features of a Punctuation Learners listen to a Introduce features of descriptive or narrative Prepositions song / poem or rhyme visual text paragraph. Spelling based on a new Question words theme. New E.g. Picture / cartoon E.g. Learners write a Conjunctive vocabulary is accompanied by paragraph based on a visual Present tense positive and introduced. written text. text. negative Informal speaking Answer Process writing stages: Vocabulary in context and group work: comprehension • Planning questions on cartoon / • Drafting Learners read new picture. • Proofreading words aloud and • Editing and practice with a (could assess) rewriting 7 and 8 partner. • Presenting Use bilingual Listening for specific dictionary to look up Write new words in information: new words. sentences / match sentences to visual stimulus / write Learners listen to a captions / label pictures / do passage for specific a crossword / fill in personal information e.g. They dictionary. listen for words that show specific (could be assessed) location. Informal speaking and group work: Learners respond to “where” questions based on listening to the passage. Listening for Intensive reading Transactional: Remedial grammar from appreciation / for comprehension learners’ completion of specific information: at paragraph level: E.g. Written exercise based written paragraphs and on current theme requiring exercises. E.g. Listen to creative E.g. learners read learners to use vocabulary paragraphs in pairs each others’ and grammar covered Revise grammar covered and whole class. paragraphs / an during the term. as well as vocabulary. 9 and 10 additional text based Prepared Speaking on the theme chosen. Update personal dictionary. and presenting: E.g. learners read own paragraphs aloud. (could be assessed) Formal assessment tasks in Term 1 Task 1 Task 2 Task 3 Oral: Listening Writing: Creative (Narrative / Test 1: Comprehension and comprehension / Prepared Descriptive) paragraph(s) / language Speaking / Prepared Reading Transactional (Shorter or longer) text aloud 46 | P a g e

GRADE 8 TERM 2 Weeks Listening & Speaking Reading & Viewing Writing & Presenting Language structures 1 hour 1 hour 1 hour and conventions 1 hour (integrated and explicit) Listening for Literary text: Short Transactional: appreciation Punctuation Reading of simple Writing for a specific Imperative E.g. Listen to simple short story / folktale. purpose. Basic Conjunctions short story / folktale Prepositions Introduce basic features E.g. Retelling the story using Present tense Informal speaking of short story / folktale. pictures as stimulus. Positive and group work: Negatives • pre-reading Process writing stages: Vocabulary in context Learners respond orally • Planning Spelling to picture story / • reading • Drafting Concord 1 and 2 questions related to the • Proofreading listening. Learners can • post-reading • Editing and also practice reading rewriting aloud. • Presenting Answer questions on story. (could be assessed) (could be assessed) Update personal dictionary. Extended reading (another short story for learners to read independently) Listening for specific Intensive reading of Short transactional text: information: visual and written Remedial grammar from text: Learners introduced to learners’ writing / Listen to new features of short retelling vocabulary and Learners read visual transactional texts. listen to text for text e.g. a timetable. Punctuation specific information. They then answer Eg. Learners can write a Imperative E.g. A weekly schedule questions. diary / list containing Question words 3 and 4 / diary of somebody – a activities planned for the Time words like wann, school theme (could be assessed) coming week. Could use um welche Uhrzeit, an present or future tense. welchem Tag etc. Informal speaking Present tense and group work. (could be assessed) Future tense Learners respond orally to questions based on Vocabulary in context the listening passage and then questions relating to themselves. 47 | P a g e

Listening for specific Reading for Transactional: Express likes and dislikes information: comprehension on related to new theme. Listening sentence and E.g. Written exercise based Comprehension paragraph level: on current theme requiring Remedial grammar from learners to use new learners’ writing diary / (could be assessed) Use visual stimulus / vocabulary and grammar list 5 and 6 paragraph as reading covered – the school and Formal speaking and exercise on new theme. future tense. Present / future tense presenting: Answer questions (integrated grammar and based on paragraph. writing). New time related words Prepared speech. Question words Learners talk about (could be assessed) (could be assessed) what they will do next Vocabulary in context week. Update personal dictionaries. Listening for Reading for Creative: appreciation / specific comprehension: Location phrases like information / Learners write a descriptive zwischen, in, links/rechts interaction: E.g. Read dialogue paragraph based on visual (neben), hinter etc. based on current theme text. E.g. photograph / E.g. pupils listen to a and new grammar picture. Question words song introducing new concept. Answer Plurals vocabulary / play game comprehension Process writing stages: Punctuation by listening to and questions. • Planning carrying out • Drafting Vocabulary in context 7 and 8 instructions involving (could be assessed). • Proofreading location phrases. • Editing and Use of bilingual rewriting Informal speaking dictionary to look up • Presenting. and group work: new words. (could be assessed) Respond orally to questions related to Revision – writing of visual stimulus. Pair sentences incorporating new work and whole class. vocabulary and grammar. (integrated grammar and writing). 9 and 10 Mid-year examinations Formal assessment tasks in Term 2 Task 4 Task 5 Task 6: Oral: Listening comprehension / Literature: Contextual questions Mid-year examinations: Formal prepared speaking / Comprehension, language, literature Prepared Reading aloud and writing 48 | P a g e

GRADE 8 TERM 3 Weeks Listening & Speaking Reading & Viewing Writing & Presenting Language structures 1 hour 1 hour 1 hour and conventions 1 hour (integrated and explicit) Listening for Intensive reading of Longer Transactional: Infinitive appreciation: text for Punctuation comprehension on Discuss features of a Expressing likes and Listen to new words paragraph level dialogue. dislikes. and sounds related to a Spelling new theme e.g. food. E.g. Read text on Learners write a dialogue Commonly confused specific theme and using new vocabulary and words Informal speaking in answer comprehension grammar. groups: questions. 1 and 2 Focus on process writing: Practice new words and (could assess) • Planning Vocabulary in context use simple sentences to • Drafting describe pictures Use bilingual • Proofreading related to new theme. dictionary. • Editing and Focus on pronunciation rewriting and tone. • Presenting (could assess) Update personal dictionary. Listening for Intensive reading for Short transactional text: Remedial grammar appreciation: comprehension at from learners’ writing sentence and Introduce and discuss the of dialogue. E.g. Listen to dialogues paragraph level: features of writing a short being read by peers transactional text for specific Erstens, zweitens, dann, Reading of specific purposes. danach, zuletzt etc. Formal speaking and instructions related to Imperative presenting: new theme e.g. How to Write instructions eg. For Sequential commands make a particular dish making your own favourite Infinitive E.g. Learners read or drink. dish or drink. Punctuation 3 and 4 dialogues aloud. Spelling Focus on process writing: Commonly confused (this activity could be words assessed) • Planning Correct use of concord. • Drafting • Proofreading Vocabulary in context • Editing and rewriting • Presenting (could assess) 49 | P a g e

Listening for Intensive reading of Short transactional text: appreciation: Visual Texts: Remedial grammar Label picture of e.g. a from learners’ writing Learners listen to peer View audio visual text cooking scene. for specific purposes. presentations. Eg. How based on current theme. to make favourite meal. Eg. Cooking Write a shopping list for Erstens, zweitens, dann, programme on TV. ingredients. danach, zuletzt etc. Formal speaking and Imperative 5 and 6 presenting: Answer questions after Focus on process writing: Sequential commands viewing. • Planning Infinitive Learner presents • Drafting Punctuation prepared speech. Eg. • Proofreading Spelling giving instructions to • Editing and Commonly confused complete a specific rewriting words task. • Presenting Correct use of concord. (can be assessed) Update personal dictionaries. Vocabulary in context Listening for Reading for Transactional: Forms of address information / comprehension on Polite requests appreciation: paragraph level Fill in information based on Prepositions listening to dialogue. Eg. Question words like Listen to dialogue. Eg. E.g.Read descriptive Items bought by customer wo, wie viel(e), etc. 7 and 8 Customer and paragraph on current and prices. New verbs and nouns shopkeeper. theme and answer Numbers questions. Write sentences / captions for Modals Informal speaking a picture based on theme and Abbreviations and group work. (could assess language covered. Spelling comprehension) Plurals Respond to questions related to listening. Vocabulary in context Listening for Literary text Creative: Remedial grammar appreciation from learners’ writing. E.g. Read story / poems E.g. Write captions for a E.g. Listening to part of / songs / short drama / picture story based on theme Reinforcing all / complete story / short novel and answer and language covered to grammar done this poems / songs / short comprehension reinforce grammar learned term. drama / short novel questions. throughout the term. Vocabulary in context. Informal speaking (could assess) (could assess) 9 and 10 and group work E.g. Respond orally / make predictions about title / pictures. Formal speaking and presenting: Prepared reading aloud. E.g. Story / poem / song etc. Formal assessment tasks in Term 3 Task 7 Task 8 Task 9 Oral: Prepared reading aloud / Writing: Creative (Narrative / Test 2: Comprehension and listening comprehension / prepared Descriptive) paragraph(s) / Transactional language OR speaking (Shorter or longer) text Literature: Contextual questions 50 | P a g e

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GRADE 8 TERM 4 Weeks Listening & Reading & Viewing Writing & Presenting Language structures Speaking 1 hour 1 hour and conventions 1 hour 1 hour (integrated and explicit) Listening for Intensive reading of Short Transactional: Forms of address comprehension: Texts at word level: Polite requests Practise writing new words into Imperatives Introduce new View and read new personal dictionaries / do a Question words vocabulary on theme words on theme. crossword / label pictures / write Conjunctives through acoustic captions for pictures. Quantity impulses. E.g. And Spelling Sounds of different Plurals modes of transport. Intensive reading of Abbreviations Texts at sentence Adjectives and adverbs 1 and 2 Informal Speaking and paragraph level: Present tense Future tense Respond to questions Read dialogue on the Times and days of the after listening to selected theme e.g week. acoustic impulses someone wanting to Modals e.g. Modes of get from A to B using transport. a particular mode of Vocabulary in context transport. Answer comprehension questions on the dialogue. Listening for Reading for Creative Text: Punctuation appreciation: comprehension: Spelling Learners write a creative text Prepositions Listening to poem / Literary text based on visual stimulus e.g. Present and future tense song / story based on Town scene. Positive and negative theme. Learners can read Location phrases additional poems / Focus on process writing: Adjectives and adverbs Informal speaking text on selected • Planning • Drafting 3 and 4 and group work: theme. Vocabulary in context • Proofreading Learners learn and Answer • Editing and rewriting sing song or perform comprehension • Presenting poem. questions on text. Focus on Look up new pronunciation, vocabulary in rhythm, body bilingual dictionary. language and gestures. 52 | P a g e

Listening for Intensive reading of Creative text: Remedial grammar from appreciation: Visual Texts: learners’ creative writing. Learners write captions for a Learners listen to Learners can view picture story. Do exercise on aspects of creative pieces read visual texts and match grammar covered. by peers. sentences to these Focus on process writing: Interrogatives • Planning 5 and 6 visual texts. Adjectives Formal speaking • Drafting Colours and presenting: • Proofreading Polite requests • Editing and rewriting Spelling Learner read • Presenting Plurals prepared creative Present tense texts or a poem. Negatives Demonstratives Possessives Listening for Reading for Creative and transactional Revision of language information / comprehension texts: structures and interaction: conventions as well as Selected text for Revise and reinforce the process vocabulary. Revision through revision of of writing different text types 7 and 8 discussion of topics comprehension such as dialogues, descriptive / Remedial grammar from covered in the year. techniques. narrative paragraphs and short learners’ writing. transactional texts. Captions for picture story. Informal speaking Revision of literary texts. Learners respond to questions based on work covered. 9 and 10 End of year examinations Formal assessment tasks in Term 4 Task 10 End of year examinations: Paper 1: *Orals Paper 2: Language in Context, Literature and Writing *Orals: Oral year mark from cumulative speaking, listening and reading. Final mark should include at least one prepared speaking task, one listening task and one prepared reading aloud task. 53 | P a g e

3.5.3 Grade 9 GRADE 9 TERM 1 Weeks Listening & Reading & Viewing Writing & Presenting Language structures Speaking 1 hour 1 hour and conventions 1 hour 1 hour (integrated and explicit) Listening for Reading for Creative text / Longer Sentence structure interaction and comprehension: transactional text: (Subject – verb - object), dialogue: Information Paragraph / dialogue Use of the present tense Pair and whole class: e.g. a description e.g. Write a descriptive Introduce a class-mate about someone / a paragraph / dialogue using the information picture of someone Vocabulary from texts provided: e.g. Giving information in a dealt with 1 and 2 Nationality logical order Name Age Process writing stages: Grade • Planning Origin • Drafting • Proofreading Formal speaking and • Editing and presenting: rewriting • Presenting Prepared reading aloud Listen for Literary text : Creative text: appreciation E.g. Read rhyme(s) / Write a narrative paragraph Introduce new verbs Informal Speaking poem(s) / song(s) for and group work: comprehension Remedial grammar from and appreciation Introduce process writing learners’ writing 3 and 4 E.g. Memorise rhyme stages: / song and present it Discuss text • Planning Vocabulary in context in groups • Drafting • Proofreading • Editing and rewriting • Presenting 54 | P a g e

Listening for Reading for Short transactional / information and comprehension at a Creative text: Nouns comprehension: word and sentence Verbs level: E.g. Fill in a form Informal Speaking according to listening Vocabulary in context and group work: E.g. Start a new exercise theme: Teach features of E.g. Write a narrative 5 and 6 listening for Read a text on “My paragraph of learners’ own information home” home E.g. information to be Process writing stages: filled in on a form: • Planning Number of bedrooms • Drafting Garden • Proofreading Kitchen • Editing and Bathroom rewriting • Presenting Listening for Intensive reading of Short transactional: interaction Visual Texts: and information E.g. Teach features of a Punctuation Prepositions Introduce features of dialogue / prepared speech Interrogatives Speaking for specific visual text Direct speech purposes / Informal Write a dialogue / prepared speaking E.g. Picture of a home speech Remedial grammar from 7 and 8 with text learners’ writing E.g. Picture of a home Process writing stages: as used in reading: • Planning Vocabulary in context • Drafting Asking questions • Proofreading about picture and • Editing and responding to the rewriting questions • Presenting Listening for Reading for Creative / Transactional: Verbs, adjectives and appreciation / comprehension: nouns - revision specific information: E.g. Sentence writing / integrated with reading E.g. Read a paragraph Label pictures and writing E.g. Listening comprehension View and discuss Translation of sentences various visual texts to assess grammar taught Prepared Speaking e.g. a picture, and presenting: photograph Explain meaning of 9 and 10 verbs, adjectives and E.g. Dialogue or nouns in use Prepared speech Reinforcement of grammar covered in first term. Remedial grammar from learners’ writing Vocabulary: in context 55 | P a g e

Formal assessment tasks in Term 1 Task 1 Task 2 Task 3 Oral: Listening Writing: Creative (Narrative / Test 1: Comprehension and comprehension / Prepared Descriptive) paragraph(s) / language Speaking / Prepared Transactional (Shorter or longer) text Reading aloud 56 | P a g e

GRADE 9 TERM 2 Weeks Listening & Speaking Reading & Viewing Writing & Presenting Language structures 1 hour 1 hour 1 hour and conventions 1 hour (integrated and explicit) Listening for specific Reading for Shorter Transactional: information comprehension on Punctuation sentence level: Process writing stages: Imperative E.g. Listen to • Planning Basic Conjunctions instructions / directions Read examples of • Drafting Logical connectors that given instructions or • Proofreading signal cause (e.g. weil, directions • Editing and deshalb, deswegen) and Speaking for specific rewriting time (e.g. dann, danach, purposes / Formal • Presenting anschließend) speaking and Prepositions (revision) presenting (Prepared E.g. Write directions or Negatives 1 and 2 Reading aloud) instructions Vocabulary in context E.g. Give instructions or directions (how to get from A to B) in groups / individual or Prepared Reading aloud - examples of instructions or directions Listening for specific Reading for Short Transactional: information: comprehension on Remedial grammar from word and sentence E.g. Writing for a specific learners’ writing E.g. Listening to level: purpose directions/ instructions Punctuation for listening Read to identify and Process of writing a prepared Imperative comprehension / to the discuss the use of e.g. speech. Basic Conjunctions prepared speeches imperative, Logical connectors that 3 and 4 prepositions introduced Process writing stages: signal cause e.g. weil, Formal speaking and • Planning deshalb, deswegen) and presenting: • Drafting time (e.g. dann, danach, • Proofreading anschließend) Discuss the features of • Editing and Prepositions (revision) prepared speech rewriting Negatives • Presenting Prepared speech Vocabulary in context E.g. giving directions / Prepared speech (for making something enrichment) (instructions) 57 | P a g e

Listening for specific Reading for Transactional: Phrase and sentence information: comprehension on structures and Listening sentence and E.g. label a weather report / conventions Comprehension paragraph level: weather symbols / pictures Present / future tense Informal speaking Read and interpret the 5 and 6 features of e.g. New verbs Informal Speaking: cartoons, weather map E.g. weather / weather report / poem Idioms / song Remedial grammar from learners’ writing Vocabulary in context Formal speaking and Reading for Transactional: Identify and reinforce presenting: comprehension: the different language E.g. Write weather report / structures and E.g. Peer reading of weather dialogue conventions. Role play / report on reports / dialogues the weather Process writing stages: Plurals 7 and 8 • Planning Listening for • Drafting Abbreviations appreciation: • Proofreading Remedial grammar from • Editing and learners’ writing E.g listen to the rewriting weather report / role • Presenting . Vocabulary in context play 9 and 10 Mid-year examinations Formal assessment tasks in Term 2 Task 4 Task 5 Task 6 Oral: Listening comprehension / Literature: Contextual questions Mid-year examinations: Formal prepared speaking / Comprehension, language, literature Prepared Reading aloud and writing 58 | P a g e

GRADE 9 TERM 3 Weeks Listening & Speaking Reading & Viewing Writing & Presenting Language structures 1 hour 1 hour 1 hour and conventions 1 hour (integrated and explicit) Listening for Intensive reading of Longer Transactional: Prepositions. appreciation text for comprehension on Introduce and discuss the Word order E.g. Listen to sounds paragraph level features of writing a friendly around a theme e.g. letter / narrative / descriptive Possessives farm E.g. Read text on paragraph specific theme and Adjectives and adverbs Formal speaking and answer comprehension Write a friendly letter / presenting questions narrative / descriptive Comparisons paragraph on e.g. my visit to Prepared Reading aloud the farm Punctuation 1 and 2 with focus on fluency, pronunciation and tone Focus on process writing: Concord e.g. text on theme • Planning • Drafting Agreement of verb and • Proofreading subject / adjective • Editing and rewriting Present / past future / • Presenting tense Salutation for friendly letter Vocabulary in context Listening for Reading for Longer Transactional: Prepositions. interaction: comprehension: (continue) Word order E.g. Listen to questions Reading of literary text Introduce and discuss the related to visual for information and features of writing a friendly Possessives stimulus (picture of comprehension letter / narrative / descriptive farm) paragraph Adjectives and adverbs Or Informal Speaking Write a friendly letter / Comparisons and group work: Example of a friendly narrative / descriptive 3 and 4 letter or paragraph paragraph on e.g. my visit to Punctuation E.g. Responding to oral the farm questions related to Concord visual stimulus Focus on process writing: • Planning Agreement of verb and • Drafting subject / adjective • Proofreading • Editing and Present / past / future rewriting tense • Presenting Vocabulary in context 59 | P a g e

Listening for Intensive reading of Creative: comprehension Visual Texts: Remedial grammar Label picture of e.g. the from learners’ writing E.g. listen to acoustic View picture on chosen garage impulses theme – e.g. the garage Polite requests Or And Revision of imperative Transactional: Listen to a dialogue on Interrogatives a new theme e.g. Filling in missing garage or shop information based on New verbs and nouns listening dialogue Informal Speaking Modals 5 and 6 and group work: And Spelling E.g. Use vocabulary of Write a descriptive paragraph new theme, speak about on e.g. a picture based on Vocabulary in context the acoustic impulses theme and practise saying sentences Focus on process writing: • Planning • Drafting • Proofreading • Editing and rewriting • Presenting Listening for Reading for Creative: Remedial grammar appreciation comprehension on from learners’ writing paragraph level Write sentences / captions for Polite requests Listen to role play of a picture based on theme and Revision of imperative learners E.g. Peer reading of language covered. Interrogatives descriptive paragraphs New verbs and nouns Formal Speaking and written in previous Numbers presenting cycle (for enjoyment) Modals 7 and 8 Abbreviations role play on theme e.g. or Spelling the garage Plurals Literary text Vocabulary in context E.g. Reading for enjoyment e.g. poem / short story / short drama / short novel 60 | P a g e

Listening for Literary text Creative: Reinforcing all appreciation grammar done this term E.g. Read story / poems E.g. Write captions for a E.g. Listening to part of / songs / short drama / picture story based on theme Vocabulary in context / complete story / short novel and respond and language covered to poems / songs / short to comprehension reinforce grammar learned drama / short novel questions throughout the term. Informal speaking 9 and 10 and group work E.g. Respond orally / make predictions to title / pictures And Reading aloud Work on e.g. pronunciation and fluency Formal assessment tasks in Term 3 Task 7 Task 8 Task 9 Oral: Prepared reading aloud / Writing: Creative (Narrative / Test 2: Comprehension and listening comprehension / prepared Descriptive) paragraph(s) / Transactional language OR speaking (Shorter or longer) text Literature: Contextual questions 61 | P a g e

GRADE 9 TERM 4 Weeks Listening & Reading & Viewing Writing & Presenting Language Speaking 1 hour 1 hour structures and 1 hour conventions 1 hour (integrated and explicit) Listening for Intensive reading of Creative: comprehension Visual Texts: Negative Practise question and answer Interrogatives Listen to a dialogue View and read sentences on the selected theme. Polite requests e.g. on a new theme pictures / a menu on Likes and dislikes – someone orders the theme e.g. Label pictures used. Conjunctions food in a restaurant different food types Forms of address Transactional: Articles Informal Speaking And Write a dialogue on e.g. a Modals 1 and 2 restaurant scene Expressions of Respond to questions Read dialogue(s) on Quantity after viewing and the selected theme Focus on process writing: Adjectives and reading Visual Text e.g. a restaurant scene • Planning adverbs or buying food. • Drafting Possessives • Proofreading Demonstratives Answer • Editing and rewriting Spelling comprehension • Presenting Plurals questions on the Abbreviations dialogue. Vocabulary in context Listening for Reading for Transactional: Remedial grammar specific information comprehension from learners’ Write e.g. dialogue for three in a writing E.g. Listening E.g. Reading of restaurant – waiter and two Negative comprehension on learners’ written customers Interrogatives theme selected in dialogues Polite requests previous cycle. Likes and dislikes Or Conjunctions Formal Speaking Forms of address and presenting: E.g. A selected text Articles 3 and 4 on the theme Modals E.g. Dialogues / role Expressions of play as written in Quantity this and previous Adjectives and cycle. adverbs Possessives Demonstratives Spelling Plurals Abbreviations Vocabulary in context 62 | P a g e

Listening for Intensive reading of Creative: Interrogatives specific information Visual Texts: Adjectives E.g. Label pictures; Colours E.g. Learners listen Learners view and Practise writing descriptive Polite requests for new vocabulary read text e.g. a picture sentences. Spelling by using a visual text of different people Plurals - Introduce new wearing different Practise writing questions and Present Tense theme e.g. Kleidung types of clothing. answers e.g. Was hat die Frau Negatives They can e.g. match an? Was kostet das Kleid? Demonstratives Informal Speaking text to the pictures. Possessives And 5 and 6 Practise saying Vocabulary in questions and E.g. Write a descriptive context answers e.g. Was hat paragraph to describe what die Frau an? Was someone is wearing or buying kostet das Kleid? Focus on process writing: • Planning • Drafting • Proofreading • Editing and rewriting • Presenting Listening for Reading for Examination preparation. Revise sentence appreciation comprehension constructions and Reinforce the process of writing language E.g. Listen to a song E.g. Text selected on different text types such as conventions learnt / poem / descriptive theme with dialogues, descriptive / narrative paragraphs written comprehension paragraphs Remedial grammar 7 and 8 by learners in questions to be from learners’ previous cycle answered writing Informal speaking Vocabulary in context E.g. Reinforcement of the questions and sentences done orally this term 9 and 10 End of year examinations Formal assessment tasks in Term 4 Task 10 End of year examinations: Paper 1: *Orals Paper 2: Language in Context, Literature and Writing *Orals: Oral year mark from cumulative speaking, listening and reading. Final mark should include at least one prepared speaking task, one listening task and one prepared reading aloud. 63 | P a g e

SECTION 4: ASSESSMENT IN SECOND ADDITIONAL LANGUAGE 4.1 INTRODUCTION Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of learners, using various forms of assessment. It involves four steps: generating and collecting evidence of achievement; evaluating this evidence; recording the findings and using this information to understand and thereby assist the learner’s development in order to improve the process of learning and teaching. Assessment should be both informal (Assessment for Learning) and formal (Assessment of Learning). In both cases regular feedback should be provided to learners to enhance the learning experience. The assessment of language skills should be integrated. The assessment of a comprehension passage should be linked with language use. The assessment of writing should incorporate topics about things that happen in real life situations. 4.2 INFORMAL OR DAILY ASSESSMENT Assessment for learning has the purpose of continuously collecting information on a learner’s achievement that can be used to improve their learning. Informal assessment is a daily monitoring of learners’ progress. This is done through observations, discussions, practical demonstrations, learner-teacher conferences, informal classroom interactions, etc. Informal assessment may be as simple as stopping during the lesson to observe learners or to discuss with learners how learning is progressing. Informal assessment should be used to provide feedback to the learners and to inform planning for teaching, but need not be recorded. It should not be seen as separate from learning activities taking place in the classroom. Learners or teachers can mark these assessment tasks. Self assessment and peer assessment actively involves learners in assessment. This is important as it allows learners to learn from and reflect on their own performance. The results of the informal daily assessment tasks are not formally recorded unless the teacher wishes to do so. The results of daily assessment tasks are not taken into account for promotion and certification purposes. 4.3 FORMAL ASSESSMENT All assessment tasks that make up a formal programme of assessment for the year are regarded as Formal Assessment. Formal assessment tasks are marked and formally recorded by the teacher for progression and certification purposes. All Formal Assessment tasks are subject to moderation for the purpose of quality assurance and to ensure that appropriate standards are maintained. Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in a grade and in a particular subject. Examples of formal assessments include tests, examinations, writing tasks, oral presentations, demonstrations, performances, etc. While preparations for formal assessment tasks could be done outside the classroom, the final version should be done under controlled conditions, in the classroom. Formal assessment tasks form part of a year-long formal Programme of Assessment in each grade and subject. The following tables provide the formal assessment requirements for Second Additional Languages: 64 | P a g e

Table 1: Grades 7 - 9 Formal Assessment During the Year End-of-Year Examination 40% 60% School Based Assessment End-of-Year Exam Papers (SBA) – 40% 35% 25% Oral Assessment Tasks: • 2 tests Listening • 6 tasks Written examinations Prepared speaking Language in context, writing and literature (1½ Prepared reading aloud • 1 examination (mid- hours) The oral tasks undertaken year) during the course of the year constitute the end-of- year internal assessment. The forms of assessment used should be age and developmental level appropriate. The design of these tasks should cover the content of the subject and include a variety of tasks designed to achieve the objectives of the subject. Formal assessments must cater for a range of cognitive levels and abilities of learners as shown below: Table 2 Cognitive Levels Activity Percentage of Task Literal Questions that deal with information explicitly stated in the text. (Level 1) • Nenne die Dinge/Personen/Orte. • Wer sind die Person(en)? • Was (ist) passiert? • Beschreibe die Person(en). • Wer war die Person? Levels 1 and 2: • Was hat die Person gemacht? 80% • Warum hat die Person das gemacht? Reorganisation • Wann war das?/Wann ist das passiert? (Level 2) • Wo war das?/Wo ist das passiert? Questions that require organization of information explicitly stated in the text. • Nenne die beiden Hauptpunkte/Hauptideen. • Wer ist die Person/sind die Personen? • Erkläre, was passiert ist. • Beschreibe die Situation/Umgebung/Leute 65 | P a g e

Evaluation These questions deal with judgements concerning value and Level 3: 20% (Level 3) worth. These include judgements regarding reality, credibility, facts and opinions, validity, logic and reasoning, and issues such as the desirability and acceptability of decisions and actions in terms of moral values. • Stimmst du dem Verhalten/der Aussage der Person/Romanfigur zu? • Ist die Haltung/das Verhalten/das Handeln der Person für dich akzeptabel? Begründe deine Antwort. • Kritisiere das Verhalten der Person. • Suche Wörter, die den Charakter der Person am besten beschreiben. 4.4 PROGRAMME OF ASSESSMENT The Programme of Assessment is designed to spread formal assessment tasks in all subjects in a school throughout a term 4.4.1 Overview of requirements The following tables provide an overview of the Programme of Assessment requirements for each term for Second Additional Languages: Table 4.1: Grades 7 - 9 Programme of Assessment Grades End of the year SBA per Term exams Term 1: Term 2: Term 3: Term 4: 7-9 1 Written Test 2 Tasks 1 Written Test 1 Internal end-of- year + + + examination 2 Tasks 1 Mid-year examination 2 Tasks Grades The structure of Examination papers 7-9 1 Paper 1 Internal end-of- year examination Language in context - comprising comprehension, language, literature 2 Papers: and writing Paper 1: Orals Paper 2: Language in context - comprehension, language, literature and writing 66 | P a g e

Grades 7-9 Term Mark (Terms 1 – 3): • Each term, add raw marks and totals and convert to % for term mark. Promotion Mark: • Add raw marks and totals for SBA tasks from term 1 to term 3 and convert to 40%, • Convert Oral mark (Paper 1) to 25% • Convert Paper 2 to 35% Table 4.2: Grades 7-9 Programme of Assessment Formal assessment tasks in Term 1 Task 1 Task 2 Task 3 Oral: Listening Writing: Creative (Narrative / Test 1: Comprehension and comprehension / Descriptive) paragraph(s) / language Prepared Speaking / Transactional (Shorter or Prepared Reading longer) text aloud Formal assessment tasks in Term 2 Task 4 Task 5 Task 6 Oral: Listening Literature: Contextual Mid-year examinations: comprehension / questions Prepared Speaking / Language in context – comprehension, Prepared Reading language, literature and writing aloud Formal assessment tasks in Term 3 Task 7 Task 8 Task 9: Oral: Listening Writing: Creative (Narrative / Test 2: Comprehension and language OR comprehension / Descriptive) paragraph(s) / Literature: Contextual questions Prepared Speaking / Transactional (Shorter or Prepared Reading longer) text aloud Formal assessment tasks in Term 4 Task 10 End of year examinations: Paper 1: *Orals Paper 2: Language in context - comprehension, language, literature and writing *Orals: Learners should do at least one prepared speaking task, one listening task, and one prepared reading aloud task during the year. Note: A test in the Programme of Assessment should not be made up of several smaller tests. Each test should cover a substantial amount of content and should be set for 30 – 60 minutes each and reflect the different cognitive levels as set out for the examination paper. 67 | P a g e

4.4.2 Examinations: Grades 7 – 9 Format of Examination Paper 1 PAPER SECTION TIME A: Comprehension Grades 7 - 9 1½ hours 1Language in context, literature and (A range of texts can be used including visual and or graphic texts) B: Language • Language structures and conventions (words and sentences) should be assessed in context using a variety of texts. . C. Literature Any one of the following: Poetry / short stories / short novel / short drama (Contextual questions) writing. D Writing Creative (Narrative / Descriptive) paragraph(s) / Transactional (Shorter or longer) text Content to be covered Assessment addresses the content as set out in this document. Due to the conceptual progression of the content across the grades, content and skills from Grades 7 –9 will be assessed in the papers at the end of each year. Oral Assessment Task: Paper 2 The oral assessment tasks undertaken during the course of the year constitute the end-of-year internal assessment. The details for the oral tasks, which are administered during the year, are as follows: Paper 2 DETAILS *Orals will be internally set, internally assessed and internally moderated. • Reading Prepared reading aloud Assess: Understanding of text, conveying meaning, use of voice, correct pronunciation • Speaking: Orals Prepared speaking Assess: Planning and organisation of content, tone, speaking, and presentation skills, audio- visual aids, correct language • Listening Listening Comprehension Assess: Listen for comprehension and information *Orals: Oral year mark from cumulative speaking, listening and reading. Final mark should include at least one prepared speaking task, one listening task and one prepared reading aloud task. The tasks that are used for formal assessment are recorded and are used to determine whether a learner should progress or be promoted to the next grade. 68 | P a g e

The teacher must plan and submit the annual formal Programme of Assessment to the School Management Team (SMT) before the start of the school year. This will be used to draw up a school assessment plan in each grade. The school assessment plan should be provided to learners and parents in the first week of the first term. 4.5 RECORDING AND REPORTING Recording is a process in which the teacher documents the level of a learner’s performance in a specific assessment task. It indicates learner progress towards the achievement of the knowledge as prescribed in the Curriculum and Assessment Policy Statements. Records of learner performance should provide evidence of the learner’s conceptual progression within a grade and her / his readiness to progress or being promoted to the next grade. Records of learner performance should also be used to verify the progress made by teachers and learners in the teaching and learning process. Reporting is a process of communicating learner performance to learners, parents, schools, and other stakeholders. Learner performance can be reported in a number of ways. These include report cards, parents’ meetings, school visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters, etc. Teachers in all grades report in percentages against the subject. The various achievement levels and their corresponding percentage bands are as shown in the Table below. CODES AND PERCENTAGES FOR RECORDING AND REPORTING RATING CODE DESCRIPTION OF COMPETENCE PERCENTAGE 7 Outstanding achievement 80 – 100 6 Meritorious achievement 70 – 79 5 Substantial achievement 60 – 69 4 Adequate achievement 50 – 59 3 Moderate achievement 40 – 49 2 Elementary achievement 30 – 39 1 Not achieved 0 - 29 Teachers will record actual marks against the task by using a record sheet; and report percentages against the subject on the learners’ report cards. 4.6 MODERATION OF ASSESSMENT Moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable. Moderation should be implemented at school, district, provincial and national levels. Comprehensive and appropriate moderation practices must be in place for the quality assurance of all subject assessments. 4.6.1 Formal Assessment • Grades 7 and 8 tests and examination are internally moderated. The subject advisor/appointed provincial/district official must moderate a sample of these tasks during his / her school visits to verify the standard of tasks and the internal moderation. • Grade 9 tests and examinations must be moderated at district and provincial level. This process will be managed by the provincial education department. • Subject advisor/appointed provincial/district official must moderate samples of tests and examination papers before they are written by learners to verify standards and guide teachers on the setting of these tasks. 4.6.2 Oral Assessment Tasks • Grade 7 - 9: Each oral task which is to be used as part of the Programme of Assessment should be submitted to the head of department or subject head for moderation before learners attempt the task. Teachers should then assess the oral assessment tasks. 69 | P a g e

The subject advisor or an assigned provincial moderator must moderate a sample of oral assessment tasks during his / her school visits to verify the standard of tasks and the internal moderation. A moderator delegated by the department of basic education must moderate a sample of oral assessment tasks for grade 9. 4.7 GENERAL This document should be read in conjunction with: 4.7.1 The National policy pertaining to the programme and promotion requirements of the National Curriculum Statement, Grades R – 12; and 4.7.2 The National Protocol for Assessment Grades R – 12. 70 | P a g e

GLOSSARY Active listening – when a person tries to put themselves in the place of the speaker and listens seriously to what he or she has to say. acronym -a pronounceable word formed from the first letter or letters in phrase or name, e.g. ANA (Annual National Assessment), SONA (State of the Nation Address), SASA (South Africa’s Schools Act) additional language - ( also see home language)- a language learned in addition to one’s home language additive multilingualism - when a person learns a language (or languages) in addition to his or her home language. This language does not replace the home language but is learned alongside it. In an additive multilingual programme, the home language is strengthened and affirmed while any further language learned is seen as adding value (e.g. all Additional Languages, including the Language of Learning and Teaching are taught alongside the home language but do not replace it) aesthetic - 1. sensitive to the beauty of language and thus sensitive to and appreciative of the lasting value of texts 2. an aesthete is a person sensitive to artistic beauty. “Aesthetic” refers to the beauty to be found in a work of art. One can discuss the aesthetics of a work, or make aesthetic judgements alliteration -a pattern of sound that includes the repetition of consonant sounds. The repetition can be located at the beginning of successive words or inside the words. ambiguity - double meaning created by the way in which words are used; when used unintentionally, ambiguity obscures the meaning (e.g. ‘General flies back to front’ or ‘Short children’s stories are in demand’) analogy - 1.finding similarities in things that are usually seen as different. 2. finding similarities in things that are usually seen as different, a way of explaining or illustrating something, but not a proof. One must be alert to false analogy. There should be accurate correspondence between the thing that is explained and the details of the analogy anecdotes - narratives of small incidents or events told for the purpose of information, entertainment, humour, malice, or to reveal character animation – the technique of using a series of still pictures to create an illusion of movement or life anticlimax – when an expectation of some high point of importance or excitement is not fulfilled or the seriousness of a literary plot is suddenly lost as a result of a comical, digressive or meaningless event antithesis – the expression of two opposed or different ideas in balanced contrast (e.g. ‘more haste, less speed’) antonym – a word that is opposite in meaning to another word in the same language (e.g. ‘happy’ and ‘sad’) Aphesis – In this case, you have dropped the unstressed vowel at the beginning of the word. These are often unintentional and casually spoken versions of the words. Perhaps the best example is ’cause instead of because. appropriacy – if language is appropriate it is suitable in terms of the context in which it is used (e.g. the greeting ‘Good morning, Mr Jones’ would be appropriate in a formal work situation whereas ‘Hi, Jo’ would be appropriate between friends) assessment – a continuous structured process of gathering information on learner competence in many different ways assonance – 1. repetition (mostly) of vowel sounds in two or more words e.g. “ It is June and the world is all in tune” 71 | P a g e

2. Add. The vowel sounds do not have to be precisely the same: assonance could consist of a series of vowel sounds that create a certain effect audience – 1. the intended reader(s), listener(s) or viewers of a particular text; in planning a piece of writing speakers/writers must take into the consideration the purpose and audience when choosing an appropriate form of writing 2. Add. In particular, an audience is those attending a live performance of music or drama. authentic texts – texts which have a practical function and are not literary (e.g. magazine and newspaper articles, recordings from radio and television, advertisements, product labels, travel brochures, government forms, examples of real letters) bias – 1. a tendency to favour one thing, idea, attitude or person over another which makes it difficult to make a fair assessment 2. Add. In the game of bowls, the “wood” or bowl has a weight on one side which makes it turn towards that side caption – a title or comment attached above or below an article, a picture, a photo and so on caricature – 1.an exaggerated portrayal (written or visual) of a character which is achieved by mocking personality traits or appearance 2. Add. The drawings of cartoonists in newspapers are usually intended to be caricatures and work by exaggerating or distorting features of appearance with a view to being comic or satirical cause (see also effect)- that which gives rise to an action or condition cinematographic techniques – devices used in the construction of a film (e.g. composition, lighting, type of shot) clarify- making the meaning of the text clear to the reader clause – Put in the right place. “The man who was wearing a red shirt ran away.” The main sentence is “The man ran away.” The words “who was wearing a red shirt” is a subordinate clause. It cannot stand by itself, although the verb is complete (finite). Subordinate clauses start with a conjunction (when, because) or a relative pronoun (who, which). The conjunction links the clause to some part of the main sentence. “The man wearing a red shirt ran away.” In this sentence “wearing a red shirt” is not a clause but a phrase. The verb is not complete (it is participle). climax – the most exciting, effective or important part of the story; this important part is not necessarily at the end Clipped – Similar to truncation in that you are using a part of the word to form the abbreviation, but in this case you’re using either the middle or end. Common clipped abbreviations include phone (telephone), cell (cellular phone) and fridge (refrigerator). coherence – 1. the underlying logical relationship which links ideas together and gives a passage or paragraph unity 2. Add. It may also imply adequate grammar to convey the meaning, or orderly sentence structure. Chaotic grammar may make a statement incoherent. cohesion – the linking if sentences or paragraphs by means of logical connectors such as conjunctions, pronouns or repetition colloquialism (see also slang) – language belonging to ordinary or familiar conversation but not used in formal language comparative (see also superlative) – degrees of comparison as found in adjectives and adverbs are positive, comparative or superlative (e.g. ‘long’ (positive), ‘longer’ (comparative), ‘longest’ (superlative) 72 | P a g e

compare (see also contrast) – to assess the way in which things are similar conflict – the struggle that arises between characters or between individuals and their fate or circumstances; conflict in literature can also arise from opposing desires or values in a character’s own mind conjunction – a word used to join two clauses, words, phrases or sentences connotative meaning(see also denotative) – both the positive and negative associations that a word collects through usage that go beyond the literal (primary) meaning context – a text is always used and produced in a context; the context includes the broad and immediate situation including aspects such as social, cultural and political background; the term can also refer to that which precedes or follows a word or text and is essential to its meaning context clues Context clues is using words surrounding an unknown word to determine its meaning. This reading strategy can be taught in conjunction with vocabulary. contrast (see also compare) – to consider the way in which things differ conventions – accepted practices or rules in the use of language. Some conventions help to convey meaning (e.g. the rules of grammar, punctuation, typefaces, capital lettrs); some assist in the presentation of content (e.g. table of contents, general layout, headings, footnotes, charts, captions, lists, pictures, index); and others reflect a pattern of language that has become formulaic (e.g. greetings, small talk) continuous assessment – it involves assessment activities that are undertaken throughout the year critical language awareness - the analysis of how meaning is constructed with understanding of power relations in and between languages; it empowers the learner to resist manipulation and to use language sensitively debate - in debating, two opposing teams compete with one another. They aim to convince the adjudicator and the audience that their viewpoint about a given topic is more reasonable and justifiable than that of the opposing team denotative meaning (see also connotative meaning) – the literal or primary meaning of a word derivative – a word derived from another or from a root; usually formed by adding a prefix or suffix (e.g. ‘quickly from ‘quick’) dialect – a form of a language adapted by a particular community; it is significantly different from other forms of the same language in terms of words, structures and/or pronunciation dramatic irony – occurs when the audience/reader/viewer knows more about the situation and its implications than the characters involved; it heightens the tension, enjoyment and audience participation dramatic structure – 1. the special literary style in which plays are written 2. the arrangement of plot, acts, scenes, characters and possibly also features of language in a play. drawing conclusions - using written or visual clues to figure out something that is not directly stated in the reading. editing – the process of drafting and redrafting a text, including correcting grammatical usage, punctuation and spelling errors and checking writing for coherence of ideas and cohesion of structure; in media, editing involves the construction, selection and lay-out of texts effect (see also cause) – the result or consequence of an action or condition emotive language – language which arouses strong feelings euphemism – a mild or vague expression substituted for a thought or word which is felt to be too harsh or direct 73 | P a g e

explicit (as opposed to implicit)- meaning which is clearly or directly stated external assessment – assessment conducted by a body outside the institution, e.g. ANA, NSC, provincial paper evaluate - form opinions, make judgments and develop ideas from reading figurative (as opposed to literal) - words or phrases used in ac non-literal way to create a desired effect; literal texts often make concentrated use of figurative language (e.g. simile, personification, metaphor) fluency – 1. the word comes from the flow of a river and suggests a coherence and cohesion that gives language use quality of being natural, easy to use and easy to interpret 2. Add. And with a fair degree of grammatical control (though perhaps not total grammatical accuracy). font – the type and size of the letters used when writing, typing or printing (e.g. 12pt (size) Times New Roman (style of lettering) foregrounding (as opposed to backgrounding) – used literally, it means the positioning of a subject in or near the front of the frame; used figuratively, it refers to emphasising or focusing on one point of aspect more than another forum - team speaking or forum debate may be used against other schools, or in the classroom by dividing learners into teams of four, each of whom will speak on a different aspect of the same topic. An adjudicator decides on the winning team genre – the types or categories into which texts are grouped, e.g. novel, drama, poetry, business letter, personal letter. gesture – a movement of the face or body which communicates meaning (e.g. nodding of head to indicate agreement) graphics – products of the visual and technical arts (e.g. drawing, designing) home language (see also additional language) – the language first acquired by children through immersion at home; the language in which we think homonym – a word which has both the same sound and spelling as another but has a different meaning (e.g. the noun ‘the bear’ and the verb ‘to bear’) homophone – a word which sounds the same as another but is spelled differently and has a different meaning (e.g. ‘one’ and ‘won’) hyperbole – a deliberate exaggeration (e.g. to describe something in such a way that it seems much bigger than it really is: ‘He gave me a mountainous plate of food.’) image – a picture or visual representation of something imagery – words, phrases and sentences which create images in our minds such as similes, metaphors, personification implicit (as opposed to explicit ) – something implied or suggested in the text but not expressed directly implied (as opposed to direct meaning) – meaning suggested by the text but not directly stated inclusivity – the principle that education should be accessible to all learners whatever their learning styles, backgrounds and abilities infer – to pick up meaning behind what is stated and to deduce all the implications 74 | P a g e

Initialism – Also called alphabetism, this is a group of letters, each pronounced separately, used as an abbreviation for a name or expression. Examples include: SA, CD, TV, DBE, UK. initiate – to start (e.g. to initiate conversation) innuendo – something unpleasant which is hinted at rather than clearly stated interview - task of gathering information or a face-to-face discussion between people, directed toward some specific purpose. intonation – 1.the pattern of the pitch or the melody of an utterance which marks grammatical structures such as sentences or clauses 2. Add. And distinguishes between statements and questions and indicates the speaker’s attitude or feelings irony – a statement or situation that has an underlying meaning different from its literal or surface meaning. Irony is related to tone. jargon – special terms or expressions used in a trade or profession or by any specific group (e.g. computer users would refer to a ‘CPU’, ‘RAM’ and so on); when jargon is used to exclude listeners/readers from an interaction it is potentially hurtful or even harmful language varieties –.language varieties found when minor adaptations in terms of vocabulary, structure and/or pronunciation have been made; can vary from one region or country to another literacies –different kinds of literacy (e.g. critical, visual, graphic, computer, media, socio-cultural literacy (see also literacies ) – the ability to process and use information for a variety of purposes and contexts and to write for different purposes; the ability to decode texts, allowing one to make sense of one’s world. The capacity to read and write literal (as opposed to figurative) – the plainest, most direct meaning that can be attributed to words malapropism –the mistaken and muddled use of long words to impress; although these words sound almost right, they are incorrect enough to bring about humour e.g. conversation and conservation. From a certain Mrs Malaprop, a comic character in a drama manipulative language – language which is aimed at obtaining an unfair advantage or gaining influence over others e.g. advertisements, sales talk, political speeches meta-language – the language used to talk about literature and language and grammatical terms; it includes terminology such as ‘context’, ‘style’, ‘plot’ and ‘dialogue’ metaphor – using one thing to describe another thing which has similar qualities (e.g. ‘Education is the key to success.’) mind map – a representation of a theme or topic in which key words and ideas are organised graphically mode – a method, a way or manner in which something is presented; a way of communicating (e.g. the written mode, the spoken or oral mode, the visual mode (which includes graphic forms such as charts)); information can be changed from one mode to another (e.g. converting a graph into a passage) mood – atmosphere or emotion in written texts; it shows the feeling or the frame of mind of the characters; also refers to the atmosphere produced by visual, audio or multi-media texts multi-media – an integrated range of modes that could include written texts, visual material, sound, video and so on 75 | P a g e

narrative – a spoken or written account of connected events in order of occurrence, a story narrative voice / point of view – . the voice of the person telling the story (e.g. a distinction can be made between first person narrative –‘I’ – who is often a character in the story, or third person narrative in which the narrator refers to characters as ‘he’, ‘she’ or ‘they’) onomatopoeia – the use of words to recreate the sounds they describe oxymoron – a combination of words with contradictory meanings, used deliberately for effect; usually formed by using an adjective to qualify a noun with an opposite meaning (e.g. an open secret) panel discussion - groups are formed to discuss a topic, answer questions and respond to tasks paradox – an apparently self-contradictory statement or one that seems in conflict with logic; lying behind the superficial contradiction, there is logic or reason paraphrase – a restatement of an idea or text in one’s own words paronym – word formed from a foreign word personification – attributing human characteristics to non-human things plot – the interrelatedness of the main events in a text; plot involves more than a simple sequence of events as it suggests a pattern of relationships between events and a web of causation point of view – the perspective of a character in relation to issues in a novel or play Portmanteau – The blending of two or more words will give you a portmanteau. The examples include liger (lion and tiger), brunch (breakfast and lunch), Gautrain, spork (spoon and fork), skort (shorts and skirt), and brinner (breakfast and dinner). prejudice – intolerance of or a pre-judgement against an individual, a group, an idea or a cause projection- the placement and delivery of volume, clarity and distinctness of voice for communicating to an audience pun – a play on words which are identical or similar in sound in order to create humour (e.g. ‘Seven days without water makes one week/weak.’) redundancy – the use of words, phrases and sentences which can be omitted without any loss of meaning register – the use of different words, style, grammar, pitch and tone for different contexts or situations (e.g. official documents are written in a formal register and friendly letters are usually written in an informal register) report - (formal and informal) Giving exact feedback of a situation, e.g. accident re-reading - Rereading is a reading strategy that gives the reader another chance to make sense out of a challenging text. restating - Restating is a reading strategy where the reader will retell, shorten, or summarize the meaning of a passage or chapter, either orally or in written form. rhetoric device – device such as pause and repetition, used by a speaker to effectively persuade or convince. Some devices may be manipulative 76 | P a g e

rhetorical question – a question asked not to get a reply but for emphasis or dramatic effect (e.g. ‘do you know how lucky you are?’) rhyme – words or lines of poetry that end with the same sound including a vowel rhythm – a regular and repeated pattern of sounds sarcasm – an ironic expression or tone of voice which is used in order to be unkind or offensive or to make fun of someone satire – the use of ridicule, sarcasm and irony to comment critically on society or individual or a situation scan – to run one’s eyes over a text in order to find specific information (e.g. scan a telephone directory for a name and number) simile – comparing one thing directly with another, a word such as ‘like’ or ‘as’ is used to draw attention to the comparison skim – to read a text very quickly to get an overview (e.g. skim the newspaper headlines for the main news) slang – informal language often used by a group of people, such as teenagers, who use terms like ‘cool’ and ‘awesome’; the difference between colloquial language and slang is that slang has not yet been accepted in polite or formal conversation, whereas colloquialisms (e.g. ‘Good show!’) have been stereotype – a fixed conventional (and often biased) view about what role a particular person is expected to play strategy – a certain broad procedure or plan used to tackle a problem stress (in a word or sentence) – to give force to a particular syllable in a word or a word in a sentence style – The distinctive and unique manner in which a writer arranges words to achieve particular effects. Style essentially combines the idea to be expressed with the individuality of the author. These arrangements include individual word choices as well as such matters as length and structure of sentences, tone and use of irony. subplot – subsidiary action which runs parallel with the main plot of a play or a novel symbol – something which stands for or represents something else synonym (as opposed to antonym) – a word which has the same meaning or almost the same meaning as another word in the same language. Synonyms in English tend to have important differences in connotation synthesise – the drawing together of ideas from a variety of sources; a clear summary of these combined ideas text – a statement or creation in any written, spoken or visual form of communication theme – the central idea or ideas in a text; a text may contain several themes and these may not be explicit or obvious tone – quality and timbre of the voice that conveys the emotional message of a spoken text. In written text, it is achieved through words that convey the attitude of the writer. In film, tone can be created through music or visual effects transactional writing – functional writing (e.g. letters, minutes of meetings, reports, faxes) 77 | P a g e

Truncation – This type of abbreviation consists only of the first part of a word. These are most often used when referring to proper titles such as months of the year or days of the week, e.g., Mon., Fri., Apr., Oct. turn-taking conventions – the customs which govern the flow of conversation between people such as allowing others to give their opinion, restating to clarify meaning, intervening to redirect focus, asking for clarification understatement – express something in restrained terms rather than giving the true or full facts, usually for emphasis, possibly as a form of evasion, possibly as a form of humour verbosity – language using more words than are needed visual texts – visual representations which can be seen and which convey messages (e.g. film images, photos, computer graphics, cartoons, models, drawing, paintings) voice – the author’s persona: who the author is; when reading or viewing one gains an impression of the author and his/her intentions. See narrative voice wit – the unexpected, quick and humorous combining of contrasting ideas or expressions word-attack skills - strategies used when reading an unknown word (e.g. breaking it into syllables or looking at the meaning of the prefixes or suffixes 78 | P a g e