CAPS SERBIAN HOME LANGUAGE SP

CURRICULUM AND ASSESSMENT POLICY STATEMENT GRADES 7-9 LANGUAGES SERBIAN HOME LANGUAGE

CONTENTS SECTION 1 INTRODUCTION TO THE CURRICULUM AND ASSESSMENT POLICY STATEMENT ..............................................................................................................................................3 1.1 Background .........................................................................................................................................3 1.2 Overview..............................................................................................................................................3 1.3 General aims of the South African curriculum ...............................................................................4 1.4 Time allocation....................................................................................................................................5 1.4.1 Foundation Phase.........................................................................................................................5 1.4.2 Intermediate Phase.......................................................................................................................6 1.4.3 Senior Phase ................................................................................................................................7 1.4.4 Grades 10-12 ...............................................................................................................................7 SECTION 2: INTRODUCING THE LANGUAGES ...............................................................................9 2.1 Languages in the Curriculum and Assessment Policy Statement ..................................................9 2.1.1 Language levels...........................................................................................................................9 2.1.2 The language skills....................................................................................................................10 2.1.3 Language teaching approaches .................................................................................................10 2.2 Time allocation..................................................................................................................................13 2.3 Learning and Teaching Support Materials....................................................................................14 SECTION 3: CONTENT AND TEACHING PLANS FOR LANGUAGE SKILLS ...........................15 3.1 Listening and speaking ....................................................................................................................15 3.2 Reading and viewing ........................................................................................................................26 3.3 Writing and presenting ....................................................................................................................37 3.4 Language structures and conventions ............................................................................................49 3.5 Spread of texts across Grades 7-9 ...................................................................................................57 3.6 Teaching plans ..................................................................................................................................59 SECTION 4: ASSESSMENT IN HOME LANGUAGE.......................................................................117 4.1 Introduction ....................................................................................................................................117 4.2 Informal or daily assessment .........................................................................................................118 4.3 Formal assessment ..........................................................................................................................119 4.4 Programme of Assessment .............................................................................................................119 4.5 Recording and reporting................................................................................................................129 4.6 Moderation of assessment ..............................................................................................................129 1

4.7 General ............................................................................................................................................130 GLOSSARY..............................................................................................................................................131 2

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 Curriculum Statement Grades R-12; and 3

(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 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 4

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). 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 5

Physical Education (2) (2) (2) Personal and Social Well-being (2) (2) (2) (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. 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 6

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 Economic Management Sciences 2 Life Orientation 2 Creative Arts 2 TOTAL 27,5 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 B Annexure 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. 7

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. 8

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 Intermediate 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. However, 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 labels Home Language and First 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) language. 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 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. 9

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’ 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 both Home Language and 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 same concepts in a two week cycle in both language levels. 2.1.2 The language skills The Home 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 10

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 learn 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 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 should not take more than two weeks. It is essential that learners have a clear idea of what is going on at the most basic level of the text. Spending too long on reading a text is detrimental to a clear understanding of narrative line and plot. Some classes can read texts without such support. That is to be encouraged. Poetry should be taught, not poems. Read as many as possible in class and ensure that learners write poems as well. 11

• 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 their Home 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, but line by line analysis of any text is destructive to its subtlety. • 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 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 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. 12

 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, reports which learners learn 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; the subjunctive mood with a reflective essay.  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. 2.2 Time allocation The teaching time for Home Language is 5 hours per week. All language content is taught within a two-week cycle (10 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. Timetabling should make provision for continuous double periods per week. In a two-week cycle the following time allocation for the different language skills is suggested. Skills Time Allocation per Two-week Cycle (Hours) Grade 7 Grade 8 Grade 9 *Listening & speaking 2 hours (Oral) *Reading and Viewing 3 hours 30 min (1 hour 45 mins for comprehension and 1 hour 45 mins for literary texts) *Writing & Presenting 3 hours 30 min Language Structures 1 hour and Conventions *Language Structures and Conventions and their usage are integrated within the time allocation of the four language skills. There is also time allocated for formal practice. Thinking and reasoning skills are incorporated into the skills and strategies required for Listening and Speaking, for Reading and Viewing, and for Writing and Presenting. 13

2.3 Learning and Teaching Support Materials Learners should have the following for Home Language study in Grades 7 – 9: GRADES 7 – 9 Core materials Prescribed language textbook √ Dictionary √ Novel √ Short stories √ Folklore √ Drama √ Poetry √ Media materials Newspapers √ Magazines √ Radio talks/dramas √ Television shows/ dramas / √ documentaries Home 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) 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 14

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 central to learning in all subjects. Through effective listening and speaking, learners collect and synthesise information, construct knowledge, solve problems, and, express ideas and opinions. Critical listening skills enable learners to recognise values and attitudes embedded in texts and to challenge biased and manipulative language. Listening and speaking are different but co-dependent skills. Both are continually present informally in the classroom as learners receive and discuss information. Formal listening and speaking of special forms, e.g. debate, need focused instruction. Formal and informal listening and speaking are integrated with reading, writing and language practice and speaking may give written text an oral form (e.g. reading aloud). Listening process and strategies 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 will need to do 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 and evaluate the message. Post-listening might involve learners in responding to what they have heard through discussion. Listening comprehension exercises and assessment give an opportunity to teach learners how to listen. 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  Predict what text may be about from title  Deal with any key vocabulary that learners may not be familiar with  Teacher may set a pre-listening question to focus learners’ attention  Learners should be physically prepared with, for example, pencil and pad for note taking During listening – questioning, recognising, matching, note-taking, interpreting  Analyse o the message, o the speaker and o the speaker’s evidence.  Make mental connections 15

 Find meaning  Ask questions  Make inferences and confirm predictions  Reflect and evaluate. Post-listening follows up on the listening experience. Learners  Ask questions  Talk about what the speaker said  Review notes  Summarise the presentation orally  Transfer information from oral to written mode, e.g. use information to label a diagram  Analyse and evaluate critically what they have heard  Synthesise new information with prior knowledge  Draw conclusions; evaluate; give own opinion; respond critically Different kinds of listening Listening for Listening, rather than merely hearing, remains key to any intelligent specific response to the world around us. In a world in which technology has information created endless supplies of sounds, voices, music and talking, learning to listen only to what may be significant or useful becomes crucial. Most of what is listed below will not be unfamiliar to learners in this phase. Teachers need to work only with such processes as they feel their class is still in need of.  Stimulate /activate background information before listening  Ascertain speaker's purpose  Give complete attention to listening task and demonstrate interest  Search for meaning  Check understanding of message by making connections, making and confirming predictions, making inferences, evaluating and reflecting  Make meaningful notes outlining, mapping, categorizing, summarising, making checklists, paraphrasing, retelling, explaining  Distinguish message from speaker  Consider the relationship between context and choice of words and form  Identify, interpret and evaluate messages  Understand instructions, tracing directions on a map and follow procedures  Noting the main and supporting ideas  Process information by: comparing, obeying instructions, filling in gaps, detecting differences, ticking of items, transferring information, sequencing, matching, interpreting meaning  Follow up on presentation by: answering questions, reviewing notes, categorizing ideas, summarising, clarifying, reflecting, speaking or writing 16

Listening  Re-tell the story comprehension  Recall specific detail in a text and speaking  Reflect on values and messages in a text  Reflect on stereotyping and other biases  Discuss character, plot and setting  Express opinions  Clarifying questions Listening for Most of the processes listed below are helpful in the study of literary critical analysis texts, of advertisements and political documents. After a listening and evaluation activity, teachers usually provide opportunities for discussion, but it is also useful to turn these activities into writing. A brief extract from a film sound track, for example, can be used to begin a narrative composition (“What exactly do you hear? Make sense of it.”). The selection of a number of ‘emotive’ words from a speech, or from a reading of a poem can be incorporated into a piece of writing appropriate to the context. Incorporate the words into a statement of contradiction to what has been said in the speech; or use the words in your poem so that your understanding of the words is clear. o Identify and interpret persuasive, emotive and manipulative language, bias, prejudice and stereotyping o Distinguish between facts and opinions o Show awareness of and interpret tone, pace and language use o Respond to style, tone and register and evaluate correctly o Understand the logical sequence of information o Make judgments and provide evidence o Make assumptions and predict consequences o Respond to language use, word choice, format and pronunciation Listening for These listening activities are best practised in debates, small group appreciation and discussions and any other structured discussion. Watching clips from films interaction can also be helpful in analysing such characteristics as are listed below. o Respond in communication situations o Use turn-taking conventions in conversations o Defending a position o Ask questions to sustain communication o Respond to language, gestures, eye contact and body language o Show understanding of the relationship between language and culture by showing respect for cultural conventions o Respond to the aesthetic qualities of oral text, e.g. rhythm, pace, sound effects, imagery Length of texts to be used for listening comprehension 17

Task Grade 4 Grade 5 Grade 6 Longer listening 150-200 / up to 5 200-250 / up to 5 250-300 / up to 5 comprehension texts e.g. mins mins mins story, interviews, plays, news reports Shorter listening 60-70 words / 1-2 70-80 words / 1-2 80-100 words / 1-2 comprehension texts e.g. mins mins mins announcements, information texts, instructions, directions Reading 150-200 words 200-250 words 250-300 words comprehension/intensive reading texts Speaking In the Senior Phase learners should be taught or groomed to talk with ease and accurately as this is one of the most valuable assets for their lives, both personal and professional. Creating this self- confidence is more important than any specific technique or trick of public speaking. Learners need to know that when they speak there will be no mockery or ridicule. They must be assured of the teacher’s full support and encouragement at all times. Learners in the Senior Phase should be taught the most basic techniques of giving a good speech. A degree of tolerance might be shown to learners in view of the demands which oral interaction makes on them. The speaking process and strategies The teaching of speaking should include knowledge of the process and communication strategies (retracing, rephrasing, substitution, demonstration, gesture, mime, sounds and appeal for assistance).The teaching of speaking process consists of the following stages: • Planning - researching and organising • Practising and presenting Planning - researching and organising Learners must be able to demonstrate planning, researching and organising skills for oral presentation by:  Using appropriate register, style and voice according to audience, purpose, context and theme  Using appropriate language (choice of words) by o Using action verbs, a variety of adjectives and adverbs to give a specific impression, details and a vivid description when speaking for example a speech, storytelling, debate o Using knowledge of synonyms and antonyms, homophones, homonyms and one word for a phrase o Using borrowed, inherited and new words o Using figurative language (figures of speech, idioms, proverbs), tone, mood or humour o Using abbreviations o Using roots, prefixes and suffixes 18

o Using gender, plurals and diminutives o Using comparative and superlative degrees of adjectives and adverbs  Demonstrating critical language awareness by: o Giving facts and expressing opinions o Expressing denotative and connotative meaning, implied meaning o Expressing values, attitudes, bias, stereotypes, emotive, persuasive and manipulative language e.g. in persuasive speech  The use of resources and reference material such as dictionaries and thesauruses to select effective and precise vocabulary and deliver presentations making use of notes and props, audio and/or visual; aids and graphs to enhance the appeal and accuracy of presentations. Practising and presenting Learners must be able to practice and demonstrate oral presentation skills by:  Speaking directly to the audience  Referring to relevant sources that have been consulted  Including a range of facts and examples according to task requirements  Using effective introduction and conclusion (e.g. by using literary quotations, references to authoritative sources, anecdotes)  Developing ideas and argument - content is original, creative, coherent, shows logical development and arrangement of facts, examples and ideas  Using elements of speech forms (e.g. introduction, first and second transitions, body, conclusion) in formulating rational arguments and applying the art of persuasion and debate  Using organizational structures such as chronological, topical, cause-effect, compare-contrast, problem-solution to inform and to persuade  Using correct intonation  Presenting and advancing a clear argument and choosing appropriate types of proof (e.g. statistics, testimony, specific instances) that meet standard tests for evidence, including credibility, validity and relevance  Using forms of address or repetitions: ladies and gentlemen; I want to emphasise that …  Using appropriate language structures and conventions such as: o verb forms and auxiliaries to express tense and mood accurately o use parts of speech to express day-to-day oral communication  Using rhetorical questions, pauses, repetition,  Using verbal and non-verbal techniques (e.g. tone, voice projection / modulation, volume, pace / tempo, phrasing, eye contact, facial expressions, gestures and body language) for presentations Types of Listening and Speaking texts Prepared speech To inform/persuade/share and justify viewpoint or opinion.  Choosing an appropriate research topic  Some form of research should be evident  Appropriate structure (introduction, body and conclusion)  Clear logical links with topic  An argument or point of view that triggers a thoughtful response in others.  Clearly enunciated ideas showing awareness of audience and purpose 19

Unprepared speech To present a speech without preparing beforehand/to arrange logic promptly/employ speech techniques at short notice  Use appropriate structure (introduction, body and conclusion)  Appropriate to the purpose  Use tone, voice projection, pace, eye contact, posture and gestures  Register and tone appropriate to the audience  Use appropriate and effective vocabulary and language structures  Short but effective Prepared Reading  Understanding of the passage is demonstrated (Reading aloud)  Passage is fluently read  Voice is projected  Words clearly enunciated  Good use of pause  Maintenance of audience rapport.  Choice of extract takes audience into account  Length of extract appropriate Unprepared reading To share a text written by self or other to entertain (reading aloud)  Understanding of the passage is demonstrated  Passage is fluently read  Voice is projected  Words clearly enunciate  Good use of pause  Maintenance of audience rapport.  Choice of extract takes audience into account  Length of extract appropriate Debate To argue different viewpoints on a chosen topic. This is a formal oral form for public viewing and participation. Debating procedure  Two teams of speakers, usually three per team, argue for or against a motion. Motions make claims or propositions, e.g. ‘The World Cup was good for our economy’, rather than simply ‘The World Cup’.  Debate proceedings are controlled by a chairperson who: o Introduces the motion and gives some background to it o Introduces each speaker o Maintains order o Keeps time – speakers are given time limits o Manages the discussion when the motion is opened to the floor (see below) o Manages the vote (see below)  The chair introduces the motion and asks the first speaker for the proposition (the team arguing for the motion) to speak.  The first speaker for the proposition presents arguments supporting the motion.  The first speaker for the opposition (those speaking against the 20

motion) presents arguments opposing the motion and may also rebut (attack) the first speaker’s arguments.  The second speaker for the proposition builds on the team’s arguments, presents new arguments and rebuts the previous speaker’s points.  The second speaker for the opposition does the same.  The motion is opened to the floor (audience) for discussion and questions.  Following the general discussion the opposition sums up first. The third speaker repeats the team’s main arguments and tries to persuade the audience to vote against the motion, giving reasons. This speaker may also rebut previous arguments.  The third speaker for the proposition does the same.  The debate may be concluded and a result obtained in different ways, e.g. by having the speeches assessed (scored) by a judge, or putting the motion to the vote. Dialogue  Reflects a conversation between two (or more) people  Initiate and sustain conversations  Use turn taking conventions, maintain discourse  Listen to each other  Defend a position if in disagreement  Negotiate  Fill in gaps and encourage the speaker  Clarify issues  Share ideas and experiences and show understanding of concepts Interview To elicit information or point of view from an individual or panel  Use questioning, persuasion, note-taking, summarising, listening skills and non-verbal skills  Plan and prepare: determine goal, background information, outline, questions, time, place, sequencing, physical environment (see writing features)  Using interviewing techniques in phases: o Introduction (identifying self; stating purpose) o Rapport (creating atmosphere of trust) o Questions (ask general to specific, relevant questions; use mature, sensitive, respectful persuasive language; listen actively; evaluate response, respond effectively to demonstrate knowledge) o Summary (record responses by taking notes; summarise; sequence and arrange responses and important details in logical order) o Closure (thank interviewee; provide contact details) Report (formal and  Give exact feedback of a situation, e.g. accident, any findings informal)  Reflect a title, introduction (background, purpose and scope), body (Who? Why? Where? When? What? How?), conclusions, recommendations, references, appendices  Plan: Collect and organise information and give facts  Use semiformal to formal language register and style  Use 21

o Present tense (except historical reports) o General nouns o The third person o Factual description o Technical words and phrases o Formal, impersonal language Giving directions Give directions to tell someone how to get somewhere  Use mostly the imperative form  Use the second person to represent an interaction between the speaker and the listener.  Consider the following when giving direction: o Use concise and clear sentences o Use the chronological order o Refer to a specific direction o Indicate the approximate distance o Give the approximate number of streets to be crossed to reach the destination o Provide information about landmarks along the way o Use words indicating position o Use words indicating direction o Use words to show appreciation Instructions To explain how to use a tool or an instrument, prepare food, repair faults, etc.  Explain the working or use of any article in operation; preparing dishes, repairing any defaults, etc.  Plan and prepare (see writing features) o Understand the situation(s) and what the product of giving instructions/demonstrations should be or do o Explain the working or use of any article o Reflect clear, correct and logical sequence of instructions o Use manuals, instructions and operations o Consider vocabulary, grammar, expressions, technical language and phrases that might be used  Presenting Gives oral  Presents orally on events from e.g. the radio or television or presentation/report findings from an interview held.  Plan and prepare o Introduce what the product of a formal oral presentation should be o Predict what vocabulary, grammar and expressions might be used o Research to obtain relevant information from the speaker and the language needed to express information o Present; look out for the following: • Some form of research should be evident • A text structure should be followed (introduction, body and conclusion) • The text should comprise of clear logical links with the topic, reflecting correct facts arranged in a logical order 22

• An argument or point of view that triggers a thoughtful response in others should be expressed. • Clearly enunciated ideas showing awareness of audience and purpose; • Remain neutral (clear and objective language) and present in a suitable register for the audience • Use appropriate body language. Avoid wild gestures.  Organise an oral presentation in three parts: o Introduction: Catch the audience’s interest; answer Who? What? Where? When? o Body: Organise main points of the report in a logical order. Using accurate information; support main point with information from research; use details and descriptive sentences to make the report interesting o Conclusion: Summarise and get across the most important point. Writing a short conclusion. Wrap up and restate the main point. Draw upon the main points to formulate a personal opinion concerning the topic of the report  Use visual aids such as posters or overhead transparencies - practise using them while rehearsing  Use notes to make a final outline of the report  Refer to the notes when presenting the report Forum /panel To share different opinions or information from different sources Discussion The speakers should:  explore a range of ideas  listen to one another  concede points when necessary  not interrupt other speakers  make logical links between points  keep to the topic  try to bring people into discussion - interrupt politely - express opinions and support with reasons  Each speaker talks about a particular aspect of the topic  Use of conventional phrases  Duties of the chairperson o Keeping order o Managing time o Keeping to the agenda o Encouraging participation o Remaining neutral o Calling for proposal or votes Role plays  Learners are presented with a situation, often a problem or an incident, to which they have to respond by assuming a particular role.  The enactment may be unrehearsed, or the learner may be briefed 23

in the particular role to be played.  Assessment hereof is open-ended and person-centred. Informal discussion / To share ideas, opinions and viewpoints with individuals groups conversation  Initiate and sustain conversations  Turn taking conventions  Defend a position  Negotiate  Fill in gaps and encourage the speaker  Share ideas and experiences and show understanding of concepts Introducing a To give an audience information about a speaker/guest speaker  Obtain relevant information from the speaker  Use a formal style or register  Create interest and expectation in the audience, e.g. by telling the audience about relevant background information and achievements  Build expectation through, e.g. pauses and inflection  End strongly and confidently Vote of thanks To thank a speaker after delivering a speech to an audience  Use a formal register  Listen carefully to the speaker, to point out some highlights in the address  Mention strong points in the address  End strongly and confidently Suggested duration for texts to be produced for oral communication Texts Duration Grades 7 - 9 Conversations, debates, forum / group / panel 10 -15 minutes discussions, group discussions Dialogues 3 - 4 minutes Directions and instructions 2 – 4 minutes Interviews 5 - 8 minutes Prepared reading 2 – 3 minutes Prepared speeches, report, review 2 – 3 minutes Unprepared speeches 2 – 3 minutes Storytelling 4 - 6 minutes Meeting and procedures 5 - 8 minutes 24

Expressions used in conversational English – Reference list ASKING PERMISSION/ INTERRUPTING REQUESTS  Excuse me, could I ...?  Can I…..?  Sorry, do you think I could ...?  May I….?  Excuse me, do you know ...?  Would it be possible for me…..?  I beg your pardon, could you help  Is it all right if….? me? (formal)  Would it be ok if…?  Do you mind if I …?  Please let/permit/allow me to …  Would you agree to …? OFFERING HELP SEEKING ASSISTANCE  May I help you?  Can I help with…..?  Can I help you?  Would you help me to…..?  Are you looking for something?  I need help with …  Would you like some help?  Please assist me … (formal)  Do you need some help?  Please lend a hand with …  What can I do for you today? APOLOGISING COMPLAINING  Sorry.  I'm sorry to have to say this, but...  I’m sorry for….  I'm sorry to bother you, but...  I regret……  Maybe you forgot to...  Please forgive me for …  I think you might have forgotten to...  I apologise for …  Excuse me if I'm out of line, but...  Pardon me.  There may have been a  Excuse me. misunderstanding about...  I beg your pardon.  Don't get me wrong, but ... GIVING ADVICE STATING A PREFERENCE  I don't think you should ……..  Would you like to ….  You ought to…..  I'd rather……  You ought not to……...  Why don't we ...?  If I were you, I'd …….  Well, I'd prefer …….. What do you  If I were in your position, I'd … think?  If I were in your shoes, I'd ….  What do you think we should do?  You had better ….  If it were up to me, I'd …  You shouldn't…….  I think we should ….  Whatever you do, don't……. GUESSING, INFERRING GIVING IMPRECISE INFORMATION  I'd say he's about ready to ...  It might need some …  There are about ….  He could be ...  There are approximately.  It looks like ...  There are a large number of ….  Perhaps he needs some…  ……. predicts up to ….. 25

 Maybe they want to ...  It's kind of …  It's difficult to say, but I'd guess  It's the type of … that …  They're the sort of …..  I'm not really sure, but I think …  It's difficult to say, but I'd guess  I'm not really sure, but I think … SAYING GOODBYE EVALUATING YOURSELF Long trips, vacations, short outings  This worked well/was effective because….  Have a good trip.  I did this well because….  Enjoy your vacation.  It would have been better if I had ...  Have a good journey.  This could be improved by….  Enjoy your holidays.  Progress is /is not evident because …  Enjoy!  This succeeds because …  Have a good time at (destination place such as a restaurant)  Have a good time in (destination city) GREETING AFTER A TRIP  How was your vacation/holiday in…?  Did you enjoy your time in (destination)?  How was your journey/ flight/ trip? 3.2 Reading and Viewing Well-developed reading and viewing skills are central to successful learning across the curriculum. Learners develop proficiency in reading and viewing a wide range of literary and non-literary texts, including visual texts. Learners recognise how genre and register reflect the purpose, audience and context of texts. Through classroom and independent reading, learners become critical and creative thinkers. 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 2) reading for formal study (set-works) and 3) extended independent reading. 26

Reading process and strategies Reading instruction may involve three steps to enhance understanding of texts. 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. During-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.  Pre-reading  During-Reading  Post-reading activities Pre-reading Learners may be prepared for the text in various ways depending on the type of the text and the level of the learner. It activates associations and previous knowledge.  Learners are encouraged to form certain expectations about the text based on clues from accompanying pictures or photographs, the text type, layout, title page, table of contents, chapters, glossary, index, appendix, footnotes.  Skimming and scanning text features: titles, headings and sub-headings, captions, illustrations, graphs, charts, diagrams, bold-faced print, italics, headings, subheadings, numbering, captions, illustrations, graphs, diagrams, maps, icons, pull down menus, key word searches  Skimming for main ideas and offering own ideas in a pre-reading discussion  Scanning for supporting details  Predicting using the information gained from skimming and scanning During-reading  Inferring meaning of unfamiliar words and images by using word attack skills and contextual clues  Rereading / reviewing  Visualizing  Deducing meaning (analogy, context, word formation etc.)  Questioning  Making notes (main and supporting ideas)  Summarising main and supporting ideas in point / paragraph form as per required length  Clarifying issues  Making inferences  Explaining / evaluating writer’s inferences and conclusions Post-reading  Answering questions on the text from lower to higher order  Drawing conclusions / own opinion  Evaluating/ discussing different interpretations of a text  Comparing and contrasting  Synthesizing/ writing a summary  Exploiting the text for grammar and vocabulary learning, e.g. re-write in a different tense  Reproducing the genre in writing of their own (where appropriate) 27

 Critical language awareness: o facts and opinion o direct and implied meaning o denotation and connotation o socio-political and cultural background of texts and author o the effect of selections and omissions on meaning o relationships between language and power o emotive and manipulative language, bias, prejudice, discrimination, stereotyping, language varieties, inferences, assumptions, arguments, purpose of including or excluding information o creating new texts, i.e. change a narrative into a drama, dialogue o exploit the text for grammar and vocabulary learning, e.g. rewrite in a different tense. Interpretation of visual texts (range of graphic and visual texts) For many learners, the screen rather than the printed page is the source of most of their information. Visual literacy is an important area of study and the computer screen a rich source of material. Examine how layout is key in a popular website; how attention is gained by advertisers; how movement and colour play key roles in persuading the user to move to other sites.  Persuasive techniques: Emotive language, persuasion, bias, manipulative language  How language and images reflect and shape values and attitudes  Impact of use of font types and sizes, headings and captions  Analyze, interpret, evaluate and respond to a range of cartoons/comic strips Reading activities and the kind of reader envisaged Prepared Reading (Reading aloud)  Use of tone, voice projection, pace, eye contact, posture and gestures  Pronounce words without distorting meaning Unprepared reading (reading aloud)  Read fluently according to purpose  Pronounce words without distorting meaning  Use tone, voice projection, pace, eye contact, posture and gestures correctly Reading comprehension  For close and critical reading of the text (reading comprehension)  To understand the text comprehensively - text features – titles, illustrations, graphs, charts, diagrams, headings, subheadings, numbering, captions, headlines, format, e.g. newspaper columns, etc.  To demonstrate independent reading (reading widely for pleasure, information and learning)  Critical language awareness (being aware of the denotation and connotation of words and that it carries hidden meanings and messages, e.g. stereotypes, the speaker’s prejudices and intentions) INTENSIVE READING 28

a) 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, thesauruses and other reference works to determine the meaning, spelling, pronunciation and part of speech of unfamiliar words  Identify the meaning of common prefixes, (e.g. bi-, un- or re-) and common suffixes, (e.g. - ful)  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  Recognise and use common idioms and proverbs, e.g. birds of a feather flock together.  Distinguish between denotation and connotation  Identify the origin and use of new words, e.g. street slang, dialects, borrowed words (e.g. ubuntu, dorp, bunny chow).  Distinguish between commonly confused words: homophones, homonyms, homographs, synonyms, e.g. allusion/illusion; complement/ compliment; imply/ infer  Recognise a wide range of abbreviations, e.g. acronyms, initialisms, clipped  Apply knowledge of grammar to decode meaning. See Language Structures – Reference List. b) 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. See Language Structures – Reference List.  Identify the structure of texts used for different purposes, (e.g. description, definition, cause- and-effect) across the curriculum and their related transitional words/signal words/conjunctions, (e.g. on the one hand, firstly, because). See Writing/ Presenting for appropriate text types. c) Intensive reading of shorter written texts for COMPREHENSION at a whole text level Learners apply their knowledge of genre and formal text study to understand the meaning, intention and effect of the whole text  Relate the text to their own experience  Identify the genre and its purpose, e.g. an argument which seeks to persuade  Identify and explain author’s attitude and intentions  Synthesise parts of texts or whole texts in order to reach conclusions  Draw conclusions; form and justify own opinion 29

d) 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  Separate main ideas from supporting details  Paraphrase the main ideas (write them in own words)  Sequence the sentences and use conjunctions and logical connectives to link them together into a text e) Intensive reading of shorter texts for CRITICAL LANGUAGE AWARENESS. Learners apply their understanding of how language can create and maintain power relationships between text producer and reader. They analyse the point of view from which the text is written.  Identify and discuss emotive and manipulative language  Identify and discuss bias and prejudice and any stereotyping  Identify and discuss assumptions and explain their impact  Identify and discuss implied meaning and inference  Identify and discuss denotation and connotation  Suggest the purpose of including or excluding information  Recognise the writer/producer’s point of view f) 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 understanding how these support writing in multimodal texts. Learners apply the meta-language of film study to understand and appreciate visual text elements and their effect.  Identify and discuss the way visual elements are integrated with written text in multimodal texts, e.g. layout, illustrations, graphic information  Identify and discuss the purpose and message in visual texts for information, e.g. graphs, tables, documentaries, charts, maps  Identify and discuss the message and effectiveness of visual elements of advertisements and the relationship between the written and the visual elements  Identify and discuss the purpose and message in visual texts which show relationships, e.g. mind-maps, diagrams, pie charts, maps, plans  Identify and discuss the purpose, aesthetic qualities and design of visual texts created for aesthetic purposes, e.g. photographs, film, design elements  Identify and discuss the purpose and message of visual texts created for enjoyment and entertainment, e.g. film, cartoons, music videos, comic strips 30

 Identify and discuss the message and effectiveness of visual texts which support speaking, e.g. posters diagrams, data projection  (Film study - for enrichment only) Identify, understand, analyse and evaluate the relationship between sound, speech, action and visual elements in film and other audio- visual forms FORMAL STUDY OF LITERARY TEXTS Learners read, evaluate and respond to the aesthetic qualities of literary text. They apply the meta-language of literature study to understand and appreciate elements of literary texts. At least TWO genres are selected for formal study and assessment each year. A range is studied over the GET Phase: poetry and/or short stories/folklore and/or novel and/or drama, etc. See “Texts for the integrated study of language skills” at the end of this section NOTE: The emphasis in formal text study will change depending on the setwork/chosen text.  Understand the distinctive qualities of different literary forms, e.g. that a poem has different characteristics from a novel  Identify and explain figurative language and rhetorical devices as they appear in different texts, e.g. simile, metaphor, personification, alliteration, onomatopoeia, hyperbole, contrast, irony, sarcasm, anti-climax, symbol, euphemism, pun, understatement  Identify and explain writer’s/producer’s intention  Explain choice and effectiveness in poetry of how elements support the message/theme. Elements may include figures of speech, imagery, structural elements and sound devices, e.g. rhyme, refrain, rhythm, alliteration  Explain choice and effectiveness in drama of how elements support the message/theme. In addition to figures of speech and imagery, elements may include figures of speech, imagery, structural elements, e.g. plot, climax, characterisation, stage directions, dramatic irony, setting  Explain choice and effectiveness in short stories/novels/films of how elements support the message/theme. In addition to figures of speech and imagery, elements may include role of the narrator, structural elements, e.g. plot, exposition, rising action, conflict, climax, falling action/anticlimax, denouement/resolution, setting  In addition, for film, camera work and editing, e.g. close-up, long shot, music and sound track, special effects, colour. EXTENDED INDEPENDENT READING/VIEWING Learners practise the strategies modelled in intensive reading and formal text study for extra- curricular independent reading for pleasure and research. Teacher guidance on access and level is crucial to this part of the reading programme.  Access libraries and know book storage conventions  Provide evidence of extended reading/viewing in the form of speeches, discussions and book/film/programme reviews  Read/view a wide range of whole texts, e.g. books, magazines, newspapers, websites, films, documentaries, TV series both during and after class. 31

Examples of question types Knowledge What happened after …? Can you name the …? Describe what questions happened at … Who spoke to …? What is the meaning of ….? Comprehension Who was the key character …? Can you provide an example of …? questions Can you explain in your own words ….? Application Can you think of any other instance where ….? Do you remember questions we were looking at metaphors – how would you explain the metaphor in this line? Analysis questions How was this similar to …? How was this different to …? What was the underlying theme of …? Why do you think …..? Synthesis questions We’ve learnt different views about John – can you put them all together and describe his character? What kind of person is he? Evaluation questions How effective is ……? Can you think of a better way of ….? Which of these two poems do you prefer? Why? 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 between short and long texts and between reading for different purposes, e.g. aesthetic purposes (formal text study in set work) texts for mass distribution in the media, visual texts for enjoyment (see “Texts used for integrated teaching of language skills”). Types of reading texts Poetry There are essentially only two questions a learner needs to ask of a poem: What is being said? How do I know? The second question adds conviction to the answer of the first; the first determines what the second question will reveal. All literary writers write because they have something to say—something they consider at least interesting and usually of some importance to the cultural group for which they are writing. We study the text to support, corroborate, clarify and reveal what writers have to say to us. It also involves looking at the figurative use of language; of the way sentences, verse lines and poems as a whole are presented; of the choice of image, rhythm, pace and sound; of the emotive feelings that such images generate. All this in an attempt to reach a tentative conclusion at best as to what the poet is hoping we will sooner or later discover to be a meaning of the text. There is seldom finality in the study of a good poem. The following aspects will enhance understanding of the intended message  literal meaning  figurative meaning  mood  theme and message  imagery  figures of speech/ imagery, word choice (diction), sound devices, tone, rhetorical devices, emotional responses, lines, words, stanzas, rhyme, link, rhythm, punctuation, refrain, repetition, alliteration (consonance and assonance), enjambment 32

Drama Drama is not only about words and language: it is about movement, voice, light and dark; interaction; staging. How the play moves (the pace) is essential; how characters interact, what they are doing when they are not talking; how facial expression can shift the meaning of a line —all this can be lost if the play is read as it if were a novel. Nevertheless, it is never a good idea to show ‘the video’ of the play until the play has been fully studied discussed and ‘staged’ by a class. Without that, the ‘video’ becomes the truth of the play and little will dislodge the specific interpretation of that particular production. Imagination plays a key role in the reading of drama. Visualising a stage and what actors look like, and working out how many different ways a line or speech can be said are vital components of working with drama in the classroom. Plot and subplots; the way the playwright presents the characters and how they develop through the play; setting and background (only where absolutely essential to an understanding of the play); pace, use of image and symbol; dramatic techniques like soliloquy; dramatic irony, stage directions, the creation of tension, or humour, or tragedy are all worth studying through the dramatic reading of the play. The following aspects will enhance the learners’ understanding of the text:  plot and sub-plot (exposition, rising action, conflict, climax, falling action/ anticlimax, denouement/resolution, foreshadowing and flashback)  characterization  role of narrator/persona/ point of view  theme and messages  background and setting – relation to character and theme  dramatic structure: plot, subplot (exposition, rising action and climax)  mood and tone  ironic twist/ending  stage directions  link between dialogue /monologue/soliloquy and action  dramatic irony  time line Film study Film study is not the same as reading a novel. Although the treatment of a film (for can follow the patterns of teaching more typical of drama and novel, the item enrichment) ‘cinematographic techniques’ below needs especial attention. ‘Reading’ a film with sensitivity and accuracy depends in large measure on the extent to which the viewer is conscious of editing, cutting, camera shots, montage, mise en scène, music, costume, lighting and sound. Being able to read a film at this level immeasurably enriches one’s watching of films: the viewer moves away from the more ‘passive gazing’ which usually means only following the narrative line; to an ‘informed attending’ that adds to one’s viewing a greater depth and a clearer understanding of just how director, editor and the rest are manipulating what we watch to make us feel and react in certain ways.  dialogue and action, and their relation to character and theme;  plot, subplot, character portrayal, conflict, dramatic purpose and dramatic irony, ironic twist and ending; 33

 dramatic structure and stage directions  message and theme and how they are woven into all aspects of the text;  cinematographic techniques (visual, audio and audio-visual) such as the use of colour, subtitle, composition, dialogue, music, sound, lighting, editing, framing, styles of shot, camera techniques, camera movement, foregrounding and backgrounding. Novel, Short Narratives (novel, short story and folklore) need to be read, discussed and stories, enjoyed. Reading the texts aloud or playing in class is often of great value, Folklore especially if learners are not keen readers, or have some resistance to reading. Read fast and keep the interest alive by using the simple reading acts of anticipation or prediction; evaluation; and appreciation. Simple activities involving imaginative summary (summarising the story so far to a friend in a limited number of words; keeping a visual graph going in the classroom; opening dossiers of key characters; looking for and noting, appearances of words and images that emphasise ideas and themes in the novel) can help to keep the learners up to speed. After the first reading, learners need to become aware of the differences between narrative (what happens next?) and plot (why does that happen?); explore possible meanings and interpretations of the story; examine how the writer has used language to create character (description and direct speech); how characters interact; setting (descriptive language and incidental references throughout the novel); and where necessary attempt to unravel underlying ideas, thoughts and ideologies that control the direction of the novel as a whole. All cultures, and most people, live lives imbued with stories. Whatever the teacher does with novels and stories in the classroom, the sheer pleasure of engaging in a good story must remain paramount. The following aspects will enhance the learners’ understanding of the text:  genre and types  plot, subplot (exposition, rising action, conflict, climax, falling action/anticlimax, denouement/resolution, foreshadowing and flashback)  conflict  characters  characterization  role of narrator  messages and themes  background, setting and relate to character and theme  mood, ironic twist / ending  suspense and surprise Other Posters, charts, maps, graphs, cartoons, magazines, newspapers, websites, films, reading texts documentaries, TV series both during and after class. 34

Length of texts to be read Text Grade 7 Grade 8 Grade 9 Text for reading aloud 5 – 6 sentences 5 – 8 sentences 5 – 10 sentences 1 paragraph 2 paragraphs 3 paragraphs Reading 350-400 words 400-450 words 450-500 words comprehension/intensive reading texts Summary 70-80 words from 70-80 words from 70-80 words from 250 words text 260 words text 280 words text TEXTS USED FOR THE INTEGRATED TEACHING OF LANGUAGE SKILLS IN THE SENIOR PHASE In addition to literary texts for formal study, texts to be covered in the Senior Phase 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 Literary texts for formal Written texts for Multimedia/visual texts for study. A range to be studied information information over the Senior Phase. Dictionaries Charts, maps Prescribed Genres Encyclopaedias Graphs, tables, pie charts Poetry Schedules Mind-maps, diagrams Grade 7: 5-10 poems Telephone directories Posters Grade 8: 10-15 poems Textbooks Flyers, pamphlets, brochures Grade 9: 12-15 poems Thesaurus Signs and symbols Timetables TV documentaries Novel TV guides Web pages, internet sites, Grade 7: 30-40 pages blogs Grade 8: 40-50 pages Facebook and other social Written texts in the media networks Grade 9: 50-60 pages Magazine articles Data projection Newspaper articles Transparencies Short stories Editorials Grades 7: 4-5 stories (3-5 pages on each story) Notices Multimedia/visual texts for aesthetic purposes Grade 8: 5-7 stories (3-5 pages Advertisements 35

on each story) Films Grade 9: 7-10 stories (3-5 Written forms of audio texts Photographs pages on each story) Dialogues Illustrations Speeches Folklore Songs Multimedia/visual texts for Grades 7: 4-5 stories (3-5 enjoyment and pages on each story) Jokes entertainment Grade 8: 5-7 stories (3-5 pages Films on each story) Written interpersonal and TV programmes Grade 9: 7-10 stories (3-5 transactional texts pages on each story) Music videos Letters Cartoons, caricatures Diaries Comic strips Invitations Drama Jokes (illustrated) Emails Grade 7: 1-2 Act play (10-20 Graffiti sms, twitter pages) Notes Grade 8: 2-3 Act play (20-30 Audio texts pages) Reports Radio programmes Grade 9: 3-5 Act play (30-50 pages) Readings of dramas Written interpersonal texts in business Readings of novels or short stories Enrichment Recorded speeches Films Formal letters Selected TV series/ Agenda and minutes documentaries Advertisements on radio, TV newspapers and magazines Radio dramas Essays 36

3.3 Writing and Presenting Writing is a powerful instrument of communication that allows learners to construct and communicate thoughts and ideas coherently. Frequent writing practice across a variety of contexts, tasks and subjects enables learners to communicate functionally and creatively. Writing which is appropriately scaffolded using writing frames (as and when is necessary), produces competent, versatile writers who will be able to use their skills to develop and present appropriate written, visual and multi-media texts for a variety of purposes. Writing is important because it enables learners to think about grammar and spelling. This encourages learners to process the language, speeds up language acquisition and increases accuracy. In the previous phases, learners learnt to write a range of creative and informational texts, using writing frames as support. Learners in the Senior Phase are expected to write particular text types independently. They will also employ the writing process to produce well organised, grammatically correct writing texts. Writing process and strategies Good writing is a skill that needs to be developed and supported. Although reading is an important source of input, it is only through writing, that writing skills are developed. 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 construction or paragraph writing, or learners write texts without drafts in preparation for the examination. The writing process consists of the following steps:  Planning / Pre-writing  Drafting  Revising  Editing  Proofreading  Presenting Planning/ Pre-writing  Analyse the structure, language features and register of the text type that has been selected  Decide on the purpose and audience of a text to be written and/or designed  Determine the requirements of format, style, point of view  Brainstorm ideas using, for example mind maps, spider web lists flow charts or lists  Consult relevant sources, select relevant information Drafting  Use main and supporting ideas effectively from the planning process  Produce a first draft which takes into account purpose, audience, topic and genre  Determine word choice by using appropriate, descriptive and evocative words, phrases and expressions to make the writing clear and vivid  Show own point of view by explaining values, beliefs and experiences 37

 Establish an identifiable voice and style by adapting language and tone to suit the audience and purpose for writing  Read drafts critically and get feedback from others (classmates)  Include specific details of the required text (use of quotations, substantiating and motivating the argument) Revising, editing, proofreading and presenting  Use set criteria for overall evaluation of own work and others’ writing for improvement  Refine word choice, sentence and paragraph structure (insert additional information, use appropriate transition words)  Work on the sequencing and linking of paragraphs  Evaluate content, style and register  Using punctuation marks, spelling and grammar correctly and appropriately  Prepare the final draft including layout, for example, headings and fonts  Present the text Language structures and conventions during the writing Learners will learn how language is used and will develop a shared language for talking about language (a ‘meta-language’), so that they can evaluate their own and other texts critically in terms of meaning, effectiveness and accuracy. They will also be able to use this knowledge to experiment with language to build meaning from word and sentence levels to whole texts, and to see how a text and its context are related. Through interacting with a variety of texts, learners extend their use of vocabulary and correctly apply their understanding of Language Structures and Conventions. Knowledge of Language Structures and Conventions will enable learners to produce coherent and cohesive texts. Language structures should be taught for constructing texts in their context of use. The application of language structures 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. Language conventions (spelling and punctuation)  Use of spacing, capitals, commas, quotation marks, colons, underlining, italics, bolding, semi colons, apostrophe, hyphens, dashes, parentheses  Use knowledge of spelling patterns and rules to spell words correctly: o Knowledge of word patterns and families o Knowledge of roots, prefixes and suffixes o Knowledge of syllabication  Use dictionaries and spell checkers  Use abbreviation forms appropriate to different media and audiences Word choice  Use a variety of action verbs, adjectives and adverbs to give a specific impression and details and vivid description when writing for example a narrative essay, descriptive essay 38

 Use appropriate synonyms, antonyms, homophones, homonyms, one word for a phrase to express concepts  Use formal and informal language (slang/colloquialism, jargon) appropriately  Use borrowed and inherited words appropriately  Give facts and express opinions  Express denotative, connotative, implied/contextual meaning  Position themselves as authors through implicit and explicit messages  Express themselves on values, attitudes, bias, stereotypes, emotive language, persuasive and manipulative language e.g. in persuasive texts such as argumentative essays, newspaper articles  Show respect by using certain words when writing texts such as dialogue, interviews  Use resources and reference materials such as dictionaries and thesauruses to select effective and precise vocabulary. Register, style and voice  Use appropriate register: formal, informal e.g. Using informal/conversational style and first person in a friendly letter, formal language in an official letter  Use figurative language (figures of speech, idioms, proverbs), tone, mood or humour appropriately  Speak directly to the reader in a way that is individual  Show passion towards message  Use different points of view/perspective Sentence construction  Write a variety of sentences and sentences of various lengths  Use parts of speech appropriately  Use subject, verb, object, tenses, moods, affirmatives, negations, modal verbs, active and passive voice, direct and indirect speech  Use interrogatives (why, when, how, what)  Use different types of sentences, e.g. statements, questions, simple, compound, complex, compound-complex sentences  Use conjunctions, pronouns, adverbs and transitional words to create cohesive sentences  Use different types of pronouns to show focus, emphasis, the objective case and to eliminate verbosity  Use correct word order in sentences to demonstrate interest and emphasis  Use concord accurately Paragraph writing  Write different parts of a paragraph: topic sentence, supporting and main ideas, an effective introduction, body and conclusion and a closing sentence  Write different paragraphs and texts using related signal or transition words and phrases such as: o Chronological /sequential order: prvi, drugi, treći, pre, posle, kada, kasnije, dok, na kraju, sledeći, skorašnji, prethodni, poslednji o Explanation/Cause and effect: delimično, zato što, zbog tog razloga, od onda, kao rezultat toga, rok, zbog toga, prati to, ako, onda 39

o Procedure: prvi, drugi, treći o Compare/contrast: slično, različito, manji nego, veći nego, svejedno, ali o Order of importance: uvek, na kraju o Spatial order: iznad, ispod, levo, desno, etc. o Generalizations: generalno, sa zaključkom o Choice paragraph: moj utisak je, vera,ideja, razumevanje, Ja mislim da, Ja sumnjam, Ja verujem, meni izgleda kao, Ja više volim / sviđa mi se / nada /osećaj o Classification paragraph: to je neka vrsta, može biti podeljeno u, to je vrsta ili tip, spade ispod, pripada, deo je, uklapa se, spade u grupu sa, to je u relaciji, to je u asacijaciji Description paragraph: iznad, ispod, sa strane, blizu , severno /južno /istočno/zapadno, veličina, boja, oblik, razlog, dužina, širina, masa/težina, brzina, kao je o Evaluation paragraph: dobro /loše, korektno/inkorektno, moralno/nemoralno, pravo/nepravo, važno/nevažno, sugestija, preporuka, savet, rasprava o Definition paragraph: definisano kao, to je deo paragrafa koji definiše objektivnu ideju. Concluding paragraph: zaključiti, sabrati, u zaključku, u kratkim crtama, kao što vidite Types of writing texts Essays Narrative essay Narrative writing is largely the presentation of a series of event in some meaningful order. The following are possible features of a narrative essay:  Write a story /a past event / fiction  Use a story line that is convincing  Usually use the past tense  Use captivating introductory paragraph  Reflect a point to be made  Use unusually interesting ending  Ensure sustained interest with style, rhetorical device and action  Highlight sensory details  Use descriptive elements Descriptive Description is used more often to create atmosphere and mood : films do essay this visually; writers do this with words, where the choice of words is more determined by their connotations than by the accuracy of their denotative use.  Describe someone/ something to allow reader to experience the topic vividly  Create a picture in words  Choose words and expressions carefully to achieve the desired effect  Use images of sight, sound, hearing, taste and touch  Use figures of speech Argumentative Argumentative essays present an argument for or against something essay (‘why I believe that women are stronger than men’); discursive essays present a balanced argument for and against something the topic addresses, with the writer’s view only reflected in the conclusion (‘Are women stronger than men? Yes and no, but I’m settling for yes’); reflective essays present a set of thoughts and ideas about a topic, with no particular attempt to argue for or against anything (‘the modern woman: 40

my thoughts’). • Argumentative essays tend to be subjectively argued; the defence or attack is consistent and as well argued as possible, but it will inevitably be one-sided; the conclusion clearly states where the writer stands and why. o Show a specific opinion or viewpoint and argue to defend or motivate a position o Sustain view clearly throughout o Try to convince the reader to share his or her point of view subjectively o Start with the writer’s view of the topic in an original and striking way o Give a range of arguments to support and substantiate view o Focus on points for OR against a statement o Express subjective and strong opinions o Use a variety of rhetorical devices and persuasive techniques o Use emotive language o Conclude with a strong, clear and convincing statement reflecting the writer’s opinion. Discursive essay Discursive essays tend to be more balanced and present various sides of a particular argument; the structure is carefully and clearly planned; the tendency is towards objectivity, but the writer can be personal; while emotive language is possible, the best arguments here are won because they make good, reasonable sense. The conclusion leaves the reader in no doubt where the writer stands.  Aim to give an objective and balanced view of both sides of an argument  Consider various aspects of the topic under discussion  Present opposing views impartially  Balance the arguments for and against  Writing must be lucid, rational and objective.  Make well-reasoned and well-supported statements  Use an unemotional and convincing tone without being condescending  Conclude with an indication of particular opinion Reflective essay Reflective essays present the writer’s views, ideas, thoughts and feelings on a particular topic, usually something they feel strongly about. It tends to be personal rather than subjective; it needs a careful structure, but does not have to present a clear conclusion. Nor does it have to present a balanced discussion, although it might. It can be witty or serious.  Contemplate an idea  Give emotional reactions and feelings.  Reflect subjectivity where feelings and emotions play a major role  Aim to recreate recollections or feelings of the writer in the reader  Express ideas, thoughts or feelings revealing sincerity and personal involvement Expository  Communicate ideas or information in a logical way essay  Explain ideas or give facts in a systematic way (for  Research ideas and support with facts and figures 41

enrichment)  Clarify any unfamiliar concepts  Organise logically and take the reader from the known to the unknown  Write generally in the present tense Transactional texts Official / While the writing of friendly/ informal letter has been replaced by Formal letter electronic media such as email, fax and sms, learners must still be taught to write letters. The range of writing should span from ordinary letters to the immediate family and friends to informal letters to the press, among others. Learners should write genuine formal letters, and, where possible, send them off and await a reply. Letters requesting information about products, universities, travel, professions, if sent to appropriate concerns, will almost certainly be replied to. The value of the formal letter will then become obvious.  Practise different kinds of formal letters, e.g. a letter of application, a letter to the editor of a newspaper, a letter of complaint, etc.  Adhere to different requirements of formal letters such as style and structure  Write in direct and simple language  Remember that the intended audience should understand what is communicated for the results/ response to be positive  Writing should be clear and straightforward, concise and logical  Contain an introduction, a body and a conclusion  Contain two addresses, namely, the writer’s and the recipient’s  Contain a formal salutation following the recipient’s address  Contain an underlined title or subject line following the salutation  Reflect a formal language register  Reflect a formal conclusion followed by the writer’s surname and initials Friendly /  Write to people who are close, e.g. friends and family Informal letter  Write mainly to express an emotion, e.g. congratulate, sympathise, advise  Use informal to semiformal language register and style  Write in lively, simple language  Reflect a logical order and pursue an intended point  Contain an introduction, a body and a conclusion  Contain only one address, the writer’s, with a date in which it was written below it  Contain an informal/semi-formal salutation following the writer’s address  The conclusion ranges from informal to semi-formal followed by the writer’s first name Agenda of the Writing memoranda, agenda and minutes are only useful if meaningful. meeting The best way for these writing activities to work is to have learners watch a video of, or attend a real meeting and then have them take minutes, deduce the agenda from that, and then compare theirs with the real agenda and minutes of the meeting. Otherwise learners need to be introduced to these formats in a very imaginative way. Create an agenda for an imaginary committee and have the learners write 42

up what they think the minutes could have been, carefully sticking to your agenda.  Give an outline of what is to be discussed at a meeting  Send beforehand to people/delegates who are invited to a meeting  Usually drawn up by the chairperson and the secretary, who, among others... o Check minutes of the previous meeting for items that were carried over o List and collect items that the meeting may need to address o Arrange the items according to their importance beforehand o Determine how much time would be allocated to each item o Adopt the minutes as a true record in the following meeting. The minutes are then binding and remain so until revoked Minutes  Record what happened at a meeting  Reflect the following: o Name of the organisation; o The date, the place and the time at which the meeting was held; o Attendance register;  Quote resolutions word for word  Provide a summary of what was proposed and finally agreed upon  Written in the past tense  Leave out trivialities like jokes  Become legal and binding once signed and dated by the chairperson after being read and adopted in the next meeting Speech  Start and adapt the style to be used, when, where, why (purpose), who (audience) and what  Opener attracts attention  Develop points well and avoid clichés  Decide where to pause and where to use gestures (naturally) and for what purpose (Keep eye-contact.)  Use contrasting tones (and points) but remain audible  Use short sentences with simple ideas, using familiar examples  Balance criticisms with reasonable alternatives  Consider a strong conclusion  Leave the audience with a thought or two  Use visual or physical aids but words must come first  Use of notes for reference is optional  Use language that expresses maturity and good values E-mail / sms To inform and maintain a relationship The recipient’s address – in most cases made up of the recipient’s name, the server point, and the country in which the server point is based. For example, moloiq (name)@ webmail. (server) za (country). Moloi.q@webmail.co.za • CC: these may be the recipients whose attention is called to the email. • Subject: This is a summary of the content of the email. 43

• Message • Sender’s name. NB: The sender’s address reflects automatically when the email is received. The sender may choose to provide other contact details at the end. This is called a signature Interview  Probe the interviewee by asking questions  Portray the interviewee’s strong points, talents, weak points, etc.  Give the names of the speaker on the left side of the page  Use a colon after the name of the character who is speaking  Use a new line to indicate each new speaker Report (formal Reports are very formal documents and work best when what is and informal) examined is very real and important to the learners. There is nothing worse than writing artificial reports, or reports on topics that have no interest to the writer.  Give exact feedback of a situation, e.g. accident, any findings  Reflect a title, introduction (background, purpose and scope), body (Who? Why? Where? When? What? How?), conclusions, recommendations, references, appendices  Plan: collect and organise information; write facts  Use semiformal to formal language register and style  Use o Present tense (except historical reports) o General nouns o The third person o Factual description o Technical words and phrases o Formal, impersonal language Curriculum Since most people nowadays make use of templates, it may be Vitae (CV) worthwhile finding out what makes a good template, and how to adapt and fill them in most usefully. It is useful to note that every CV must address a situation, e.g. a CV for a particular job should speak mainly of the writer’s involvement in that particular area.  Present yourself in a document to the world  Present a strong, first impression  Present information clearly, objectively and concisely  Address the post for which the candidate seeks employment.  Provide: o Personal details o Formal Qualifications o Work experience (if applicable) o Referees Diary entry  A diary is a portrayal of daily events  Present the writer’s evaluation of the day or event  Written from the writer’s point of view.  First person narration is the most appropriate approach  The language choice is simple and to the point 44

 The tone will be determined by the nature of the entry Giving direction  Give directions when telling someone how to get somewhere.  Use mostly the imperative form (the infinitive without the word ‘to’)  Although the subject ‘you’ is not stated, it always refers to the second person representing an interaction between the speaker and the listener.  Consider the following when giving directions: o Be concise and clear o The directions must be in chronological order o Indicate the approximate distance o Give the approximate number of streets to be crossed to reach the destination o Provide information about landmarks along the way o Use words indicating position o Use words indicating direction o Use words to show appreciation Giving To explain how to use a tool or an instrument, prepare food, repair faults, Instructions etc.  Explain the working or use of any article in operation; preparing dishes, repairing any defaults, etc.  Plan and prepare (see writing features) o Understand the situation(s) and what the product of giving instructions/demonstrations should be or do o Reflect clear, correct and logical sequence of instructions o Use manuals, instructions and operations o Consider vocabulary, grammar, expressions, technical language and phrases that might be used  Presenting Advertisement  Catch and keep the attention of the reader – ensuring that the operative words stand out.  Create a desire to own the product or use the service.  Make the reader actually go out and buy/use the product/service  Consider the following in designing: o The target market (for whom the advertisement is intended) o Positioning (where and when the advertisement will appear – in what media, at what time and where in the programme or magazine?) o Appeals (to what sense is the advertisement appealing?) o The layout and font size. o The attitude (sincere or not) and the ratio between fact and opinion o The effectiveness of the choice of colour or lack thereof o The language used (whether it is clichéd, repetitive, figurative, rhetorical, etc.) Posters / flyers  Can take a variety of forms  Make use of slogans and logos  Usually have a visual design element  Use advertising techniques  Use design to make the advertisement eye-catching and memorable 45

 Figurative language and poetic devices used to create impact  Make the language memorable, e.g. metaphor, simile , alliteration, repetition, rhyme, rhythm Filling in a form  Fill in a form for various reasons, e.g. to apply for a job or leave, to enter competitions or contests  Provide information as required by the institution to which the form is forwarded  State what is required, followed by a colon, e.g. Surname: Obituary To commemorate and inform others of someone’s death Full names; birthplace; where the person lived; date of birth; date of death, key survivors (spouse, children) and their names; time, date, place of funeral, brief information about the deceased, etc. Some of the following may also be included: Cause of death (cultural sensitivity); biographical information; memorial tribute information Contract A binding agreement entered by two or more parties. The intention of a contract is to create an obligation. Contract can also be made orally. (It is recommended that contract be done orally (verbally) and in a written form to show damages and remedies thereof) Elements of a contract  Names (contractor, contractee, witnesses)  Terms and conditions (content of the contract – including service to be rendered, duration and money if there would be monetary implications)  Signatures (all parties involved)  Date and place (when and where the contract is signed) Will / testament A will decides or determines what happens to one’s property and possessions after death. A will ensures that the deceased’s wishes are fulfilled after death. A will should be kept up to date and in a safe place. It should have the following:  Names of the owner of the will  Date when the will was made  Money, properties and possessions  Beneficiaries  Executor (friend, member of the family, lawyer) Constitution Set of fundamental principles or rules that govern an organisation, e.g. and policy country, burial society, youth organisation, stokvel, soccer club.  Rules need to be consented by parties involved  Rules are binding  It can be amended  Format should include the name of the organisation or institution, membership, terms of references, date of adoption, signature, etc. Literary and media texts Personal To tell about a personal experience recount Orientation: scene setting or establishing context, e.g. It was in the school holidays An account of the events that took place, often in chronological order, e.g. I went to Tumelo’s place … Then … Some additional detail about each event, e.g. He was surprised to see me. 46

Reorientation – a closing statement that may include elaboration, e.g. I hope I can spend more time with Tumelo. We had fun. Usually written in the past tense Told in first or third person Time connectives are used, e.g. First, then, next, afterwards, just before that, at last, meanwhile Tends to focus on individual or group participants Can be informal in style Dialogue  Reflect a conversation between two or more people.  Record exchanges as they occur, directly from the speaker’s point of view  Write the names of the characters on the left side of the page  Use a colon after the name of the character who is speaking  Use a new line to indicate each new speaker  Advise characters (or readers) on how to speak or present the action given in brackets before the words are spoken  Sketch a scenario before writing Review Reviews seldom follow a set pattern. They do not have to cover any specific aspects of the book, film or CD. Generally, reviewers establish what it is they are reviewing and who is involved, but after that anything goes. Good reviews attempt to be fair but honest; bad reviews are merely a personal outpouring of subjective views. Humour is not uncommon in reviews: for some reviewers it is their trade mark. Present reviews from different sources to show learners how varied this writing form can be.  Reflect an individual’s response to a work of art, film, book, occasion, etc.  Project his/her ‘judgement’ to the work presented  The reader of the review does not have to agree with the reviewer  Reflect, as a result, subjectivity. Two reviewers may respond differently to the same text  Giving relevant facts, for example, the name of the author/producer/artist, the title of the book/work, the name of the publisher/production company, as well as the price (where applicable) is important Poetry text  Write about observations and experiences o Human beings o Nature o Social issues o Technology, etc  Follows a structure o Title o Verses  Uses poetic language  Allows poetic license, e.g. ignore punctuations or language structures Newspaper  State facts briefly but accurately. article 47

 Strive to communicate the essence without losing the reader  Summarise accurately, without slanting the truth  Give a succinct title and add a clear sub-title  Start with the most important facts: the who, what, how, when, where, why and to what degree Magazine More often than not, in magazine articles the personal likes and dislikes article and the stylistic idiosyncrasies of the writer are foremost, and this should be encouraged in your learners. They need also to write serious magazine articles about anything they take seriously, as well as funny articles in which they can mock, ridicule, make fun of, laugh at, criticise any suitable topic. Most of the magazine articles learners read are probably of this kind. The internet is full of articles and while their style and content are not seriously different from their written counterparts, it is worth examining them, particularly as they appear in blogs, which is now a widely acknowledged form of writing. Having learners set up their own blogs (on paper, though there are no doubt learners who already have their own blogs) provides a rich writing context, combining careful attention to audience, immediacy of the content and appropriate tone. Keep the following in mind:  The heading must be attractive and interesting  The style should be personal, speaking directly to the reader  The style can be descriptive and figurative, appealing to the imagination of the readers  Names, places, times, positions and any other necessary details should be included in the article  The article should stimulate interest and, like an advertisement, encourage the reader to use the product or service  Paragraphs should not be too long and should encourage the reading of the article  The font should be light and attractive Documentary  Detailed investigation of the life of a subject, e.g. hero (sport, education, religious), and a report on the findings thereof.  This could include the highlights and the challenges the subject encountered before reaching the pinnacle.  Names, places, times, positions and any other necessary details should be included in the documentary.  Start with the most important facts: the who, what, how, when, where, why and to what degree Length of Texts for Home Language (to be produced by learners) Task Grade 7 Grade 8 Grade 9 100 –120 words 120 – 140 words 140 – 160 words Paragraph 8 – 10 sentences 8 – 12 sentences 8 – 12 sentences  Words  Sentences 4-6 paragraphs 5-8 paragraphs 5-8 paragraphs 150 – 200 words 200 – 250 words 250 – 300 words Essay 4-6 paragraphs 5-8 paragraphs 5-8 paragraphs 48

Poem 2-3 verses 3-4 verses 4-8 verses Short story, inc 1 page 2 pages 3 pages folktale +/-6 paragraphs +/-12 paragraphs +/-24 paragraphs Dialogue (one act 1 page 1 pages 3 pages play) Longer transactional 120-140 words 140-160 words 160-180 words texts, e.g. letters Shorter texts 80 - 90 words 90 – 100 words 100 – 110 words Summary 50 – 60 words for 240 60 – 70 words for 260 70 – 80 words for 280 words text words text words text Length of Texts for Home Language (for learners to engage with) Task Grade 7 Grade 8 Grade 9 150-200 / up to 200-250 / up to 250-300 / up to Longer listening comprehension texts 5 mins 5 mins 5 mins e.g. story, interviews, plays, news reports 140-180/ up to 180 – 200/up to 200-220/ up to 4 mins 4 mins 4 mins Shorter listening comprehension texts 60-70 words / 70-80 words / 80-100 words / e.g. announcements, information texts, 1-2 mins 1-2 mins 1-2 mins instructions, directions Reading comprehension/intensive 150-200 words 200-250 words 250-300 words reading texts The length of texts for extended reading is not prescribed as this depends on the type of text, the complexity of the language and the reading level of the learners. 3.4 Language Structures and Conventions Language structures and conventions refer to rules that govern usage of punctuation marks, capitalization, letters, sounds, words, sentences and paragraphs in oral and written work. These rules include spelling, pronunciation, grammar, critical language awareness, etc. The skills of listening, speaking, reading and writing cannot be put into practice without a sound knowledge of language structure and practice in using it. Learners also need a wide vocabulary, which is perhaps the single most important factor enabling a person to communicate well. A wide vocabulary is essential for all the language skills, but especially for reading and writing. The most effective way for learners to improve their grammar and increase their vocabulary is by reading intensively inside and outside of the classroom. Learners will learn how Language Structures and Conventions are used, and will develop a shared language for talking about language (a ‘meta-language’) so that they can evaluate their own and other texts critically in terms of meaning, effectiveness and accuracy. They will also be able to use this knowledge to experiment with language to build meaning from word and sentence levels to whole texts, and to see how a text and its context are related. Through interacting with a variety of 49

texts, learners extend their use of vocabulary and correctly apply their understanding of Language Structures and Conventions. It is expected that Language Structures and Conventions should be taught in context as other language skills are taught and developed. The teaching plans contain a list of Language Structures and Conventions (items) that should be covered in each grade. When selecting listening and reading texts for each two-week cycle, make sure that they contain some of the language items you want to cover. Create activities related to these texts that will enable learners to use these items, in context. Similarly, the writing texts learners will write will include language items. Give your learners guidance on appropriate and correct usage of these items. Select some of the items your learners have difficulty with and give them formal practice. In the Senior Phase, one hour per two week cycle is set aside for formal instruction and practice in Language Structures and Conventions. The table below shows the language structures and conventions that learners are expected to learn during the listening, speaking, reading and writing processes. These structures should be taught in context in an integrated manner using different types of oral, visual and written texts. They should as well be taught explicitly with time set aside as required. Language Structures and Conventions Phonetic Sounds, Letters and Scripts : Cyrillic and Roman. 30 Different phonetic sounds in Cyrillic are represented by individual Cyrillic letters. • The Cyrillic Alphabet is written in the following order: А, Б, В, Г , Д, Ђ, Е, Ж, З, И, Ј, К, Л, Љ, М, Н, Њ, О, П , Р, С, Т, Ћ, У, Ф, Х, Ц, Ч, Џ, Ш. • Тhe Roman Alphabet is written in the following order: A, B, C, Č, Ć, D, DŽ, Đ, E, F, G, H, I, J, K, L, LJ, M, N, NJ, O, P, R, S, Š, T, U, V, Z, Ž Punctuation Full stop, exclamation mark, question mark, comma, colon, semi-colon, apostrophe, quotation marks, parentheses, ellipses, hyphen Spelling Spelling patterns, spelling rules and conventions, abbreviations, dictionary usage Parts of Prefixes, roots and suffixes words Nouns Noun prefixes (including gerund / infinitive class prefix (African languages)) Proper nouns (e.g. Tandi, Doktor) and common nouns (e.g. žena, doktor) Countable (e.g. stolica /stolice) and uncountable (e.g. šećer, kosa) nouns Abstract nouns, e.g. ljubav, strah, poštovanje, iskreno and concrete nouns, e.g. lopta, stolica Compound noun, e.g. duga, parking Collective nouns and classifiers, e.g. košnica pčela, kutija sapuna 50

Complex nouns, e.g. Vic Unervizitet, ujed kučeta, veliko drvo Gerunds, e.g. plivanje je dobro, vožnja je uživanje, plakanje deluje terapijski Number (singular and plural), e.g. stolica/stolice Nouns with no change in number in the singular form, e.g. makaze,pantalone Possessive forms of nouns, e.g. Lesegov sto, učenikov sto, dečije igračke Predicate and object Gender, e.g. paun, kvočka, vranac Diminutives, e.g. cvet-cvetić, reka-rečica (refer to diminutive prefixes and suffixes) Augmentatives, e.g. supermarket; džinovski; preko-preveliko, predozirano; ekstra – ekstra-veliko, ekstra-jako, ekstra-vreme, ekstra-ordinarno Nouns derived from other parts of speech Determiners Definite article: ta knjiga , taj nameštaj ta jabuka Demonstratives: ovo, to, ove, ovi (e.g. Ta knjiga je moja.) Quantity 1: sve, neki, više, ne, ništa (e.g. Većina ucenika je razumela lekciju..) Quantity 2: oba, jedan, nijedan (e.g. Oba učenika su ustala.) Quantity 3: mnogo, malo, više, nekoliko, više, manje, (e.g. Škola ima previše učenika.) Quantity 4: neki, bilo koji, drugi, svaki, svi (e.g. svaki učenik, bilo koji, drugi, neki Itd. Pronouns Personal pronouns as subject: Ja, ti, on, ona, ono, mi, vi, oni, one (e.g. Ona čita knjigu.) Personal pronouns as direct or indirect object: Ja, ti, on,njen, to, nas, oni (e.g. Ona je dala meni.) Reflexive pronouns: sam, ti si, on je, sebe, mi smo, vi ste, oni su (e.g. On je sebe prao sapunom.) Relative pronouns: koji, ko, to, gde (e.g. Čovek koji stoji pored prozora je moj učitelj. Interrogative pronouns: ko, šta, koji, koje, čije (e.g. Čija je ovo knjiga?) Demonstrative pronouns: Ja ne volim to. Indefinite pronouns: bilo ko, bilo gde, svako Adjectives Adjectives are dependent words which qualify nouns and in Serbian it must agree with them in: Gender, Number and Case and are either Definite or Indefinite. Position of adjectives, e.g Stari čovek (before a noun); Dečak je bio neuspesan. (after a verb) 51

Adjectives ending in -ing, e.g. amazing, boring, exciting (e.g. Lekcija je bila dosadana.) Adjectives ending in -ed, e.g. amazed, bored, excited (e.g. Student je bio dosadan.) Comparison of adjectives, e.g. happy, happier, happiest; intelligent, more intelligent, most intelligent (e.g. To je bio najsrećniji dan u mom životu)./Ona je najbolji učenik u razredu.) Numerical: jedan, dva, tri, jedna Demonstrative: ovo, to, kao Relative: koji, bilo koji Verbs Main, transitive, intransitive, finite, non-finite, copulative, regular, irregular, phrasal, Stative, verbal extensions (derivatives), Verbs with two objects (direct and indirect), e.g. On mi je dao knjigu. Moods Subjunctive: Ako je vidim. Ja cu joj pokazati. Imperative: Nemoj da pijes dok voziš.! Pazi! Indicative: Nojevi nemogu da lete. Auxiliary linked to modals To express ability/inability, e.g. Ja mogu da pričam Nemački./Ja ne mogu da pričam Francuski./On će moći da se vrati na posao./On ne može da se vrati na posao. To express permission, e.g. Mogu li da koristim vaše kupatilo? Mogu li da završim ranije? Mogu li da pitam pitanje? Da naravno da možes.. To express instructions/requests, e.g. Želite li da otvorite prozor molim vas? To express possibility / impossibility, e.g. Ovo može praviti probleme.Nemožes biti ozbiljan./ Mogao bi biti u pravu./ On njie mogao da zna. To express probability/improbability, e.g. Mi bi trebali da stignemo u Joburg u 10 uveče./ Mi smo mislili da će mo stići u Johanesburg u 10 h. Ne bi trebalo biti problema. / Oni su mislili da ne bi trebalo biti problema. To express certainty, e.g. Mora da su zaboravili Verb tenses Simple present tense, e.g. Ja igram tenis svake nedelje./Zmije su reptili. Present progressive (or continuous) tense, e.g. Ona momentalno gleda televiziju. Present perfect tense, e.g. Ja sam živeo citav svoj život u Durbanu. Present perfect progressive (or continuous) tense, e.g. On je učio cele nedelje Simple past tense, e.g. On se probudio rano i ustao iz kreveta. Past progressive (or continuous) tense, e.g. Deca su spavala dok je izbio požar. Past perfect, e.g. On je otišao kući zato što je zaboravio ključeve. Past perfect progressive (or continuous), e.g. Ja sam čekao dva tri sata pre nego što su konačno stigli. 52

Expressing future time: Will/shall + infinitive, e.g. Mrs Molefe će predavati 10 -om razredu./Ja sam sigurna da ćeš uživati u filmu. Ja bih mogao doći sutra kod tebe. Going to + infinitive, e.g. Oni će ići da posete njenu dedu i babu./Ja mislim da će padati kiša sutra. Simple present tense used to talk about the future, e.g. Sutra je odmor. Future progressive (or continuous), e.g. Radiću cele sledeće nedelje. Future perfect, e.g. Do sledeće nedelje ću završiti posao. Future perfect progressive (or continuous), e.g. Sledeće godine biće dvadeset godina kako predajem u ovoj školi. Serbian verbs change according to the cases. QUESTION CASE FORM INDICATES EXAMPLE 1. Nominative KO?(Who?), Subject; Part of Dečak uči ./ Dobar je (no ŠTA? (What?) Predicate dečak. preposition) Belonging Od KOGA? Roditelji Nikole (Possesive); Part (From whom?), Popovića. / Pije mnogo Quantity (Partitive); ČEGA? (From kafe. / Iz Grčke je. / Origin (Ablative); 2. Genitive whom?), Dodji posle časova. / Time (Temporal); ČIJI? (Whose?), Sedim ispred Place; What KAKAV? (What drugarice./ Haljina je something is made kind of?) od vune. of ? KOME? (To Indirect object (To whom?), Poklonio je Katarini 3. Dative whom?); Direction ČEMU? (To CD./ Ide ka pošti. (Aim movement) what?) KOGA? (Who ?/ Object, Place, Aim, Čitam knjigu. / Idemo Whom?), Movement, Time, na koncert. / Dolazim za 4. Accusative ŠTA? (What?), Indirect Object (For pola sat. Kafa je za KUDA? whom?) gospodju. (Where?) Addressing 5. Vocative HEJ!!! someone or Gospodine! / Violeta! something 53

SA KIM? (With ? Tools (Means Pišem perom./ Šetam whom?), weapons, place, ulicom. Subotom ne 6. Instrumental ČIME? (With times and radim. / Idem u grad sa what?) accompaniment) kolegom. O KOME (About Razgovaramo o filmu./ whom?), Indirect object Šetaju po gradu./ 7. Locative O ČEMU? About (About place and Stanuju u centru what?), time) Johanesburga. GDE? (Where?) All nominal words (Nouns, Pronouns, Adjectives and Numbers) change according to the case. Cases are various forms of the same nominal word: change (or inflexion). According to the case this is called DECLENSION. PALATALISATION is specific to Serbian Language an certain cases, whereby K, G, H change to C,Z, S Majka - Majci Knjiga - Knjizi Snaha - Snasi Concord Subject – verb concord, e.g. On je sad stigao. / Oni su sad stigli;Ja sam išao. / Oni su išli. Adverbs Adverbs of manner, e.g. pažljivo, nežno, kulturno i brzo. Adverbs of this: gde, ko. komedan, prošle godine. prošlog leta. Adverbs of frequency, e.g. uvek obično, učestalo ponekad, nikada Adverbs of probability, e.g. svakako,definitivno.možda, moguće. Adverbs of degree, e.g. kompletno, jako, totalno, tiho, radije Adverbial phrases, e.g. u bašti, na stolu. Prepositions Simple preposition (one word preposition), e.g. ka, u,na, sa etc Compound preposition (two words preposition), e.g. u saglasnosti sa tim Complex preposition, (three and more words preposition), e.g. koliko znamo,u značenju, u poredjenju sa tim, ispred, etc Preposition of time: Došla je u Ponedeljak. Preposition of place: Ja živim u 780 Giyani ulici.; Pas je u bašti. Preposition of movement: on je trčao ka, kroz,preko, pored, dole, , u krug Preposition of mathematics: Divided by – Deset podeljeno sa dva je pet.; Deset minus dva je osam.; etc. Adjective + preposition, e.g. plaši se od, sramota ga od, dosadno mu sa, nestrpliv, bezobrazan prema. 54

Noun + preposition, e.g. pozivnica za, postupiti na, razlog za, poštovanje za, komentar na Conjunctions Chronological/sequential order: prvi, drugi, treći, pre , posle, kada, kasnije, dok, and na kraju, sledeće, nedavno, prethodno, naknadno transition words Explanation/cause and effect: uzročno, zato, za ovaj rezon, odonda, kao rezultat se, rok je do, zbog toga,prati to, ako, onda Procedure: prvi, drugi, treći Compare/contrast: slično različito, manji nego, veći nego, bilo kako, ali Order of importance: uvek, finalno Spatial order: iznad, ispod, levo, desno, etc. Generalisations: generalno, sa zaključkom Choice paragraph: moj utisak je, verujem, ideja, razumeti, Ja mislim da to, Ja verujem, i Čini mi se, I više mi se sviđa /sviđa / nesviđa /nada /osećaj Classification paragraph: to je vrsta, može biti podeljeno u, to je vrsta, palo je ispod, pripada deo je uklapa se, grupisano, u realizaciji, u asocijaciji sa. Description paragraph: iznad, ispod, sa strane,blizu, severno/istočno/južno/zapadno, veličina, boja oblik, razlog, dužina, širina, masa/težina, brzina, kao što, Evaluation paragraph: dobro/loše, korektno / inkorektno, moralno / nemoralno, pravilno / nepravilno važno / nevažno, sugestija, preporuka, savet, rasprava Definition paragraph: definisano, to je neka vrsta Concluding paragraph: zaključiti, svedeti, u zaključku, ukratko, kao što vidite Interjectives These words express an emotion or sentiment on the part of the speaker (although (interjection) most interjections have clear definitions). They are sometimes expressed as a single word or non-sentence phrase, followed by a punctuation mark. For example, Oh! Jes! Živeli! Srećno! Oh dragi Bože! U zdravlje! Ideophones These are words that express the sounds which express the extent of the action. E.g. Tup, Bum, Kuc, Kuc Vocabulary Synonyms, antonyms, paronyms, polysemes, homonyms, homophones, alliteration development (consonance and assonance), one word for a phrase and figurative Figures of speech (simile, metaphor, personification, oxymoron, metonymy, language onomatopoeia, hyperbole, contrast, irony, sarcasm, anti-climax, symbol, euphemism, litotes, oxymoron, paradox, pun, understatement, synecdoche) Idiomatic expressions/idioms/proverbs/riddles Borrowed, inherited, new words (neologism) and etymology (origin of words) Ambiguity, cliché, redundant, tautology, slang, jargon, accent, stereotype, 55

prejudice, biasness, offensive language, emotives, sexist language etc Using language for special purpose, i.e. register appropriate to audience, e.g. musanda language – Mboloma Muhali, Njegova ekselencija, Lord, Ndabezitha, Esquire, Motlotlegi, Motlotlehi Shift of meaning, e.g. coke (piće, droga), (učiteljica, ljubavnica), pas, somebody who is recognised as knowledgeable – entertainment and youth-speak) Clauses Main clause (independent), e.g. Mi smo posetili Durban prošlog Juna. Dependent clause (subordinate), e.g. Mi smo posetili Durban prošlog Juna i onda smo otišli u Paraboru u Decembru. Adverbial clause, e.g. Posetili smo Durban jer je voda topla u zimskom periodu. Adjectival clause, e.g. Ovo je grad koji smo posetili prošle godine. Noun clause, e.g. Šta smo videli u Kejptaunu je bilo očaravajuće. Conditional clause (if), e.g. Ako te vidim večeras daću ti tvoje pare. Phrases Gerund phrase: Posetom Kruger Nacionalnog Parka, bili smo jako uzbuđeni lepotom prirode. Verb phrase: Prvo demokratsko galasanje bilo je 1994 godine. Prepositional phrase: Prilikom posete Johanesburgu koristili smo Metro do aerodroma. Sentences Simple, compound and complex Passive voice Simple present tense, e.g. Kapija se zaključava svako veče u 6 sati uveče. Present progressive (continuous) tense, e.g. Soba je trenutno očišćena. Present perfect tense, e.g. Novi super market je otvoren ove godine. Simple past tense, e.g. Biblioteka je bila zatvorena za vreme odmora. Past progressive (or continuous), e.g. Oni su morali da čekaju dok se kola čiste. Past perfect, e.g. On je bio otrovan od strane njegove devojke. Future time, e.g. Sledeće godine razred će voditi gosp. Dube. / Sledeće godine će biti sazidana nova biblioteka. Reported Reported questions, e.g. Pitala me je zašto je prekasno?/ On me je pitao koju speech vrstu muzike volim da slušam. ‘That’ clauses, e.g. Ona je rekla da nije znala./ Ona mi je rekla da je izgubila knjigu. 56

3.5 Spread of texts across Grades 7-9 Weeks Grade 7 Grade 8 Grade 9 Term 1 1&2 Story Story Information text – advertisement, poster 3&4 Poem Information text with Novel, drama, short story, speech poetry 5&6 Poem, drama Novel, drama, short story Information text - contract text 7&8 Short story, Information text e.g. Novel, drama, short story, folklore newspaper or magazine poetry article 9&10 Short story, poem Investigative report text Information text e.g. newspaper or magazine report Term 2 1&2 Novelette, drama, Information text with Novel, drama, short story, poetry visuals, e.g. poetry maps/landmarks/scales/ charts/pictures 3&4 Information text Information text, e.g. Text review - novel, with visuals, e.g. audio/visual text – role drama, short story, poetry advertisement play / forum / panel diagrams/ discussion pictures/graphs; poster; description of an object, visual text 5&6 Information text Information text, e.g. Novel, drama, short story, e.g. procedures, interview poetry - notice, agenda instructions, and minutes information text with visuals, e.g. charts/ tables/ diagrams/ pictures/graphs 7&8 Novel / drama Story review Information text with visuals, e.g. advertisement - review 9&10 SUMMATIVE ASSESSMENT 57

Term 3 1&2 Information text, Drama Information text – will e.g. questionnaire and testament or form Poem 3&4 Drama, poem Information text - Novel, drama, short story, newspaper / magazine poetry – writing of a article transactional text – a covering letter and a CV 5&6 Text on notice, Novel, drama, short story; Novel, drama, short story, agenda and minutes poem – formal/informal poetry – writing of an letter essay 7&8 Newspaper / Novel, drama, short story; Novel, drama, short story, magazine article on poem – story writing poetry – writing of a current issues transactional text – an invitation and acceptance card 9&10 Information text – Narrative text – novel, Drama – writing of a direction short story; poetry dialogue Term 4 1&2 Drama / novel / Information text: Novel, short story – short story magazine / newspaper writing of a letter of article application 3&4 Information text Novel, drama, short story, Novel, short story, poetry with diary, e-mail, poem – writing of emails sms, flyers 5&6 Novel, drama, Drama / play, poem – Novel, short story, poetry short, folklore journalistic report – writing of obituary, diary entry, invitation card 7&8 Revision of texts – Revision of texts – in Revision of texts – in in preparation of preparation of exam preparation of exam exam 9&10 SUMMATIVE ASSESSMENT 58

3.6 Teaching Plans The teaching plan indicates the minimum content to be covered every two weeks per term. The sequence of the content listed is not prescribed and the time given is an approximate indication of how long it could take to cover the content. Teachers should design their Lesson Plans using the teaching plans, their textbooks and any other relevant resources to teach the content using appropriate sequence and pace. Teachers are encouraged to also use content or concepts that are contextual to their environment. 3.6.1 How texts link together in the two-week cycle Different texts have been used as a basis for designing the two-week teaching cycle. They have been selected on the basis of how they link together to form an integrated unit, for example learners will listen to a story, read a story and then write a story. They will be asked to write a short oral description of a place or person (that will link to the story) or they might be asked to write a letter to a character in the story. Select a theme or topic for each two-week cycle that will enable you to link the activities successfully. The reason for using themes or topics is to make it possible to constantly recycle vocabulary and language structures in meaningful contexts. The language structures suggested in each cycle are meant strengthen the texts that will be produced in the cycle. The teacher may add other language structures deemed helpful to this course. 3.6.2 How the texts/activities are sequenced across the two-week cycle The texts do not have to be taught in a particular order. In most cases, there should be a Listening and Speaking activity/text to prepare for the reading or writing activity. Sometimes the Listening and Speaking activity should derive from the reading text. Learners should engage with the different kinds of texts orally and in reading before they are asked to write these texts. In most cases, the text to be listened to, e.g. a story or news report, will be different to and at a higher level than the one that learners will read. This is because their listening skills are more developed than their reading skills. 3.6.3 The type of texts prescribed and recommended The text types to be taught in every two-week cycle are specified in the teaching plan and should be contained in the prescribed textbook. In most cases, no specific story type is prescribed. Choices may be made from the variety of contemporary stories, imaginative stories (e.g. adventure, science fiction), historical stories (e.g. biographies) and traditional stories (e.g. myths, legends and fables) that are available. The same is true of poems and plays. These will be texts chosen from the reader/readers/other books (extended reading) and will support the texts read in the prescribed section. They can either be the same text type (to emphasise understanding of text structure) or a different text type (to stimulate further interest and extend the range of reading abilities). In all cases, this additional reading should relate to the topics and themes chosen for the prescribed texts in that two-week cycle. 59

3.6.4 Integration of all language skills in a two-week cycle Although the skills in the teaching plan are presented separately, they should be taught in an integrated manner where possible. For example, in the teaching of an oral interview, learners can read a text and then be required to produce a written interview. The choice of language structures to be taught in a particular cycle should enhance the production and understanding of oral and written texts to be produced during that cycle, e.g. the adjectives, synonyms, antonyms, adverbs and past tense prepare learners for writing a narrative or descriptive essay. The subjunctive mood is useful when learners write a reflective essay. The oral and writing strategies to be taught in each two-week cycle should be determined by the type of text to be produced, e.g. when teaching a narrative essay learners should be taught how to write chronological paragraphs, but when they write expository essays they could be taught how to write a procedural paragraph. 3.6.5 How the Language Structures and Conventions are addressed The content of the ‘Language structures and conventions’ column is related in most cases to the types of texts prescribed in Listening and Speaking, Reading and Viewing, and, Writing and Presenting columns. The language structures are given attention in the process of engaging with the texts and during the time allocated for Listening and Speaking, Reading and Viewing, Writing and Presenting. For example, if a story is being done, learners will read texts using the simple past tense. However, it is also important that activities be developed that focus on particular language structures, in context. Choose items from the ‘Language Structures and Conventions’ section to teach learners language that appears naturally in the focus text type and in the order that supports a natural and logical approach to language acquisition. Not all language items must be taught within that given cycle. However, teachers are urged to ensure that all the items listed in the overview are covered by the end of the year. Some cycles might be filled with numerous Language Structures and Conventions items. This does not necessarily mean that all of them need to be covered in that cycle. The assumption is that most of these items must have been dealt with in the previous cycles or in the Intermediate Phase. In the Senior Phase the teaching of these items will be more of a revision. Construct activities that are meaningful to learners and that relate to the texts they are studying in the two-week cycle. More activities of this nature should be done as learners make progress from Grade 7 to 9. Select very carefully which rules you explain to learners and keep these to a minimum. Teaching should integrate all the language skills and language structures as they are interrelated. All of these should be taught in context. Note however that there is also specific time allocated to formal instruction in Language Structures and Conventions. 60

3.6.6 Teaching Plans Table GRADE 7 TERM 1 CONTENT Weeks Listening and Reading and Viewing Writing and Language Structures Speaking Presenting and Conventions 1-2 Listening and Literary text: short Write a narrative Word level work: Speaking strategies stories paragraph common nouns, proper nouns, countable and Listen to a short story  Key features of Paragraph uncountable nouns,  Identify main and literature text: such conventions: concrete and abstract supporting ideas as character,  Topic sentence of nouns from a short story characterisation, paragraph  Take notes plot, conflict,  Main and supporting Sentence level: simple  Share ideas and background, setting, ideas sentences, statements, experiences and narrator, theme  Use conjunctions for simple present tense, show understanding cohesion simple past tense of concepts Reading process:  Explain requirements  Pre-reading of text such as telling Spelling and (Introduce text) a story punctuation: full stop, Retell a story  During reading  Use appropriate comma, colon, semi  Retell events in (features of text) words and style colon, capital and small correct sequences  Post-reading letters  Write in the past  Mention characters (answer questions, tense correctly compare, contrast,  Mention the timeline evaluate) Focus on process Pre-reading strategies writing  Recognize features  Planning of text such as titles,  Drafting headings,  Revision illustrations  Editing  Recognise parts of  Proof-reading and book such as cover, presenting title page, index, chapters, glossary, index Writes a short story based on a personal experience. Reading comprehension and reading strategies  Skimming and Scanning  Intensive reading  Visualization  Inferring meaning and conclusions  Fact and opinion  Meaning of words 3-4 Listening and Literary text: poems Creative writing: own Word level: compound Speaking strategies poem nouns, complex nouns, Reading methods finite verbs, pronouns, Listen to and discuss  Independent Stanza conventions possessive pronouns the poem reading  structure of a stanza 61

 use conjunctions for  Share ideas and Pre-reading strategies cohesion Word meaning: experiences en show  Recognize features  use a variety of rhymes, borrowed understanding of of text such as titles, sentence types, words, idioms, proverbs, concepts headings, lengths and alliteration, similes,  Answer questions illustrations structures metaphors, interjections  Explain to a friend  Recognise parts of  diction / ideophone synonyms, why you liked a book such as cover,  figurative language antonyms, specific poem title page, index, chapters, glossary, Punctuation: word index division, full stop, comma Focus on process writing Prepared reading Poetry  Planning Ideophone aloud  Key features of  Drafting  Tone, voice poem  Revision projection,  internal structure of  Editing pronunciation, a poem, figures of  Proof-reading and phrasing, eye speech/ imagery, presenting contact rhyme, rhythm  Give attention to  external structure punctuation of a poem, lines, Writes a poem  Use appropriate stanzas, typography body language  figurative meaning  mood  theme and message 5-6 Listening and Literary text drama Write a dialogue, Word level: common Speaking strategies (one act) enacting drama nouns, finite verbs,  Key features of pronouns, possessive Conversation about literature text: such  Requirements of nouns drama: as character, format, style, point characterisation, of view Sentence level: simple  Take part in informal plot, conflict,  Target audience, sentences, statements, conversations about background, setting, purpose and context simple present tense, simple topics narrator, theme  Word choice simple past tense,  Use correct register Reading process:  Appropriateness of subject, subject-verb  Maintain the  Pre-reading certain utterances agreement conversation (Introduce text)  Free expression  Identify main and  During reading Word meaning: supporting ideas (features of text) Focus on process synonyms, antonyms,  Take notes  Post-reading writing proverbs, idioms  Answer questions (answer questions,  Planning  compare, contrast,  Drafting Punctuation: colon, evaluate open and close inverted  Revision commas, exclamation  Editing Poetry marks, question marks  Proof-reading and cases  Key features of presenting Dialogue poem  internal structure of a poem, figures of  Take part in a speech/ imagery, dialogue rhyme, rhythm  Use appropriate  external structure of language a poem, lines,  Respond stanzas, typography appropriately  figurative meaning  Observe dialogue  mood conventions, e.g.  theme and message turn taking 62

 Use appropriate Reading / viewing for body language comprehension (strategies)  Skimming and scanning  Intensive reading - Predicting - Infer meaning of unfamiliar words by using word attack skills  Critical language awareness 7-8 Listening and Literary text: short Write a review /letter Word level: singular Speaking strategies stories / folklore / and plural, adjectives,  Key features of  Requirements of degrees of comparison, Listen to a short literature text: format, style, superlatives. story/folklore such as character,  Target audience characterisation, purpose and context Sentence level:, simple plot, conflict,  Paragraph cohesion present tense, simple  Identify main and background,  Word choice past tense supporting ideas and setting, narrator, take notes theme Word meaning: Share ideas and Focus on process homophones, experiences and show Reading process: writing homonymy, polysemy, understanding of  Pre-reading riddles, proverbs, idioms concepts (Introduce text)  Planning Identify persuasive and  During reading  Drafting manipulating (features of text)  Revision techniques where  Post-reading  Editing applicable (answer questions,  Proof-reading and Answer questions compare, contrast, presenting evaluate Write a letter/review following the process Group/ panel writing discussion Poetry Discuss the  Key features of story/folklore that they poem were exposed to in the  internal structure of previous activity a poem, figures of  Identify speech/ imagery, characters rhyme, rhythm  Discuss the  external structure theme of a poem, lines,  Discuss point stanzas, of view typography  Relate content  figurative meaning to own  mood experience  theme and message Reading / viewing for comprehension  skimming and scanning  intensive reading  Infer meaning of 63

unfamiliar words by word attack skills 9-10 Listening and Literary text: short Write a descriptive Word level: prefixes, Speaking strategies stories essay suffixes, roots, finite  Key features of verbs Listening literature text: such Paragraph conventions: comprehension as character,  Topic sentence of Sentence level: main characterisation, paragraph clause, dependent clause  Explain listening plot, conflict,  Main and supporting process background, setting, ideas Word meaning:  Take notes narrator, theme  Logical order of synonyms  Answer questions paragraphs Reading process:  Conjunction for Punctuation and  Pre-reading cohesion spelling: (Introduce text)  Use a variety of Dictionary usage,  During reading sentence types, spelling patterns, (features of text) lengths and spelling rules  Post-reading structures (answer questions, compare, contrast, Group/ panel evaluate Focus on process discussion writing  Planning  Discuss specific  Drafting ideas from a short  Revision story Poetry  Editing  Take a position on  Key features of  Proof-reading and ideas and refer to poem presenting text to support the  internal structure of position a poem, figures of Relate content to own speech/ imagery, Present an essay for experience rhyme, rhythm assessment  external structure of a poem, lines, stanzas, typography  figurative meaning  mood  theme and message Reading / Viewing for comprehension (strategies)  Skimming  Scanning  Intensive reading  Fact and opinion  Infer meaning of unfamiliar words by word attack skills Assessment for Term 1 TASK 1: Oral TASK 2: Writing Task 3: Test 1 Prepared reading/ conversation Descriptive/narrative essay Comprehension and language use Informal letter/ review/dialogue 64

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GRADE 7 TERM 2 CONTENT Weeks Listening and Reading and Viewing Writing and Language Structures Speaking Presenting and Conventions 1-2 Listening and Literary text like Writing: Narrative Word level: Complex Speaking strategies youth novel / drama essay nouns, predicate and  Key features of object, dual use of some Listening literature text: such Paragraph nouns, comprehension: as character, conventions: finite verbs, characterisation,  Topic sentence of Adjective: comparative,  Explain listening plot, conflict, paragraph superlative process background, setting,  Main and supporting  Take notes narrator, theme ideas Sentence level: simple  Answer questions  Logical order of sentences, statements, Reading process: paragraphs simple present tense,  Pre-reading  Conjunction for simple past tense (Introduce text) cohesion  During reading  Use a variety of Word meaning: (features of text) sentence types, synonyms, antonyms, Tell a story  Post-reading lengths and structures literal, figurative,  Characterisation (answer questions, emotive language  Diction compare, contrast,  Body language evaluate Focus on process Punctuation: full stop, writing comma, exclamation  Planning mark, question mark  Drafting Reading / viewing for  Revision comprehension (use  Editing written and / or visual  Proof-reading and text such as cartoons / presenting strips)  Skimming  Scanning  Intensive reading  Make inferences (characters, setting, milieu, message)  Infer meaning of unfamiliar words by word attack skills  Emotive language 3-4 Listening and Reading / viewing for Write Transactional Word level: Proper Speaking strategies comprehension (use texts: nouns, gender, plural, written and / or visual singular Listening text such as Advertisement / Adjective: comprehension advertisement posters demonstrative, relative (written text / TV news  Skimming  Requirements of presentation)  Scanning format Sentence level: direct  Intensive reading  Purpose, target and indirect speech,  Explain listening  Make inferences group and context simple and compound process (characters, setting,  Word choice and sentences  Take notes milieu, message) sentences  Write answers construction Word meaning: 66

 Infer meaning of  Visual elements synonyms, antonyms, unfamiliar words such as font types literal and figurative by word attack and size, headings, meaning skills symbols, colour)  Manipulative  Manipulating / Punctuation and language persuasive language spelling: colon; semi- Different forms of oral  Formal / informal colon communication: language Focus on process Dictionary use Debate (on advertising writing  Planning  Choose appropriate  Drafting topic  Revision  Present argument Literary text such as a  Editing logically novelette  Proof-reading and  Use cohesive presenting devices  Key features of appropriately literature text: such  Use correct as character, vocabulary, characterisation, language structures plot, conflict,  Use background, setting, manipulative/emotiv narrator, theme e language  Follow procedures Reading process:  Pre-reading (Introduce text)  During reading (features of text)  Post-reading (answer questions, compare, contrast, evaluate 5-6 Listening and Reads an instructional Shorter transactional Word level: Speaking strategies text like instructional text: instructions Preposition – of time, procedures  Requirements of place and movement Group / class  Key features of format, style Adjective: numerical discussion on how to literature text:  Target audience give instructions or such as character, purpose and context Sentence level: active follow procedures characterisation,  Paragraph cohesion and passive voice  Choose a topic plot, conflict,  Word choice  Share ideas background, and sentence Word meaning: idioms  Take turns and setting, narrator, structure and proverbs listen attentively theme  Fill gaps Focus on process Punctuation: hyphen;  Use discourse Reading process: writing apostrophe markers to sustain  Pre-reading  Planning discussion (Introduce text)  Drafting  During reading  Revision (features of text)  Editing  Post-reading  Proof-reading and (answer questions, presenting compare, contrast, evaluate Prepared / unprepared Write an instruction speaking  Choice of diction Poetry 67

 Use of tone, pace  Key features of and intonation poem  Using cues during  internal structure presentation of a poem, figures  Using appropriate of speech/ body language imagery, rhyme, rhythm  external structure of a poem, lines, stanzas, typography  figurative meaning  mood  theme and message 7-8 Listening and Read literary text: like Write a drama review Word level: Transitive Speaking strategies drama and intransitive verbs  Key features of Paragraph Role play drama literature text: conventions: Sentence level: Passive;  Assume assigned role such as character,  Topic sentence of present progressive;  Use appropriate characterisation, paragraph direct and reported language plot, conflict,  Main and speech;  Observe conventions background, supporting ideas  Use appropriate body setting, narrator,  Logical order of Word meaning: language theme paragraphs synonyms, antonyms,  Conjunction for literal, figurative Reading process: cohesion  Pre-reading  Use a variety of Punctuation: colon; (Introduce text) sentence types, quotation marks;  During reading lengths and question marks; comma; (features of text) structures full stop Investigation role play  Post-reading  Compile (answer questions, Focus on process questionnaire compare, contrast, writing  Observe conventions evaluate  Planning  Use appropriate  Drafting language  Revision  Report findings  Editing  Proof-reading and presenting Assessment for Term 2 9-10 TASK 1: Oral TASK 2: Test 2 TASK 3 Listening comprehension Literature: Contextual Mid-year examinations /investigation/ role questions play/instructional procedures Paper 2: Comprehension, language use and literature Paper 3: Writing: One essay and one transactional text 68

GRADE 7 TERM 3 CONTENT Weeks Listening and Reading and Viewing Writing and Language Structures Speaking Presenting and Conventions 1-2 Listening and Read a text on the Transactional texts Word level: common Speaking strategies importance of a such as filling in of nouns; collective; questionnaire and how questionnaires, or adverbs of manner and Listening to fill it in forms: time; adjectives comprehension on how to fill in a  Information  Follow instructions Sentence level: noun form/questionnaire required  Provide correct clauses; adjectival and  Practise listening  Language use information to the adverbial clauses; process  Signature prompt compound and complex  Take notes  Use appropriate sentences  Answer questions Reading process: language  Pre-reading Word meaning: (Introduce text) synonyms, antonyms,  During reading homonyms (features of text) Focus on process  Post-reading writing Punctuation: question Different forms of oral (answer questions,  Planning marks; ellipsis; communication on the compare, contrast,  Drafting capitalisation; hyphen use of a questionnaire evaluate  Revision Abbreviations – or form initialism, acronym,  Editing clipped, truncation  Proof-reading and Forums, panel Reading / viewing for presenting discussions comprehension  Skimming  Choose a topic  Scanning  Share ideas  Summarize  Take turns and  Visualization listen attentively  Make inferences  Fill gaps  Meaning of words  Use discourse markers to sustain discussion 3-4 Listening and Literary text like Longer texts e.g. Word level: proper Speaking strategies youth drama / radio dialogue/ nouns, singular and drama written interview plural Listen to drama (Dialogue/Interview)  Key features of  Requirements of Adjective: comparative, literature text: format, style superlative  Compile such as character,  Target audience questionnaire characterisation, purpose and Sentence level:  Observe conventions plot, conflict, context complex with relative  Use appropriate background,  Word choice clauses; direct and language setting, narrator,  Appropriate indirect speech.  Take notes theme language use  Report findings Word meaning: roots of words Reading process: Focus on process Punctuation: colon;  Pre-reading writing quotation marks; (Introduce text) comma; full stop; 69

 During reading  Planning apostrophe; question (features of text)  Drafting mark  Post-reading  Revision (answer questions,  Editing compare, contrast,  Proof-reading and evaluate presenting Different forms of oral communication Poetry  Key features of Dramatisation poem  internal structure Adapting one genre to of a poem, figures another of speech/  Enacting original imagery, rhyme, dialogue rhythm  Performance in  external structure keeping with the of a poem, lines, spirit and intention stanzas, of the original typography  Vivid  figurative meaning characterisation  mood with simple props  theme and - Use of effective message props to create setting 5-6 Listening and Read text on how to Longer transactional Word level: Pronouns: Speaking strategies write a notice/agenda texts e.g. Notice/ personal, demonstrative, and minutes Agenda and minutes possessive.  Role players  Identify target Sentence level: simple Different forms of oral  Language use audience and present tense, simple communication  Format purpose of writing; past tense; direct and Role play: meeting  Role execution  Decide on style, reported speech; active procedure view- point & and passive voice; Reading process: format of writing;  Good opening/  Word choice and Word meaning: introduction  Pre-reading language structures Verbal extensions  Use of tone, pace (Introduce text) (derivatives) and intonation  During reading  Language use (features of text) Focus on process Punctuation:  Appropriate body writing apostrophe;  Post-reading language (answer questions,  Planning capitalisation; comma;  Good conclusion  Drafting full stop; colon compare, contrast, evaluate  Revision  Editing Listening  Proof-reading and comprehension presenting (written text / TV Reading / viewing for news presentation) comprehension written / visual text /  Explain listening graphs process  Skimming for main  Take notes ideas  Answer questions  Scanning for supporting details  Making predictions  Inferring the meaning of 70

unfamiliar words and images  Main and supporting ideas  Own opinion 7-8 Listening and Reading / viewing for Long/short Word level: abstract Speaking strategies information (use text transactional texts : nouns; concrete nouns such as Newspaper newspaper article Prepositions Listens to and articles / magazine Adjective: comparative, discusses current news articles / written superlative based on newspapers speeches  Requirements of and magazine articles format, style Sentence level:  Skimming for main  Target audience Chronological  Use of tone, pace ideas purpose and (sequential) order; order and intonation  Scanning for context of importance;  Use of supporting details  Word choice and description paragraph, manipulative/emoti  Making predictions language structures persuasive and emotive ve/persuasive  Facts and opinions language; bias and language  View point of prejudice; stereotypes;  Use of cues author Focus on process rhetoric devices.  Adherence to  Inferring the writing conventions meaning of  Planning Word meaning:  Appropriate body unfamiliar words  Drafting synonyms, antonyms, language and images  Revision literal, figurative  Attention-grabbing  Formal / informal  Editing introduction and a language  Proof-reading and strong conclusion presenting Punctuation: quotation  Direct / implied  Purpose, target marks; exclamation meaning group and context marks; comma; full  Figures of speech Write a newspaper stop; question marks; article ellipsis Prepared/unprepared reading a newspaper Write a article aloud comprehension test  Use of tone, pace and intonation  Observing punctuation marks for good effect  Appropriate body language 9-10 Listening and Literary text like Write a Word level: complex Speaking strategies youth novel / short narrative/descriptive nouns stories / drama / radio essay Pronouns – personal, Listening drama  Requirements of relative, reflexive comprehension based  Key features of format, style, Articles – definite, on giving directions literature text: such point of view article  Practise listening as character,  Target audience Adjective: comparative, process characterisation, purpose and superlative  Take notes plot, conflict, context  Write answers background, setting,  Word choice and Sentence level: narrator, theme language structures evaluation paragraph simple sentences, Reading process: Focus on process statements, simple past  Pre-reading writing tense; simple present (Introduce text)  Planning tense 71

Different forms of oral  During reading  Drafting Word meaning: communication e.g. (features of text)  Revision synonyms, antonyms, giving directions  Post-reading  Editing literal, figurative instructions/ (answer questions,  Proof-reading and  Use of appropriate compare, contrast, presenting Punctuation: full stop; language evaluate comma; colon, semi  Short effective colon sentences Poetry  Detail  Key features of poem  internal structure of a poem, figures of speech/ imagery, rhyme, rhythm  external structure of a poem, lines, stanzas, typography  figurative meaning  mood  theme and message Reading and viewing for comprehension e.g. written / visual text  Skimming for main ideas  Scanning for supporting details  Making predictions  Facts and opinions  View point of author  Inferring the meaning of unfamiliar words and images  Fact and opinion  Direct and implied meaning Assessment for Term 3 TASK 1: Oral TASK 2: Writing TASK 3: Test 3 Listening Descriptive/Narrative essay Comprehension and Language comprehension/prepared use reading/unprepared Agenda and minutes reading/dialogue OR Literature 72

GRADE 7 TERM 4 CONTENT Weeks Listening and Reading and Viewing Writing and Language Structures Speaking Presenting and Conventions 1-2 Listening and Literary text like youth Long / short Word level: complex Speaking strategies novel / short stories / transactional text e.g. nouns; Adjective: drama giving directions comparative, Unprepared speech superlative; Introducing a speaker;  Key features of  Requirements of Prepositions – simple /vote of thanks /Telling literature text: such format, style (one word), compound a story as character,  Target audience, (two word), complex characterisation, purpose and context (three and more word)  Choose plot, conflict,  Word choice and prepositions appropriate topic background, setting, language structures  Organize narrator, theme Sentence level: simple information sentences; compound coherent sentences; complex  Identify Focus on process sentences; adverbial and vocabulary, Reading process: writing adjectival clauses; language  Pre-reading  Planning structures, (Introduce text)  Drafting Word meaning:  Effective  During reading  Revision synonyms; antonyms; introduction and (features of text) literal; contextual;  Editing ending  Post-reading figurative; adjectives;  Proof-reading and (answer questions, adverbs; presenting Features and compare, contrast, conventions (public evaluate Punctuation: speaking techniques, semicolon; inverted structure.) commas; full stop; Reading / viewing for apostrophe Reading aloud comprehension (use  Use of tone, pace written and visual text) and intonation  Observing  Skimming for main punctuation marks ideas for good effect  Scanning for  Appropriate body supporting details language  Making predictions  Inferring the meaning of unfamiliar words and images  Main and supporting ideas  Fact and opinion  Inferences and conclusions  Own opinion 3-4 Listening and Read a text with a Long/shorter Word level: pronouns – Speaking strategies diary/ e-mail/ flyers transactional texts e.g.: interrogative, e-mail, posters / diary demonstrative, indefinite Listening  The format entries/ flyers.] nouns - collective comprehension  Language use nouns; (written text / TV news  Target audience  Requirements of finite verbs, presentation) Adjective: comparative, 73

 Explain listening Reading process: format, style, point superlative process of view Prefixes, suffixes and  Take notes  Pre-reading  Target audience roots. Write answers (Introduce text) purpose and context  During reading  Word choice, vivid Sentence level: direct (features of text) description speech; questions and  Post-reading  Sentence structure, prompts; subject-verb (answer questions, lengths and types agreement; abbreviated compare, contrast, statements; rhetoric evaluate Focus on process questions Debate/Group writing discussion: Discuss use Poetry / folklore  Planning Word meaning: of e-mail/posters/ diary  Key features of  Drafting antonyms; literal; entries/flyers poem  Revision figurative; contextual  internal structure of  Editing  Features and a poem, figures of Punctuation: quotation  Proof-reading and conventions speech/ imagery, marks; question marks; presenting  Planning, rhyme, rhythm comma; exclamation researching,  external structure of marks; font Produce one of above- organising and a poem, lines, mentioned texts presenting stanzas, typography  figurative meaning  mood  theme and message 5-6 Listening and Read literary text like Revision and Word level: auxiliary Speaking strategies youth novel / short preparation for verbs; stories / drama/folklore examination finite verbs, Listening Essays Adjective: comparative, comprehension  Key features of superlative  Explain listening literature text: Preparation stage: process such as character,  Requirements of Sentence level: bias;  Take notes characterisation, format, style, point stereotypes; prejudice;  Answer questions plot, conflict, of view emotive and background,  Target audience manipulative statements; setting, narrator, purpose and context rhetoric questions; theme  Word choice Word meaning: Prepared speech Poetry: Prescribed synonyms, antonyms, Poems Focus on process contextual  Use of tone, pace  Key features of writing and intonation poem  Planning Punctuation: full stop;  Use of  internal structure of  Drafting comma; exclamation manipulative/emotiv a poem, figures of  Revision marks; question marks e/persuasive speech/ imagery,  Editing language rhyme, rhythm  Proof-reading and  Use of cues  external structure presenting  Adherence to of a poem, lines, conventions stanzas, typography  Appropriate body  figurative meaning language  mood  Attention-grabbing  theme and message introduction and a Analysis of a poem: strong conclusion  Lines, words, stanzas,  Purpose, target link, refrain, group and context typography, punctuation.  Meaning: implicit and explicit 74

7-8 Revision and Revision and Revision and Word level work: preparation for preparation for preparation for collective pronouns; examination examination examination reflexive pronouns; Speaking: Reading Writing: stem.  Prepared speech /  Prepared reading  Transactional texts debate/ / interview /  Reading Sentence level: simple, conversation comprehension compound and complex  Prepared reading  Summary sentences; statements;  Unprepared reading  Literature: subject-verb agreement; Listening - Novel / short stories question forms;  Listening / folklore negation; confusables comprehension - Drama / film study - Poems Word meaning: synonyms, antonyms, literal, figurative Punctuation Formal and end-of-the-year Assessment Tasks Term 4 9-10 TASK 1: Oral Task 2: End-of-the-Year EXAMINATION Debate/interview/conversation/prepared Paper 1:Oral speech/ unprepared speech Paper 2: Writing (1 hr) Paper 3: Comprehension, Language and Literature (2 hr) 75

GRADE 8 TERM 1 CONTENT Weeks Listening and Reading and Viewing Writing and Language Structures Speaking Presenting and Conventions 1-2 Listening and Literary text like youth Write an essay: Word level: Speaking strategies: short stories Narrative/ reflective Adverbs of place and  General essay degree Group discussion – discussion on the brainstorming; select key features like  Word choice, Sentence level: subject- relevant ideas; sequence character,  Personal voice and verb agreement; main ideas characterisation, style sentence structure; plot, conflict,  Vivid description phrases and clauses; background,  Tone parts of speech setting, narrator,  Main and theme supporting ideas Word meaning:  Mind-maps to synonyms, antonyms, organise coherent literal, figurative Reading process ideas Listening Pre-reading strategies  Present essay for Punctuation: full stop; comprehension Introduce learners to : assessment comma; question mark;  Recording main and  Text features – quotation marks; supporting ideas by titles, headings, Focus on process exclamation mark making notes, captions, writing  Sharing ideas and illustrations,  Planning experiences and  Parts of a book –  Drafting show understanding title page, table of  Revision of concepts contents, chapters,  Editing  Identify persuasive/ glossary, index,  Proof-reading and manipulative appendix, footnote, presenting techniques etc.  Answer questions Write an essay Reading process: following the process  Pre-reading approach to writing (Introduce text)  During reading (features of text)  Post-reading (answer questions, compare, contrast, evaluate 3-4 Listening and Read a speech Write a speech Word level: Nouns - Speaking strategies: compound, gerund,  Identify and discuss diminutives, Listen to speech by key features Focus on process augmentatives president/influential  Analyse language writing Verbs: finite; non-finite member of the society use  Planning verbs;  Identify and  Drafting Prepositions  Discuss features of discuss emotive or  Revision Adjective: comparative, prepared speech manipulative use of  Editing superlative  Identify and explain language  Proof-reading and language use  Analyse presenting Sentence level: verb  Identify and discuss introduction and phrase; verb clause; features in the conclusion topic sentence; noun speech phrase; noun, adjectival and adverbial clause; 76

Prepared speech Reading process: Write a speech: conjunctions; emotive  Choose appropriate  Pre-reading  Explain the and manipulative topic (Introduce text) requirements of text language  Organize  During reading to write a narrative information (features of text) essay coherently  Post-reading  Identify the target Word meaning:  Identify correct (answer questions, audience synonyms, antonyms, vocabulary and compare, contrast,  Decide on style, literal, figurative language structures evaluate purpose and format  Prepare effective  Use appropriate Punctuation: introduction and Reading strategies: words exclamation mark; ending Guided reading ,Group  Introduction to question mark; comma;  Practice reading, Independent development, climax full stop  Present reading  Conclusion Abbreviations – Reading / viewing of initialism, acronym, written / visual text for clipped, truncation, comprehension aphesis, portmanteau  Skimming and Scanning  Intensive reading  Purpose and target group  Inferring meaning and conclusions  Identify manipulative language  Influence of selection and omission on the meaning of text  How language and images reflect and shape values and attitudes  Impact of use of font types and sizes, headings and caption on meaning 5-6 Listening and Literary text like novel Transactional texts Word level: adverbs of Speaking strategies / short stories / drama Letters (Friendly/ manner, time; definite informal) articles. Group discussion  Key features of Infinite verbs; gerunds about visual, audio – literature text: such  Features of the text Adjective: comparative, visual / multimedia as character,  Language use superlative text characterisation,  Register and style  Activate plot, conflict,  Introduction and background background, conclusion Sentence level: sentence knowledge setting, narrator, structure; adjectival and  Estimate purpose of theme Write a letter based on adverbial clauses and the text visual stimulus phrases; negation;  Seek for meaning Reading process: Focus on process statement.  Understand text  Pre-reading writing  Take notes (Introduce text)  Planning  Understand  During reading  Drafting Word meaning: (features of text) synonyms, antonyms, message  Revision 77

Listening  Post-reading  Editing literal, figurative Comprehension (sound (answer questions,  Proof-reading and only) compare, contrast, presenting Punctuation: full stop,  Record main and evaluate comma supporting ideas by making notes, Poetry checklists,  Key features of poem summaries,  Internal structure of a paraphrasing and poem, figures of retelling speech/ imagery, rhyme, rhythm Reconstruct scenes:  external structure of  Agree on the a poem, lines, version/meaning stanzas, typography seen  figurative meaning  Role-play what  mood happened in the two  theme and message scenes etc. Reading / viewing for comprehension (strategies)  Skimming and Scanning  Intensive reading  Inferring meaning and conclusions  Identify manipulative language  Influence of selection and omission on the meaning of text  Infer meaning of unfamiliar words by using word attack skills  Fact and opinion 78

7-8 Listening and Read newspaper or Transactional texts Word level: / Speaking strategies magazine article Report/magazine article ideophones / interjections Unprepared speech on  Key features of  Features of the text a newspaper or literature text:  Language use Sentence level: simple magazine article such as character,  Register and style sentences; simple characterisation,  Introduction and present tense; simple  Organize information plot, conflict, conclusion past tense; adjectives coherently background, and adverbs; bias;  Identify correct setting, narrator, Write a prejudice; stereotypes vocabulary and theme report/magazine language structures article based on visual Word meaning:  Respond to text Reading process: stimulus proverbs; contextual;  Effective introduction  Pre-reading Focus on process literal; denotative; and ending (Introduce text) writing connotative  During reading  Planning Forum discussion / (features of text)  Drafting Punctuation: comma; group discussion on  Post-reading full stop; quotation  Revision newspaper or (answer questions, marks; exclamation  Editing magazine article compare, contrast, marks; apostrophe;  Proof-reading and evaluate ellipsis presenting  Features of the text  Conventions and Poetry structure of the text  Key features of  Diction poem  Register and style  internal structure of a poem, figures of speech/ imagery, rhyme, rhythm  external structure of a poem, lines, words, stanzas,  typography  figurative meaning  mood  theme and message 9-10 Listening and Read an investigative Transactional text e.g. Word level: Speaking strategies report investigative report Regular – irregular  Purpose, target Verbs; main verbs; Oral: Interview/ filling  Key features of group and format auxiliary verbs in a questionnaire report  Paragraph report / group  Format conventions Sentence level: discussion  Language use  Conjunction for statement; sentence cohesion structure; present and  Research topic Reading process:  Use a variety of past tenses; bias;  Organise material  Pre-reading sentence types, prejudice and coherently support (Introduce text) lengths and stereotypes; with examples.  During reading structures  Identify and choose (features of text)  Formal style Word meaning: the correct  Post-reading synonyms, antonyms, vocabulary, (answer questions, Focus on process contextual; denotative; language and compare, contrast, writing connotative conventions evaluate  Planning  Prepare effective  Drafting Punctuation introduction and Poetry  Revision conclusion  Key features of  Editing poem  Proof-reading and 79

Listening  internal presenting comprehension structure of a  Recording main and poem, figures supporting ideas by of speech/ Write an investigative making notes, imagery, report  Sharing ideas and rhyme, rhythm experiences and  external show understanding structure of a of concepts poem, lines,  Identify persuasive/ words, stanzas, manipulative  typography techniques  figurative  Answer questions meaning  mood  theme and message Assessment for Term 1 TASK 1: Oral TASK 2: Writing Task 3: Test 1 Group discussion/unprepared Narrative/reflective essay Language and comprehension speech/forum discussion Newspaper report/article 80

GRADE 8 TERM 2 CONTENT Weeks Listening and Reading and Viewing Writing and Language Structures Speaking Presenting and Conventions 1-2 Listening and Read information text Transactional text e.g. Word level work: Speaking strategies with visuals, e.g. maps, Directions Adjective: comparative, landmark, scales /Instructions/ superlative; common Listening and proper nouns; comprehension:  Format  Correct format conjunctions  Listen to  Language use  Organize content instructions /  Features (mind map) Sentence level: topic directions  Main and sentences; statement;  Take notes supporting ideas tenses; main and  Answer questions Reading process:  Paragraph supporting statements;  Pre-reading conventions simple and compound (Introduce text)  Logical sentences Different kinds of oral  During reading progression of communication e.g. A (features of text) paragraphs to Word meaning: unprepared news  Post-reading ensure coherence synonyms; antonyms; presentation / speech (answer questions,  Conjunctions for contextual compare, contrast, cohesion evaluate  Language Punctuation and Giving directions: conventions spelling: spelling  Features of the text Poetry patterns: full stop,  Language and comma  Key features of conventions poem Focus on process  Body language  internal structure of writing a poem, figures of  Planning speech/ imagery,  Drafting rhyme, rhythm  Revision  external structure of  Editing a poem, lines,  Proof-reading and words, stanzas, presenting  typography  figurative meaning Write an instruction  mood text  theme and message Reading / Viewing visual text  Scanning  Intensive reading  Make inferences  Make a summary (use mind maps) 81

3-4 Listening and Literary text like Write a dialogue Word level work: Speaking strategies recorded Finite Verbs television/radio/simula Paragraph conventions Forum/panel tion forum  Format Sentence level: simple discussion:  Introductory present tense; simple  Indicate roles  Key features of the sentences past tense; emotive and  Speakers take turns text  Main and manipulative use;  Explain view points  Language use supporting ideas sentence structure; and reach consensus  Format  Order and cohesion negation; question form  Use appropriate  Role players  Word choice and language, style and punctuation Word meaning: literal; register Reading process: Language synonyms; antonyms;  Pre-reading conventions homophones; (Introduce text) homonyms Debate  During reading Focus on process  Indicate roles (features of text) writing Punctuation and  Learn text  Post-reading  Planning spelling: spelling rules and conventions conventions (answer questions,  Drafting  Speakers take turns compare, contrast,  Revision  Explain view points evaluate  Editing and reach consensus  Proof-reading and  Use appropriate Poetry presenting language, style and  Key features of register poem Write a dialogue  practise  internal structure of a poem, figures of speech/ imagery, rhyme, rhythm  external structure of a poem, lines, words, stanzas,  typography  figurative meaning  mood  theme and message Reading / viewing for comprehension (use written and / or visual text such as cartoons / strips)  Skimming  Scanning  Intensive reading  Make inferences (characters, setting, milieu, message)  Infer meaning of unfamiliar words by word attack skills  Emotive language 82

5-6 Listening and Literary text like Transactional text e.g. Word level work: Speaking strategies drama / play Written interview Adverbs of place and  Key features of frequency Listening literature text:  Correct format and comprehension such as character, features Sentence level: correct  Listening process action, dialogue,  Organize content word order; question  Writing response plot, conflict, (mind map) forms; euphemisms; background,  Main and sentence structures; setting, narrator, supporting ideas mood; voice Interview theme  Paragraph conventions Word meaning:  Teach features and Reading process:  Logical figurative; literal; conventions  Pre-reading progression of contextual; pun  Do planning and (Introduce text) paragraphs to research  During reading ensure coherence Punctuation and  Choose style, (features of text)  Conjunctions for spelling: abbreviations; register and  Post-reading cohesion question marks; vocabulary (answer questions, exclamation marks; full  Language  Take turns compare, contrast, stop; comma conventions  Persuasion evaluate techniques Focus on process Poetry writing  Key features of  Planning poem  Drafting  internal structure  Revision of a poem, figures  Editing of speech/  Proof-reading and imagery, rhyme, presenting rhythm  external structure Write an interview of a poem, lines, words, stanzas,  typography  figurative meaning  mood  theme and message Reading comprehension: Interview  skimming and scanning  intensive reading  Making predictions  Inferring the meaning of unfamiliar words and images by word attack practices  facts and opinion  view point of writer  implied meaning 83

7-8 Listening and Literary text such as Write a review of the Word level work: Speaking strategies youth novel / short story/novel Prefixes and suffixes story Listening  Key features of  Structure of the text Sentence level: sentence comprehension (non- literature text:  Features and structure; sentence fictional text e.g. such as character, conventions types; tenses; statement; Newspaper articles) action, dialogue,  Diction euphemism; proverbs plot, conflict,  Register  Listen for background,  Audience Word meaning: comprehension setting, narrator,  Tone synonyms, antonyms;  Take notes theme homonyms; paronyms  Answer questions Focus on process Reading process: writing Punctuation and Group discussion:  Pre-reading  Planning spelling:  Indicate roles (Introduce text) Acronyms  Drafting  Speakers take turns  During reading  Revision  Explain view points (features of text)  Editing and reach consensus  Post-reading  Proof-reading and  Use appropriate (answer questions, presenting language, style and compare, contrast, register evaluate Poetry  Key features of poem  internal structure of a poem, figures of speech/ imagery, rhyme, rhythm  external structure of a poem, lines, words, stanzas,  typography  figurative meaning  mood  theme and message Reading strategies for comprehension  Purpose and target group  Making inferences  Give own opinion  Distinguish between facts and opinions  Direct and implied meaning Assessment for Term 2 9-10 TASK 1: Oral TASK 2: Writing TASK 3: Mid-year examinations Listening comprehension Interview/ instruction text/story Paper 1: Oral /directions/forum/panel review Paper 2: Writing discussion Paper 3: Comprehension, language use and literature 84

GRADE 8 TERM 3 CONTENT Weeks Listening and Reading and Viewing Writing and Language Speaking Presenting Structures and Conventions 1-2 Listening and Literary text like Longer transactional Word level work: Speaking strategies drama / play text e.g. dialogue / Adjective:  Key features of review comparative, Listening literature text: superlative, common comprehension (use such as Paragraph and proper nouns recorded dialogue) character, action, conventions dialogue, plot, Correct format  Listen to dialogue conflict,  Purpose and  Take notes background, target group Sentence level: - Language and setting, narrator,  Logical order of simple present tense; power theme sentences question forms; - Tone  Use conjunctions statement; discourse - Mood Reading process: to ensure markers; direct and - Introduction and Pre-reading strategies cohesion reported speech; conclusion  Text features –  Use a variety of simple past tense  Answer questions titles, headings, sentences types, captions, lengths and illustrations, structures Group  Parts of a book Word meaning: discussion/dialogue: – title page, table antonyms; synonyms;  Indicate roles of contents, Focus on process paronyms;  Speakers take turns chapters, writing contextual; literal  Explain view glossary, index,  Planning points and reach appendix,  Drafting Punctuation and consensus footnotes, etc. spelling: spelling  Revision patterns: full stop,  Use appropriate  Editing Poetry comma; quotation language, style and  Proof-reading and  Key features of marks register presenting  Present poem  internal structure of a poem, figures of speech/ imagery, rhyme, rhythm  external structure of a poem, lines, words, stanzas,  typography  figurative meaning  mood  theme and message Reading strategies for comprehension  Purpose and target group  Making inferences  Give own opinion 85

 Distinguish between facts and opinions  Direct and implied meaning 3-4 Listening and Read a newspaper/ Transactional text: Word level work: Speaking strategies magazine article letter to the press Adverbs of manner, about current/social place, degree; issues Paragraph prepositions conventions Listening  Format  Correct format Sentence level: comprehension:  Text features  Purpose simple sentences;  Listen to letter to  Language use  Main and complex sentences; the press  Tone supporting and sentence structure;  Take notes  Sequencing target group emotive and - Language use  Logical order of manipulative - Register Reading process: sentences language use; fact - Conventions  Pre-reading  Use conjunctions and opinion; bias,  Share notes (Introduce text) to ensure cohesion prejudice and  Use a variety of stereotypes.  During reading Group discussion (features of text) sentences types,  Relates to own life lengths and Word meaning:  Post-reading experiences structures synonyms; (answer questions,  Uses information homonyms; compare, contrast, from the text to Focus on process paronyms evaluate answer questions writing  Discusses the  Planning Punctuation and Poetry social, moral and spelling: spelling  Key features of  Drafting cultural values in patterns; comma; full poem  Revision the text stop; ellipsis  internal structure  Editing  Participates in of a poem, figures  Proof-reading and group discussion of speech/ imagery, presenting o Take turns rhyme, rhythm o Stays on the  external structure Write a letter to the topic of a poem, lines, press o Asks words, stanzas, questions  typography  figurative meaning  mood  theme and message OR One act play Use at least  one comprehension from the textbook  one literature text  Explain plot, sub- plot, character portrayal, conflict and dramatic response  Identification of themes, mood and 86

tone 5-6 Listening and Literary text such as Transactional text: Word level work: Speaking strategies youth novel / short formal/informal Adjectives; adverbs; story / drama letter abbreviations; roots, Unprepared speech prefixes and suffixes  Public speaking  Key features of  Correct format skills literature text:  Purpose Sentence level:  Planning, research such as  Main and simple sentences; and organization character, action, supporting ideas complex sentences;  Presentation: tone, dialogue, plot,  Logical order of past continuous voice projection, conflict, sentences tense; future pronunciation, eye background,  Use conjunctions continuous tense; contact, gestures, setting, narrator, to ensure cohesion sentence structure; rhetorical devices theme  Use a variety of emotive and  Language usage: sentences types, manipulative vocabulary Reading process: lengths and language use; fact  Style and register  Pre-reading structures and opinion; bias, (Introduce text) prejudice and  During reading Focus on process stereotypes. Prepared speech (features of text) writing  Practise the above  Post-reading  Planning Punctuation and skills (answer questions, spelling: spelling  Drafting  Comment on each compare, contrast, rules and conventions  Revision other’s speech evaluate  Editing  Listen to a speech  Proof-reading and made by a Poetry presenting prominent  Key features of community poem Write a letter member  internal structure  Comment on the of a poem, figures speech of speech/ imagery, rhyme, rhythm  external structure of a poem, lines, words, stanzas,  typography  figurative meaning  mood  theme and message Reading / viewing for comprehension (use written and / or visual text such as cartoons / strips)  Skimming  Scanning  Intensive reading  Make inferences 87

(characters, setting, milieu, message)  Infer meaning of unfamiliar words by word attack skills  Emotive language 7-8 Listening and Literary text such as Write a literary text: Word level work: Speaking strategies short story, novel short story Common and proper  Key features of nouns. Listening for literature text:  Correct format Prepositions with a information such as  Purpose variety of phrasal  Listen to an character, action,  Main and verbs informative text dialogue, plot, supporting ideas  Listen to conflict, Sentence level: presentation, background,  Logical order of tenses; sentences; language use, setting, narrator, sentences proverbs and tempo and voice theme  Use conjunctions idiomatic projection to ensure cohesion expressions;  Listen to story line Reading process:  Use a variety of adjectival and  Discuss with  Pre-reading sentences types, adverbial clauses; partner (Introduce text) lengths and  During reading structures Word meaning: (features of text) synonyms; antonyms; Story telling  Post-reading Focus on process homonyms;  Choose a story (answer questions, writing  Do planning and compare, contrast,  Planning Punctuation and research evaluate) spelling: spelling  Drafting  Choose style, patterns; ellipsis;  Revision Poetry punctuation of register and  Editing  Key features of abbreviations and vocabulary  Proof-reading and poem contractions  Present a story presenting  internal structure of a poem, figures Create own story of speech/ imagery, following the process rhyme, rhythm outlined  external structure Best story of a poem, lines, ‘published’/read in words, stanzas, class.  typography  figurative meaning  mood  theme and message Reading comprehension: (text from text prescribed literature)  Skimming, scanning, visualization  Intensive reading  Making inference  Meaning of words  View point of 88

writer  Fact and opinion  Implied meaning 9-10 Listening and Read a literary text Write an essay: Word level work: Speaking strategies such as short Argumentative/ Common and story/novel descriptive essay complex nouns.  Key features of Prepositions with a literature text:  Word choice, variety of phrasal Listen to a text read such as,  Personal voice verbs aloud from a short background, and style story time, milieu,  Vivid description Sentence level:  Recorded text is narrator,  Tone introductory played  Main and paragraphs;  Appropriate Reading process: supporting ideas definition paragraph, reading skills are  Pre-reading  Mind-maps to concluding pointed out to (Introduce text) organise coherent paragraph; sentence learners  During reading ideas structures; sentence  Use of punctuation (features of text)  Present essay for types in a read text  Post-reading assessment  Opening and (answer questions, Word meaning: closing compare, contrast, Focus on process synonyms, antonyms; evaluate writing homonyms; Prepared reading  Planning aloud Poetry  Drafting Punctuation and  Select a text to  Key features of spelling: spelling  Revision read aloud poem patterns; various  Editing  Use appropriate  internal structure punctuation marks  Proof-reading and reading skills such of a poem, figures presenting as tone, volume, of speech/ imagery, tempo, voice rhyme, rhythm Write an essay projection,  external structure following the process pronunciation, of a poem, lines, approach to writing fluency words, stanzas,  Practise  typography  Read text  figurative meaning  mood  theme and message Reading / viewing for comprehension (use written and / or visual text such as cartoons / strips)  Skimming  Scanning  Intensive reading  Make inferences (characters, setting, milieu, message) 89

 Infer meaning of unfamiliar words by word attack skills  Emotive language Assessment for Term 3 TASK 1: Oral TASK 2: Writing Task 3: Test 1 Prepared reading/ conversation Descriptive/argumentative Comprehension and language essay use Informal letter/dialogue 90

GRADE 8 TERM 4 CONTENT Weeks Listening and Reading and Viewing Writing and Language Speaking Presenting Structures and Conventions 1-2 Listening and Read a newspaper/ Long transactional Word level work: Speaking strategies magazine article text e.g. Newspaper Singular and plural;  Format article / magazine gender; diminutives Listening  Language use article comprehension  Text features ( such as listening to a  Sequencing  Correct format Sentence level work: written / audio-visual  Purpose Direct and reported text ) Reading process:  Main and speech; question  Pre-reading supporting ideas forms; fact and  identify main and (Introduce text) opinion; sentence supporting ideas  Logical order of structure; sentences;  During reading  write notes (features of text) sentences ambiguity; voice;  share ideas and  Post-reading  Use conjunctions gerund experiences and (answer questions, to ensure show cohesion Word meaning: compare, contrast, understanding of  Use a variety of synonyms; antonyms; evaluate concepts sentences types, euphemism;  identify persuasive/ lengths and homonyms; literal manipulating structures and figurative Poetry techniques where meaning  Key features of applicable poem Focus on process  answer questions writing Punctuation and  internal structure of  Planning spelling: quotation a poem, figures of  Drafting marks; spelling speech/ imagery, Conversation:  Revision patterns rhyme, rhythm Discussion based on a  Editing newspaper/ magazine  external structure of a poem, lines,  Proof-reading article words, stanzas, and presenting  Indicate roles  typography  figurative meaning Write a newspaper/  Speakers take turns  mood magazine article  Explain view points and reach  theme and message consensus  Use appropriate Reading /Viewing for language, style and information using register (written / visual text /multi-media texts)  Intensive reading  Making inference  Predict  Visualization  Meaning of words  Fact and opinion Write a summary 91

3-4 Listening and Literary text such as / Write a Word level work: Speaking strategies novel / short story / transactional text: a Pronouns – personal drama / diary entry and relative  Key features of Moods - Debate literature text: Subjunctive  Indicate roles such as  Correct format Imperative  Learn text character, action,  Purpose Potential conventions dialogue, plot,  Main and Indicative  Speakers take turns conflict, supporting ideas Conditional  Explain view background, points and reach setting, narrator,  Logical order of Sentence level work: consensus theme sentences Tenses; sentence  Use appropriate  Use conjunctions types; speech; voice; language, style and Reading process: to ensure sentence structure; register  Pre-reading cohesion direct and reported  practise (Introduce text)  Use a variety of speech; question  During reading sentences types, forms; fact and Group discussion: (features of text) lengths and opinion; ambiguity;  Post-reading voice; gerund  Indicate roles structures  Speakers take turns (answer questions, compare, contrast, Focus on process Word meaning:  Explain view evaluate writing literal and figurative points and reach meaning consensus  Planning  Use appropriate Poetry  Drafting  Key features of Punctuation and language, style and  Revision poem spelling: spelling register  Editing patterns; punctuation  internal structure of  Proof-reading a poem, figures of marks and presenting speech/ imagery, rhyme, rhythm Write a diary entry  external structure of a poem, lines, words, stanzas,  typography  figurative meaning  mood  theme and message Reading comprehension: (text from text books)  Skimming, scanning, visualization  Intensive reading  Making inference  Meaning of words  View point of writer  Fact and opinion  Implied meaning Write a paragraph or point form summary 92

5-6 Listening and Literary text such as Transactional text Word level work: Speaking strategies drama/play e.g. journalistic Relative pronouns; report singular and plural Listen to a text read Reading process: forms aloud  Pre-reading  Correct format  Recorded text is (Introduce text)  Purpose Sentence level work: played  During reading  Bias and Procedure;  Appropriate (features of text) prejudice compare/contrast reading skills are  Post-reading  Manipulation Description pointed out to (answer questions,  Stereotypes paragraph; learners compare, contrast,  Main and introductory and  Use of punctuation evaluate supporting ideas closing paragraphs; in a read text sentences; speech;  Opening and Poetry  Logical order of voice; bias and closing  Key features of sentences prejudice poem  Use conjunctions  internal structure of to ensure Word meaning: Dialogue based on text a poem, figures of cohesion synonyms, antonyms read aloud speech/ imagery,  Use a variety of  Decide on topic rhyme, rhythm sentences types, Punctuation and  Revise conventions  external structure lengths and spelling: quotation marks; spelling  Discourse markers of a poem, lines, structures words, stanzas, patterns; punctuation to sustain dialogue marks  Roles for  typography Focus on process participants  figurative meaning writing  Opening and  mood  Planning closing  theme and message  Drafting  Practise  Revision  Presentation Reading  Editing comprehension: e.g.  Proof-reading dialogue) and presenting  Purpose, target group and context Write journalistic  Explain theme / report a following message the process  Make inferences approach to writing  Give own opinion  Direct and implied meaning  Socio-political and cultural background of text and author 7-8 Prepare for Prepare for Prepare for Word level work: examination examination examination revision Speaking: Reading Writing:  Prepared speech /  Reading  Essays debate/ / interview / comprehension  Long transactional Sentence level work: conversation  Summary texts revision  Prepared reading  Literature:  Short transactional  Unprepared reading o Novel / short Word meaning: stories / folklore revision Listening o Drama / film  Listening study Punctuation and comprehension o Poems spelling: revision 93

Formal and end-of-the-year Assessment Tasks Term 4 9-10 TASK 1: Oral Task 2: End-of-the-Year EXAMINATION Debate/interview/conversation/prepared Paper 1:Oral speech/ unprepared speech Paper 2: Writing (1 hr) Paper 3: Comprehension, Language and Literature (2 hr) 94

GRADE 9 TERM 1 CONTENT Week Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 1-2 Speaking and Listening Reading / viewing for Transactional texts: Word level work: strategies comprehension (visual Advertisement/poster text such as  Spelling and spelling Group discussion / advertisement/poster/  Correct format patterns conversation: Listen cartoons / strips/)  Purpose  Abbreviations to/watch an  Text features advertisement and  Skimming  Language use Sentence level work: discuss)  Scanning  Register  Sentence structure  Tone  Intensive reading Nouns, adjectives,  Pacing  Make inferences pronouns  Emotive and (characters, setting, Focus on process  Concord manipulative milieu, message) writing  Simple tenses language use  Infer meaning of  Planning  Font size unfamiliar words by  Drafting Vocabulary in context  Body language word attack skills  Revision  Emotive language  Editing  Body language  Proof-reading and Listening  Use of punctuation presenting comprehension: and font advertisement Write a advertisement /  Record main and  Pre-reading poster support ideas by  During reading making notes (features of text)  Share ideas and  Post-reading experiences and (answer questions, showing compare, contrast, understanding of evaluate concepts  Identify persuasive/ Literary text like youth manipulative novel / short stories / techniques drama  Answer questions  Pre-reading (Introduce text) - Explore literary features like titles, headings, illustrations, font size, font type - Explore parts of book like cover, title page, index, chapters, glossary  During reading (features of text)  Post-reading (answer questions, compare, contrast, evaluate 95

Reading strategies  Skimming  Scanning  Intensive reading  Summarising  Visualizing  Inferring meaning and conclusions 3-4 Speaking and Listening Literary text like youth Write a letter of Word level work: strategies novel / short stories / appreciation for  Spelling and spelling drama help/advice received patrons Listening to a reading  General discussion  Abbreviations , of text of the key features  Correct format shortening, acronyms  Identify and like character,  Purpose  Stems, pre and comment on: characterisation,  Main and supporting suffix’s, complex and - use of voice plot, conflict, ideas simplex - use of intonation background,  Language use and pace setting, narrator,  Register - punctuation in theme reading  Logical order of Sentence level work: - opening and sentences  Nouns, adjectives, closure Reading process:  Use conjunctions to pronouns  Discuss above  Pre-reading ensure cohesion  Punctuation features (Introduce  Use a variety of  Tenses; direct and text/predict events) sentences types, reported speech; - Background / lengths and sentence structure; Prepared reading aloud setting structures concord  Use relevant - Brainstorm the speaking skills such theme Focus on process Critical language use: as tone, volume,  During reading writing Idioms and proverbs; pace, voice (features of text)  Planning euphemism projection,  Post-reading (answer  Drafting pronunciation, questions, compare, Vocabulary in context  Revision fluency contrast, evaluate  Editing  Learners choose  Proof-reading and their reading text presenting and present to Poetry class.  Key features of Write a letter of poem appreciation for  internal structure of a help/advice received poem, figures of speech/ imagery, rhyme, rhythm  external structure of a poem, lines, words, stanzas,  typography  figurative meaning  mood  theme and message Reading / viewing visual/multimedia text (strategies)  Skimming  Scanning 96

 Body language  Inferring meaning of unfamiliar words and images (cartoons) by using word attack skills o clarifying o predicting 5-6 Speaking and Listening Read a contract Transactional text: Word level work: strategies between a seller and a write a report on conjunctions purchaser findings in a dispute Listen to a telephone between a seller and a Sentence level work: conversation/dialogue  Format purchaser Sentence structure; between a call centre  Language use sentence types; direct agent and client  Contract-speak  Correct format and reported speech; concerning a dispute  Importance of  Purpose question forms; voice over a contract signature  Main and supporting  Recourse in case of ideas  Tone dispute  Language use Word meaning:  Language use  Register Idioms and proverbs  Register Poetry  Conventions  Key features of  Logical order of Punctuation and poem sentences spelling: spelling patterns;  internal structure of a  Use conjunctions to Abbreviations – poem, figures of ensure cohesion initialism, acronym, speech/ imagery,  Use a variety of Role-play a verbal clipped, truncation, rhyme, rhythm sentences types, transaction between a aphesis, portmanteau  external structure of lengths and seller and a purchaser a poem, lines, words, structures and the subsequent stanzas, dispute as a result of a Vocabulary in context:  typography Focus on process the language of contracts verbal contract going  figurative meaning writing sour. and legal documents  mood  Planning  theme and message  Drafting  Language use  Revision  Tone Read / view contract  Editing  Body language for  Proof-reading and  Authenticity comprehension(Strateg presenting ies) Presentation  Skimming Write a report  Scanning following a process  Language use approach to writing  Contract-speak, e.g. fine print, dispute, contract lifespan  Infer meaning of unfamiliar words by using word attack skills 97

7-8 Speaking and Listening Literary text such as Write an essay: Word level work: strategies short story, youth novel Narrative/ descriptive/ Regular and irregular / novel reflective essay Verbs. Listening  Key features of comprehension literature text:  Word choice, Sentence level work: ( dialogue) such as character,  Personal voice and Direct and indirect action, dialogue, style speech  Listen to dialogue plot, conflict,  Vivid description  Take notes background,  Tone Word meaning: - Language and setting, narrator,  Main and supporting Idioms and proverbs power theme ideas - Tone  Mind-maps to Punctuation and - Mood Reading process: organise coherent spelling: - Introduction and  Pre-reading ideas spelling patterns; conclusion (Introduce text)  Present essay for acronyms.  Answer questions  During reading assessment (features of text)  Post-reading (answer Focus on process Oral: Unprepared questions, compare, writing speech contrast, evaluate)  Planning  Drafting Choose suitable Poetry  Revision topic  Key features of poem  Editing  Organize  internal structure of a  Proof-reading and information poem, figures of presenting cohesively speech/ imagery,  Identify correct rhyme, rhythm Write an essay vocabulary and  external structure of following the process language structure a poem, lines, words, approach to writing  Suitable introduction stanzas, and ending  typography  Use visual, audio-  figurative meaning visual resources  mood where applicable  theme and message Reading comprehension : (text from prescribed literature)  Skimming, scanning, visualization  Intensive reading  Making inference  Meaning of words  View point of writer  Fact and opinion  Implied meaning 98

9-10 Speaking and Listening Read a Long transactional Word level work: strategies newspaper/magazine texts: Moods - report Such as report / Subjunctive interview Imperative LISTEN to a Reading strategies Potential newspaper report  Intensive reading  Requirements of Indicative Text features e.g. task and text type Conditional  Structure Plot, character,  Format, style, point  Features setting, narrator, of view Sentence level work:  Language use mood, theme,  Target audience Simple sentences;  Tone narrators perspective purpose and context compound sentences;  Register  Inferring meaning of  Word choice Complex sentences;  Introduction and unfamiliar words by  Sentence structure, Voice; tenses; conclusion word attack skills lengths and types  Direct and implied  Paragraph Word meaning: Discuss findings meaning conventions Idioms and proverbs Literal, figurative, Oral presentation of Focus on process alliteration, assonance, Reading process: report writing personification  Pre-reading  Language use (Introduce text)  Planning Punctuation and  Register  During reading  Drafting spelling:  Tone (features of text)  Revision spelling patterns;  Body language  Post-reading (answer  Editing quotation marks;  Introduction and questions, compare,  Proof-reading and apostrophe conclusion contrast, evaluate) presenting Poetry Write a report  Key features of following the process poem approach to writing  internal structure of a poem, figures of speech/ imagery, rhyme, rhythm  external structure of a poem, lines, words, stanzas,  typography  figurative meaning  mood  theme and message Reading / viewing for comprehension (use newspaper report)  Skimming  Scanning  Intensive reading  Make inferences (characters, setting, milieu, message)  Infer meaning of unfamiliar words by word attack skills  Emotive language  Answer questions 99

Assessment for Term 1 TASK 1: Oral TASK 2: Writing Task 3: Test 1 Prepared reading/ conversation Descriptive/narrative essay Comprehension and language use Informal letter/ review/dialogue 100

GRADE 9 TERM 2 CONTENT Weeks Listening and Reading and Viewing Writing and Presenting Language Speaking Structures and Conventions 1-2 Listening for Read a literature text Transactional texts: Word level work: comprehension e.g. Drama / short Diary entry / constitution / Stems; prefixes and story / folklore policy suffixes; Listen to a story Pronouns Reading strategies  Correct format  identify main  Intensive reading  Purpose Sentence level and supportive  Text features e.g.  Main and supporting work: ideas Plot, character, ideas Sentence types;  language use setting, narrator,  Language use Generalisations,  register mood, theme,  Register Direct/indirect  answer narrators speech; voice; questions perspective  Logical order of tenses  Inferring meaning sentences of unfamiliar Word meaning:  Use conjunctions to Forum / group words and images Idioms and ensure cohesion discussion: culture by word attack proverbs; literal and  Use a variety of  Indicate roles skills figurative meaning sentences types, lengths  Speakers take  Language structure and structures turns and style Punctuation and spelling:  Explain view Focus on process writing points and reach Reading process: Quotation marks;  Planning  Pre-reading spelling patterns; consensus  Drafting (Introduce text) abbreviations.  Use appropriate  Revision language, style  During reading  Editing and register (features of text)  Proof-reading and  Present  Post-reading presenting (answer questions, compare, contrast, Write a diary entry / evaluate) constitution / policy following the process Poetry approach to writing  Key features of poem  internal structure of a poem, figures of speech/ imagery, rhyme, rhythm  external structure of a poem, lines, words, stanzas,  typography  figurative meaning  mood  theme and message Read / view text for information: Will and testament 101

 intensive reading and viewing  purpose of text  language use  characters and caricatures background and setting  message and theme  summarising the text Summary Format Language use Structure 3-4 Speaking and Read a text e.g. Writing:Text review Word level work: Listening strategies Drama/ short story / (unprepared text Verbs (finites; folklore read)/documentary infinitives) Listening for Stems; prefixes and comprehension: to  Specific focus on  Correct format suffixes; a biography / literary text  Purpose recording of a features  Main and supporting Sentence level speech role-play  Show ideas work: Comprehension of  Language use Complex sentences;  Explain development of  Register Generalisations, strategies of the plot and conflict, Direct/indirect listening characterisation,  Logical order of speech process turning point, sentences  Answer background,  Use conjunctions to Word meaning: questions in milieu, role of Idioms and ensure cohesion writing narrator, theme, proverbs  Use a variety of conclusion and sentences types, lengths ending Punctuation and and structures Unprepared spelling: reading Reading process: Quotation marks; Focus on process writing  Pre-reading spelling patterns;  Planning  Appropriate use (Introduce text) abbreviations.  Drafting of voice, tone  During reading  Revision and pace (features of text)  Editing  Punctuation in  Post-reading  Proof-reading and reading (answer questions, presenting  Body language compare, contrast,  Contact with evaluate) Write a audience review/documentary Poetry following the process  Key features of approach to writing poem  internal structure of a poem, figures of speech/ imagery, rhyme, rhythm  external structure of a poem, lines, words, stanzas,  typography 102

 figurative meaning  mood  theme and message Read / view text e.g. newspaper articles / magazine articles for information and comprehension Reading strategies Comprehension passage in text book  Skimming and Scanning  Intensive reading  Purpose and target group  Inferring meaning and conclusions  Fact and opinion  Give own opinion  Meaning of unfamiliar words  Identify manipulative language Summarise the text 5-6 Speaking and Read a literature text Write a transactional text: Word level work: Listening strategies e.g. Drama / short notice, agenda and Stems; prefixes and story / folklore minutes suffixes; Listen to oral text Adjectives such as interview /  Specific focus on  Word choice, Prepositions speech / story literary text  Personal voice and telling for features style comprehension  Show  Vivid description Sentence level Comprehension  Tone work:  Take notes of development  Main and supporting Definition during listening of plot and ideas paragraph;  Listen critically conflict,  Mind-maps to organise introductory characterisation, coherent ideas paragraph; turning point,  Present essay for concluding Group discussion / background, / assessment paragraph; forum discussion milieu / role of tenses; sentence narrator, theme, Focus on process writing structure; sentence  Undertake a conclusion and  Planning types discussion ending  Drafting based on the Word meaning:  Revision oral text Reading process: Idioms and  Editing  Turn taking  Pre-reading proverbs  Proof-reading and  Discourse (Introduce text) presenting markers  During reading Punctuation and  Conventions (features of text) spelling: Write a notice, agenda spelling patterns .  Post-reading and minutes following the (answer questions, 103

compare, contrast, process approach to evaluate) writing Poetry  Key features of poem  internal structure of a poem, figures of speech/ imagery, rhyme, rhythm  external structure of a poem, lines, words, stanzas,  typography  figurative meaning  mood  theme and message Reading / viewing for comprehension (use written and / or visual text such as cartoons / strips)  Skimming  Scanning  Intensive reading  Make inferences (characters, setting, milieu, message)  Infer meaning of unfamiliar words by word attack skills  Emotive language Revise structure of Summary 7-8 Speaking and Read / view visual Shorter transactional/ Word level work: Listening strategies text e.g. visual texts e.g. Nouns - Concrete Advertisement / Advertisement review and abstract, Listen to a cartoon / graphs  Correct format compound and recorded  Purpose complex advertisement / Use read / view  Main and supporting Pronouns – advertisement on strategies for ideas reflexive, relative, the radio comprehension and  Language use interrogative, information  Register indefinite  Language use  Skimming and  Tone Scanning  Logical order of Sentence level  Pace  Intensive reading sentences work:  Conventions  Purpose and target Tenses; paragraphs;  Use conjunctions to  Take notes group Concord; Sentence ensure cohesion  Inferring meaning structure; voice;  Use a variety of Oral presentation: and conclusions speech. sentences types, lengths analysis of an  Identify and structures advertisement manipulative Word meaning: 104

 Explain visual language Paronyms, cues like font,  Influence of Focus on process writing metonymy, print size, selection and  Planning neologism, picture shots omission on the  Drafting synonyms,  Explain meaning of text  Revision antonyms manipulative  How language and  Editing use of the images reflect and  Proof-reading and Punctuation and language shape values and presenting spelling:  Explain how attitudes Write an advertisement spelling patterns; omissions,  Impact of use of review abbreviations. contractions and font types and language use sizes, headings are employed to and caption on manipulate the meaning target audience Summary: Revision Literature: Revision Assessment for Term 2 Task 3: Mid-year 9-10 TASK 1: Oral TASK 2: Writing examination Unprepared reading/ forum / Review/documentary/notice/agenda Paper 1:Oral group discussion and minutes Paper 2: Writing (1 hr) Paper 3: Comprehension, Language (2 hr) Paper 4: Response to Literature (1 hr) GRADE 9 TERM 3 CONTENT Weeks Listening and Reading and Writing and Language Speaking Viewing Presenting Structures and Conventions 1-2 Dialogue / negotiations Read an abridged Transactional text: Word level work: will and testament write a will and Concrete and abstract Listen to a negotiation testament Nouns scene between two  Role players Adjectives people (dialogue)  Date  Correct format Conjunctions and  Structure and  Possessions  Purpose transition development of (estate)  Main and ideas  Beneficiaries supporting ideas Sentence level work:  Using negotiation  Language of the  Language use Speech; tenses; skills to reach document  Register sentence types; consensus.  Execution of the paragraph types; will  Logical order of voice; clauses and sentences phrases. 105

Discussion based on  Use conjunctions Word meaning: understanding a will Reading process: to ensure cohesion Paronyms , and testament  Pre-reading  Use a variety of polysemes; (Introduce text) sentences types, homonyms  During reading lengths and Homophones.  Language use (features of text) structures  Manipulation  Post-reading Punctuation and  Turn taking (answer questions, Focus on process spelling:  Opening and compare, contrast, writing spelling patterns closing evaluate)  Planning  Resolution  Drafting Poetry  Revision  Key features of  Editing poem  Proof-reading and  internal structure presenting of a poem, figures of speech/ Write a will and imagery, rhyme, testament rhythm  external structure of a poem, lines, words, stanzas,  typography  figurative meaning  mood  theme and message Reading for Comprehension and reading strategies: visual text - cartoon  Skimming for main ideas  Scanning for supporting details  Making predictions  Inferring the meaning of unfamiliar words and images  Reviewing to promote understanding  The affect of selections and omissions on meaning  The effect of figurative and rhetorical devices  Impact of visual techniques 106

3-4 Speaking and Read a literature Transactional text: Word level work: Listening strategies text e.g. Novel / e.g. Adjectives youth novel /short Covering letter and Listen to interview story CV Sentence level work:  Role clarification Speech; tenses;  Language use  Specific focus on  Requirements of sentence types;  Language and power literary text format, style paragraph types; features  Target audience voice; clauses and  Show purpose and phrases. Discuss CV as one of comprehension of context the requirement for development of  Word choice, Word meaning: appointment/admission plot and conflict, figurative Synonyms - Information characterisation, language, Antonyms - Relevance turning point, symbols, colour, homophones - Referees background, / placement Homonyms - Link to covering milieu / role of  Sentence Polysemy letter narrator, theme, structure, lengths conclusion and and types ending  Selection of Punctuation and visual and design spelling: elements spelling patterns Reading process:  Pre-reading Focus on process (Introduce text) writing  During reading  Planning (features of text)  Drafting  Post-reading  Revision (answer questions,  Editing compare, contrast,  Proof-reading and evaluate) presenting Poetry Write a covering  Key features of letter and CV poem  internal structure of a poem, figures of speech/ imagery, rhyme, rhythm  external structure of a poem, lines, words, stanzas,  typography  figurative meaning  mood  theme and message Reading comprehension (strategies) (Use visual and written texts) Strategies  Skimming for main ideas 107

 Scanning for supporting details  Making predictions  Inferring the meaning of unfamiliar words and images  The affect of selections and omissions on meaning  The effect of figurative and rhetorical devices  Impact of visual techniques 5-6 Speaking and Read a literature Write an essay: Word level work: Listening strategies text e.g. Novel / short Narrative/ Conjunctions and story/Folklore e.g. descriptive/ reflective transition words Listen to the Debate on legends, myths, essay the radio/ television fables Sentence level work:  Literary text  Word choice, Speech; sentence  Role players features such as  Personal voice types; sentence  Use of voice structure, and style structure; voice;  Pacing character, milieu,  Vivid description tenses; paragraph  Presenting a motion plot, conflict,  Tone types. and defending it symbolism, sound  Main and  Presenting a rebuttal richness, imagery, supporting ideas Word meaning:  Resolution preview reflection  Mind-maps to Literal, figurative,  Take notes organise coherent Alliteration,  Discuss and share Reading process: ideas assonance, notes  Pre-reading  Present essay for consonance, (Introduce text) assessment personification, Participate in a debate  During reading onomatopoeia, pun  Debating (features of text) Focus on process  Post-reading writing Punctuation and conventions (answer questions,  Planning spelling:  Language use compare, contrast,  Drafting spelling patterns  Present a motion and defend it evaluate)  Revision  Present a rebuttal  Editing Poetry  Proof-reading and  Role players  Key features of presenting  Resolution poem  internal structure Write an essay of a poem, figures following the process of speech/ approach to writing imagery, rhyme, rhythm  external structure 108

of a poem, lines, words, stanzas,  typography  figurative meaning  mood  theme and message Reading / viewing for comprehension (Visual and written texts) Strategies  Skimming for main ideas  Scanning for supporting details  Intensive reading  Making predictions  Inferring the meaning of unfamiliar words and images  Main and supporting ideas  The affect of selections and omissions on meaning  The effect of figurative and rhetorical devices  The writer’s inferences and conclusions Summarising the text 7-8 Speaking and Literary text such as Transactional text Word level work: Listening strategies short story, youth e.g. invitation card, Adjectives novel / novel acceptance (attributive) Listening to a speech  Requirements of by a prominent  Key features of format, style, Sentence level work: member of the society literature text: point of view Description  Language use such as  Target audience paragraph; choice  Bias and prejudice character, purpose and paragraph;  Stereotypes action, context classification  Tone dialogue, plot,  Word choice, paragraph.  Language and power conflict, vivid description  Answer questions background,  Sentence Word meaning: setting, narrator, structure, lengths One word for a theme and types phrase Prepared speech Learners to undertake Reading process: Focus on process Punctuation and research or investigation  Pre-reading writing spelling: (Introduce text)  Planning spelling patterns 109

as a preparatory activity.  During reading  Drafting (features of text)  Revision  Presentation  Post-reading  Editing conventions (answer questions,  Proof-reading and  Body language compare, contrast, presenting  Introduction and evaluate) conclusion Design an invitation  Language use Poetry card and an  Key features of acceptance thereof poem  internal structure of a poem, figures of speech/ imagery, rhyme, rhythm  external structure of a poem, lines, words, stanzas,  typography  figurative meaning  mood  theme and message Reading / viewing for comprehension (Visual and written texts)  Skimming for main ideas  Scanning for supporting details  Intensive reading  Making predictions  Inferring the meaning of unfamiliar words and images  Main and supporting ideas  Own opinion  Summary  The affect of selections and omissions on meaning  The effect of figurative and rhetorical devices  Impact of visual techniques  The writer’s inferences and conclusions 110

9-10 Speaking and Read literary text Transactional text Word level work: Listening strategies such as drama e.g. dialogue Verbs  Key features of  Word choice, Interrogative, Story Telling literature text:  Personal voice demonstrative, such as and style indefinite pronouns  Give attention to: character,  Vivid description speaking skills, tone, action,  Tone Sentence level work: pronunciation, dialogue, plot,  Main and Procedure, spatial tempo, intonation, conflict, supporting ideas order, order of eye contact, posture, background,  Mind-maps to importance, gestures setting, narrator, organise coherent concluding paragraph  Conventions and theme ideas features of a story Word meaning:  Present essay for Reading process: assessment One word for a Dialogue : Role play a  Pre-reading phrase dialogue (Introduce text) Focus on process  Language use  During reading writing Punctuation and  Turn taking (features of text) spelling:  Planning  Body language  Post-reading spelling patterns  Drafting  Text features (answer questions,  Revision compare, contrast,  Editing evaluate)  Proof-reading and presenting Poetry  Key features of Write agenda and poem minutes following the  internal structure process approach to of a poem, figures writing of speech/ imagery, rhyme, rhythm  external structure of a poem, lines, words, stanzas,  typography  figurative meaning  mood  theme and message Reading comprehension : (text from text prescribed literature)  Skimming, scanning, visualization  Intensive reading  Making inference  Meaning of words  View point of writer 111

 Fact and opinion  Implied meaning Assessment for Term 3 TASK 1: Oral TASK 2: Writing Task 3: Test 2 Prepared speech / role play / Descriptive/narrative/ Comprehension and language debate / discussion of CV / will / reflective/argumentative essay use testament Covering letter and CV 112

GRADE 9 TERM 4 CONTENT Weeks Listening and Reading and Viewing Writing and Language Speaking Presenting Structures and Conventions 1-2 Listening Literary text such as Long transactional Word level work: Comprehension short story, youth text e.g. Letter of Verbs novel / novel application (formal)  Reacts critical on a  Key features of Sentence level work: variety of texts literature text: such  Correct format Direct and indirect  Listen for specific as character, action,  Purpose speech. information dialogue, plot,  Main and Active voice and  Listen and enjoy conflict, supporting ideas passive voice fables and titles background,  Answer question setting, narrator,  Logical order of Word meaning: theme sentences Ambiguity, cliché, Meeting procedure  Use conjunctions redundancy,  Role players Reading process: to ensure cohesion tautology, slang,  Meeting conventions  Pre-reading  Use a variety of jargon  Turn taking (Introduce text) sentences types,  During reading lengths and Punctuation and  Language use (features of text) structures spelling:  Disagreeing in the  Post-reading spelling patterns. meeting  Introduction and (answer questions, Focus on process conclusion compare, contrast, writing evaluate)  Planning  Drafting Poetry  Revision  Key features of  Editing poem  Proof-reading  internal structure of and presenting a poem, figures of speech/ imagery, Write a letter of rhyme, rhythm application  external structure of a poem, lines, words, stanzas,  typography  figurative meaning  mood  theme and message Reading comprehension : (text from text prescribed literature)  Skimming, scanning, visualization  Intensive reading  Making inference  Meaning of words  View point of 113

writer  Fact and opinion  Implied meaning 3-4 Speaking and Literary text such as Transactional texts Word level work: Listening strategies short story, youth e.g. e-mails: Proper nouns, novel / novel gerund, complex Listening  Key features of  Correct format nouns comprehension (use literature text:  Purpose recorded dialogue) such as  Main and Sentence level work: character, action, supporting ideas Procedure, spatial  Listen to dialogue dialogue, plot,  Language use order, order of  Take notes conflict,  Register importance, - Language and background, concluding paragraph power setting, narrator,  Logical order of - Tone theme sentences Word meaning: - Mood Stereotypes,  Use conjunctions - Introduction and Reading process: prejudice, biasness, to ensure cohesion conclusion  Pre-reading emotive  Use a variety of  Answer questions (Introduce text) sentences types,  During reading Punctuation and lengths and FORUM discussion/ (features of text) spelling: structures panel discussion/  Post-reading spelling patterns group discussion (answer questions, Abbreviations – Focus on process  Role players compare, contrast, initialism, acronym, writing  Forum/discussion evaluate) clipped, truncation,  Planning conventions aphesis, portmanteau  Drafting  Turn taking Poetry  Revision  Language use  Key features of  Editing  Disagreeing in the poem  Proof-reading discussion  internal structure of and presenting  Introduction and a poem, figures of conclusion speech/ imagery, Write an e-mail Groups talk about rhyme, rhythm following the process subjects of current  external structure approach to writing interest. of a poem, lines, words, stanzas,  typography  figurative meaning  mood  theme and message Reading/viewing comprehension : (visual or multimedia text like cartoon or advertisement)  Skimming, scanning, visualization  Intensive reading  Making inference  Meaning of words  View point of writer  Fact and opinion  Implied meaning 114

5-6 Speaking and Literary text such as Transactional text Word level work: Listening strategies short story, youth E.g. obituary/ diary Verbs, nouns novel / novel entry/invitation card Role play a situation  Key features of  Correct format Sentence level work: literature text:  Purpose Explanation: cause  Situation is clearly such as  Main and and effect shown character, action, supporting ideas  Characters are dialogue, plot,  Language use Word meaning: clearly conflict,  Register Shift of meaning, differentiated background, using language for  Language is setting, narrator,  Logical order of special purpose, one appropriate to the theme sentences word for a phrase situation portrayed  Use conjunctions  Role-play shows a Reading process: to ensure cohesion Punctuation and possible course of  Pre-reading spelling:  Use a variety of action in a (Introduce text) spelling patterns. sentences types, particular situation  During reading lengths and (features of text) structures Conversation  Post-reading (answer questions, Focus on process  Decide on suitable compare, contrast, writing situation and topics evaluate)  Planning  Speaking  Drafting conventions Poetry  Revision  Language and  Key features of  Editing power poem  Proof-reading  Discourse markers  internal structure of and presenting a poem, figures of speech/ imagery, Write obituary/diary rhyme, rhythm entry/invitation card  external structure following the process of a poem, lines, writing approach words, stanzas,  typography  figurative meaning  mood  theme and message Reading comprehension: (text from text prescribed literature)  Skimming, scanning, visualization  Intensive reading  Making inference  Meaning of words  View point of writer  Fact and opinion  Implied meaning Write a point or 115

paragraph summary 7-8 Speaking and Reading and Writing: Word level work: Listening strategies Viewing: Revision Revision of writing Revision Revision of key texts Sentence level work: features, conventions Revision of the revision and structures process approach to writing Word meaning: One word for a phrase Punctuation and spelling: spelling patterns. Formal and end-of-the-year Assessment Tasks Term 4 9-10 TASK 1: Oral Task 2: End-of-the-Year EXAMINATION Debate/interview/conversation/prepared Paper 1:Oral speech/ unprepared speech / Paper 2: Writing (1 hr) forum/panel/group discussion / listening Paper 3: Comprehension, Language comprehension / meeting procedures (2 hr) Paper 4: Response to Literature (1 hr) 116

SECTION 4: ASSESSMENT IN HOME LANGUAGE 4.1 INTRODUCTION Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of learners. It involves four steps: generating and collecting evidence of achievement; evaluating evidence; recording the findings and using 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. Assessment in Languages is ongoing and supports the growth and development of learners. It is an integral part of teaching and learning as it provides feedback for teaching and learning. It should be incorporated in teaching and learning instead of being dealt with as a separate entity. Furthermore, integrated assessment of various language aspects should be practiced. For example, we could start off with a reading piece and then do a comprehension test. Language knowledge questions could also be addressed based on the same text. After reading the text, learners could be asked to respond to the text by, for example, writing a letter about the issues raised in the text or to write some creative response to the content of the text. To wrap up this activity, discussions could be held about the topic and in this way address all of the language skills in one fluent, integrated activity. Assessing the different language skills should not be seen as separate activities but one integrated activity. Assessment rubrics should address the different language skills in the task. Learners’ listening skills, oral competence, ability to answer questions, participation in discussions and written recording skills where necessary should be observed daily. It is important, too, that learners’ understanding of what they are reading is assessed and not just their ability to recognise or decode words. Assessment of reading should therefore also take place regularly and not just be a once-off assessment. Formal reading assessment should focus on reading aloud as well as activities which help the teacher to determine how much the learner has understood for example, by retelling a story or answering questions. Assessment of written work will focus primarily on the learner’s ability to convey meaning, as well as how correctly they have written, for example, correct language structures and use, spelling and punctuation. All assessment should recognise that language learning is a process and that learners will not produce a completely correct piece of work the first time round. Therefore the various stages in the writing process should also be assessed. 117

When giving a formal assessment task, there will be a focus on a particular skill, for example Listening and Speaking, Reading or Writing. Because language learning is an integrated process, more than one skill will be used. The language structures should be assessed in context. The teacher must ensure that assessment is not only done as written work, but as practical and oral work too. It is important to assess what learners understand and not what they can just memorise. As a result, the teacher should, as often as possible, assess the skills in context. For example, learners may spell all their words correctly during a test on Friday, but are they able to use those same words, correctly spelt, when writing/ recording their personal news or a story? Teaching and assessment of languages should make provision for inclusion of all learners. Strategies should be found to assist all learners to access or produce language texts. The programme of assessment allows for summative assessment, which could take the form of a test or examination, at the end of every term. The work on which assessment is conducted must have been covered during the term. The assessment items must be pitched at different cognitive levels to ensure validity.. 4.2 Informal or daily assessment The purpose of assessing for learning is to continuously collect information on a learner’s achievement. This information can be used to improve 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. Assessment of language competence will be in the form of observation, written exercises, oral activities, presentations, written tests, reading aloud and other forms of assessment. Informal assessment should be used to provide feedback to the learners and to inform planning for teaching. It need not be recorded. This assessment should not be seen as separate from learning activities taking place in the classroom. In some cases, you might want to set specific assessment activities such as regular spelling tests, to motivate learners to learn. Learners or teachers can mark these assessment tasks. It is suggested that the teacher use the first two-weeks of the term to do a baseline assessment of learners. The teacher should use the activities given in the first two-weeks of the teaching plans to do this assessment. Self assessment and peer assessment actively involve learners in assessment. This is important as it allows 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 teacher may wish to keep the informal records of how individual learners are progressing 118

in the different aspects of the subject to assist with planning and ensuring that individual learners develop the required skills and understanding. 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 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, practical tasks, projects, oral presentations, demonstrations (such as retelling a story, matching), performances (such as acting out), essays, participation in oral tasks (such as dialogues, conversations, discussions), written tasks (such as completing a worksheet, writing paragraphs or other types of texts), etc. The purpose of designing a Programme of Assessment (POA) is to ensure validity, reliability, fairness and sufficiency of assessment by giving explicit guidance on the types of activities and the percentage allocated to each language skill within a task. It also addresses the focus of assessment, i.e. the way tasks should be addressed. In formal assessment, use memoranda, rubrics, checklists and rating scales as well as other appropriate assessment tools to observe, assess and record learners’ levels of understanding and skill. Choose an assessment tool that is most appropriate for the type of activity. For example, a rubric is more suitable than a memorandum for a creative writing piece. A memorandum is better suited to a spelling test or a reading comprehension activity. 4.3.1 Formal Assessment requirements for Home Language Formal assessment tasks must assess a range of aspects of the language skills so that key aspects will be assessed over the course of the term and the year. Teachers should ensure that these aspects have been informally assessed and feedback given to the learner before they are formally assessed. All assessment in the Senior Phase is internal. The formal Programme of Assessment for Grades 7-9 comprises of eleven (11) formal assessment tasks, which make up 100%. The school based assessment is 40% whereas the end of the year is 60%. 119

School Based Assessment (40%) The Senior Phase has ten (10) formal assessment tasks for school based assessment. The formal assessment tasks are packaged as follows:  Grade 7 – 4 oral tasks, 2 writing tasks, 3 tests and 1 June examination  Grade 8 - 4 oral tasks, 3 writing tasks, 2 tests and 1 June examination  Grade 9 - 4 oral tasks, 3 writing tasks, 2 tests and 1 June examination End of the year examination (60%) The end of the year examination is comprised of oral and written tasks. The oral task, which is Paper 1, is 20.8%. The percentage should be generated from the four oral tasks undertaken during the course of the year. The written tasks, which should be administered under controlled conditions, comprise of two (2) and three (3) papers respectively for Grades 7 & 8, and Grade 9. Grades 7 & 8  Paper 2 – Writing (Literary, Essay and transactional texts)  Paper 3 – Comprehension and language in context, and response to literature Grades 9  Paper 2 – Writing (Literary, Essay and transactional texts)  Paper 3 – Comprehension and language in context  Paper 4 – Response to literature 4.3.2 The form of tasks per term 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. It should be based on the knowledge and skills done during that term. Use the term plans for each grade to select the kind of activities and the set of skills required for each part of the formal assessment task. For example, if you set a creative writing piece in Grade 7, Term 1, in which learners are required to write a poem, it should be expected of them to write sentences of the same length that rhyme, as that is what they would have been taught. If an information text is set in the first term, they will have to write using an appropriate frame. Similarly for Listening and Speaking, learners would not be expected to give a short talk in Grade 7, Term 1, as that is only taught later on. Formal assessment must cater for a range of cognitive levels as shown below. A variety of types of questions such as multiple choice, cloze, comparison and direct questions should be used. 120

Table 1 Cognitive levels Activity Percentage of task Literal Questions that deal with information explicitly (Level 1) stated in the text. Levels 1 and • Name the things/people/places/elements … 2: 40% • State the facts/reasons/points/ideas … • Identify the reasons/persons/causes … • List the points/facts/names/reasons … • Describe the place/person/character ... Reorganisation • Relate the incident/episode/experience … (Level 2) Questions that require analysis, synthesis or organisation of information explicitly stated in the text. • Summarize the main points/ideas/pros/cons/ … • Group the common elements/factors … • State the similarities/differences … • Give an outline of … Inference Questions that require a candidate’s engagement with information explicitly stated in the text in (Level 3) terms of his/her personal experience. • Explain the main idea … • Compare the ideas/attitudes/actions … • What is the writer’s (or character’s) intention /attitude/motivation/reason … • Explain the cause/effect of … • What does an action/comment/attitude (etc.) Level 3: reveal about the narrator/ writer/character … 40% • How does the metaphor/simile/image affect your understanding … • What, do you think, will be the outcome/effect (etc.) of an action/a situation … Evaluation These questions deal with judgements concerning Levels 4 and (Level 4) value and worth. These include judgements 5: 20% 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. • Do you think that what transpires is credible/realistic/ possible …? • Is the writer’s argument valid/logical/conclusive … 121

• Discuss/Comment critically on the action/ intention/ motive/ attitude/suggestion/implication … • Do you agree with the view/statement/observation/ interpretation that… • In your view, is the writer/narrator/character justified in suggesting/ advocating that … (Substantiate your response/Give reasons for your answer.) • Is the character’s attitude/behaviour/action justifiable or acceptable to you? Give a reason for your answer. • What does a character’s actions/attitude(s)/motives … show about him/her in the context of universal values? • Discuss critically/Comment on the value judgements made in the text. Appreciation These questions are intended to assess the (Level 5) psychological and aesthetic impact of the text on the candidate. They focus on emotional responses to the content, identification with characters or incidents, and reactions to the writer’s use of language (such as word choice and imagery). • Discuss your response to the text/incident/situation/ conflict/dilemma. • Do you empathise with the character? What action/decision would you have taken if you had been in the same situation? • Discuss/Comment on the writer’s use of language … • Discuss the effectiveness of the writer’s style/ introduction/ conclusion/imagery/metaphors/use of poetic techniques/ literary devices … 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. A programme for assessment must be drawn up by the school indicating the dates on which tasks will be done. Subject requirements Requirements for the compilation of a task are given in percentages. Where the programme indicates 20 per cent for a language skill, it means that the final allocation of marks for that language skill should be 20 per cent of the total mark and not of twenty marks. Schools are not confined to a suggested mark allocation for a language skill. The only requirement is that the weighting for each language skill is should be observed as per the percentage stipulated in the assessment programme. For example in Grade 8, a language knowledge test may be set 122

for 50 marks or more, as long as the final weighting does not exceed the weighting indicated in the assessment programme. In Writing, parts of the planning process or the whole process should be assessed at least once per term. The length of written texts should be strictly adhered to as indicated. The following tables provide the formal assessment requirements for Home Languages: 123

Programme of Formal Assessment Tasks Tables GRADE 7 Formal Assessment Tasks for Term 1 TASK 1: Oral TASK 2: Writing Task 3: Test 1 Prepared reading/ conversation Descriptive/narrative essay Comprehension and language use Informal letter/ review/dialogue Formal Assessment Tasks for Term 2 TASK 2: Test 2 TASK 3 TASK 1: Oral Listening comprehension Literature: Contextual questions Mid-year examinations /investigation/ role play/instructional procedures Paper 2: Comprehension, language use and literature Paper 3: Writing: One essay and one transactional text Formal Assessment Tasks for Term 3 TASK 1: Oral TASK 2: Writing TASK 3: Test 3 Listening comprehension/prepared Descriptive/Narrative essay Comprehension and Language use reading/unprepared reading/dialogue Agenda and minutes OR Literature Formal and end-of-the-year Assessment Tasks Term 4 TASK 1: Oral Task 2: End-of-the-Year EXAMINATION Debate/interview/conversation/prepared speech/ Paper 1:Oral unprepared speech Paper 2: Writing (1 hr) Paper 3: Comprehension, Language and Literature (2 hr) 124

GRADE 8 Formal Assessment Tasks for Term 1 TASK 1: Oral TASK 2: Writing Task 3: Test 1 Group discussion/unprepared Narrative/reflective essay Language and comprehension speech/forum discussion Newspaper report/article Formal Assessment Tasks for Term 2 TASK 1: Oral TASK 2: Writing TASK 8: Mid-year examinations Listening comprehension Interview/ instruction text/story Paper 1: Oral /directions/forum/panel discussion review Paper 2: Writing Paper 3: Comprehension, language use and literature Formal Assessment Tasks for Term 3 TASK 1: Oral TASK 2: Writing Task 3: Test 1 Prepared reading/ conversation Descriptive/argumentative essay Comprehension and language use Informal letter/dialogue Formal and end-of-the-year Assessment Tasks for Term 4 TASK 1: Oral Task 2: End-of-the-year examination Debate/interview/conversation/prepared speech/ Paper 1:Oral unprepared speech Paper 2: Writing (1 hr) Paper 3: Comprehension, Language and Literature (2 hr) 125

GRADE 9 Formal Assessment Tasks for Term 1 TASK 1: Oral TASK 2: Writing Task 3: Test 1 Prepared reading/ conversation Descriptive/narrative essay Comprehension and language use Informal letter/ review/dialogue Formal Assessment Tasks for Term 2 TASK 1: Oral TASK 2: Writing Task 3: Mid-year examination Prepared reading/ conversation Review/documentary/notice/agenda Paper 1:Oral and minutes Paper 2: Writing (1 hr) Paper 3: Comprehension, Language (2 hr) Paper 4: Response to Literature (1 hr) Formal Assessment Tasks for Term 3 TASK 1: Oral TASK 2: Writing Task 3: Test 2 Prepared reading/ conversation Descriptive/narrative/ Comprehension and language reflective/argumentative essay use Covering letter and CV Formal and end-of-the-year Assessment Tasks for Term 4 TASK 1: Oral Task 2: End-of-the-year examination Debate/interview/conversation/prepared speech/ Paper 1:Oral unprepared speech Paper 2: Writing (1 hr) Paper 3: Comprehension, Language (2 hr) Paper 4: Response to Literature (1 hr) 126

Formal Assessment Tasks per Grade Table 1: Grade 7 Formal Assessment During the Year End-of-Year Examination 40% 60% School Based End-of-Year Exam Papers Assessment (SBA) – 40% 39.2% 20.8% Written examinations Oral Assessment Tasks: Paper 10 Formal Assessment 1 Tasks Paper 2: Writing Listening  4 oral tasks Paper 3: Comprehension, language use and Speaking  2 writing tasks literature Reading  3 tests  1 examination (mid- The oral tasks undertaken during year) the course of the year constitute the end-of-year assessment. Table 2: Grades 8 Formal Assessment During the Year End-of-Year Examination 40% 60% School Based End-of-Year Exam Papers Assessment (SBA) – 40% 39.2% 20.8% Written examinations Oral Assessment Tasks: Paper 1 10 Formal Assessment Tasks  4 oral tasks Paper 2: Writing Listening  3 writing tasks Paper 3: Comprehension, language use and Speaking  2 tests literature Reading  1 examination (mid- year) The oral tasks undertaken during the course of the year constitute the end-of-year assessment. 127

Table 3: Grade 9 Formal Assessment During the Year End-of-Year Examination 40% 60% School Based End-of-Year Exam Papers Assessment (SBA) – 40% 39.2% 20.8% Written examinations Oral Assessment Tasks: Paper 1 10 Formal Assessment Tasks Paper 2: Writing Listening Paper 3: Comprehension, language use and Speaking  4 oral tasks Paper 4: Response to literature Reading  3 writing tasks  2 tests The oral tasks  1 examination (mid- undertaken during the year) course of the year constitute the end-of- year assessment. Format of examination papers – Grades 7-9 Format of examination papers (mid and of the year examination) Grade 7 % Grade 8 % Grade 9 % Paper 1: Oral: Paper 1: Oral: Paper 1: Oral Reading aloud, listening & Reading aloud, listening & Reading aloud, listening & speaking 30 speaking 30 speaking 30 Paper 2: Written 30 Paper 2: Written 30 Paper 2: Written 30 Writing – Essay (20) and Writing – Essay (20) and Writing – Essay (20) and transactional texts (10) transactional texts (10) transactional texts (10) Paper 3: Written 40 Paper 3: Written 40 Paper 3: Written 30 Reading comprehension Reading comprehension Reading comprehension (10) (15) (15) Language in context (15) Language in context (15) Language in context (15) Summary (10 marks converted Response to literature (10) Response to literature (10) into 5%) Paper 4: Response to literature 10 (10)  Poetry  Folklore  Short story  Novel  Drama (20 marks for each of the four genres converted into 10%) 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: 128

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 and provincial levels. The national level of moderation may take place at selected provinces, districts and schools. Comprehensive, appropriate moderation practices must be put in place to enhance quality assurance of all subject assessments. 4.6.1 Formal Assessment (SBA)  Grades 7 and 8 tests and examinations are internally moderated. The subject advisor 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 advisors 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. 129

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 may moderate a sample of oral assessment tasks for grade 9. 4.7 GENERAL This document should be read in conjunction with: 4.7.1 National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R – 12; and 4.7.2 The policy document, National Protocol for Assessment Grades R – 12. 130

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, MSP.R.S. Ministrastvo Spoljnih poslova Republike Srbije,Ministrstvo Prosvete Republike Sbije (MP.R.S) 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’) 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) 131

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” 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). 132

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) 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 133

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 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 134

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 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, and 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 135

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 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’) 136

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), spork (spoon and fork), skort (shorts and skirt), and brinner (breakfast and dinner). prejudice – intolerance of or a prejudgement 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 137

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 138

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) 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 139