French CAPS Second Additional Language Grades 4 6 FINAL 12 01 2017

CURRICULUM AND ASSESSMENT POLICY STATEMENT GRADES 4-6 FRENCH SECOND ADDITIONAL LANGUAGE

Department of Basic Education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel.: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel.: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2017 Department of Basic Education ISBN: 978-1-4315-2690-1 2

CONTENTS PAGE SECTION 1 Curriculum and Assessment Policy Statement 4 1.1 Background 4 1.2 Overview 4 1.3 General aims of the South African curriculum 5 1.4 Time allocation 6 1.4.1 Foundation Phase 6 1.4.2 Intermediate Phase 7 1.4.3 Senior Phase 7 1.4.4 Grades 10–12 8 SECTION 2 Introducing the Languages 9 2.1 Languages in the National Curriculum and Assessment Policy Statement 9 2.1.1 Language levels 9 2.1.2 The language skills 11 2.1.3 Language teaching approaches 14 2.2 Time allocation of Second Additional Language in the curriculum 15 2.3 Learning and Teaching Support Materials 16 SECTION 3 Content and Teaching Plans for Language Skills 17 3.1 Overview of Skills, Content and Strategies 17 3.2 Expressions used in conversational French – reference list 22 3.3 Spread of texts across Grades 4 – 6 24 3.3.1 Summary of text types across the phase 26 3.3.2 Length of texts for Second Additional Language (to be produced by the learner) 29 3.3.3 Length of texts for Second Additional Language (for learners to engage with) 29 3.3.4 Vocabulary to be attained by Second Additional Language learners 30 3.4 Teaching plans 30 3.4.1 How texts link together in the two-week cycle 30 3.4.2 How the texts/activities are sequenced across the two-week cycle 30 3.4.3 The type of texts prescribed and recommended 31 3.4.4 Number of key texts in a two-week cycle 31 3.4.5 How the Language Structures and Conventions are addressed 31 3.5 Content and Teaching Plans for French 32 3.5.1 Grade 4 32 3.5.2 Grade 5 49 3.5.3 Grade 6 66 SECTION 4 Assessment in Second Additional Language 89 4.1 Introduction 89 4.2 Informal or daily assessment 89 4.3 Formal assessment 90 4.4 Programme of Assessment 93 4.4.1 Overview of requirements 93 4.4.2 Examinations 93 4.5 Recording and reporting 94 4.6 Moderation of assessment 95 4.7 General 95 Glossary 96 3

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 4

(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 important contributors to nurturing the values contained in the Constitution; and 5

• 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 (2) (2) (2) Physical Education (2) (2) (2) Personal and Social Well-being (1) (1) (1) 6

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 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 7

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. 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 SECOND ADDITIONAL LANGUAGE IN THE INTERMEDIATE PHASE 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 than it is; 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 and non-official languages, namely, Arabic, French, German, Gujarati, Hebrew, Hindi, Italian, Latin, Modern Greek, Portuguese, Spanish, Tamil, Telugu, Urdu. All official languages can be offered at Home, First Additional, or Second Additional Language levels. All non-official languages are offered on at least Second Additional Language level. Language learning in Grades 4 - 9 includes all the official languages in South Africa. All these official languages can be offered at Home, First Additional, or Second Additional Language levels. Non-official languages may be offered on at least Second Additional Language level where such languages have been developed. The Home Language is the language first acquired by learners while First Additional language is the language learnt in addition to one’s home language. The Second Additional Language is the further language that a learner can learn, that enables broader communication and promotes multilingualism as enshrined in the Constitution and the Language in Education Policy. The language may be in use within the community or culture and will enhance nation building and intercultural understanding. Many South African schools do not offer the home languages of some or all of the enrolled learners but rather have one or two languages offered at home language level. As a result, the names Home Language, First Additional and Second Additional Language refer to the proficiency levels at which the language is offered, and not the native (Home) or acquired (as in the Additional) languages. For the purposes of this policy, any reference to Home Language should be understood to refer to the level and not the language itself. The Home Language level provides for language proficiency that reflects the mastery of basic interpersonal communication skills required in social situations and the cognitive academic skills essential for learning across the curriculum. Emphasis is placed on the teaching of the listening, speaking, Reading and Writing skills at this language level. This level also provides learners with a literary, aesthetic and imaginative ability that will provide them with the ability to recreate, imagine, and empower their understandings of the world they live in. However, the emphasis and marks allocated for Reading and Writing from Grades 7 onwards are greater than that for speaking and listening because the demands on learners’ literacy increase as they prepare for further and higher education and the world of work. 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 9

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 given to 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 Science 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 Grade 7, they should be reasonably proficient in their First Additional Language with regard to both interpersonal and cognitive academic skills. However, the reality is that many learners still cannot communicate well in their Additional Language at this stage. The challenge in Grades 4-6, 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. The Second Additional Language level assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The focus upon exposure to Second Additional Language is on developing learners’ ability to understand and speak the language - basic interpersonal communication skills. In Grades 4 - 6 learners start to build their oral and literacy skills. They also apply the oral and literacy skills they have already learned in their Home and First Additional Languages. In Grades 7-9, learners will continue to strengthen their Listening and Speaking while developing their Reading and Writing skills. By the time learners enter Grade 7, they should try to communicate in their Second Additional Language at both interpersonal and social levels. However, the reality is that many learners still cannot communicate well in their Additional Language at this stage. The challenge in Grades 4-6, 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 level of proficiency to prepare them for further or higher education or the world of work. 2.1.1.1 Specific aims of learning Second Additional Languages Learning a Second Additional Language should enable learners to: acquire the language skills necessary to communicate appropriately in the target language at a basic level; listen, speak, read/view and write the language with growing confidence and enjoyment. These skills and attitudes form the basis for life-long learning; express, orally and in writing, and emotions in order to become comfortable in the language; use language and their imagination to find out more about themselves and the different cultures and the world around them. This will enable them to express their experiences and findings about the world orally and in writing; use language to access and manage communication in other contexts. Information literacy is a vital skill in the ‘information age’ and forms the basis for lifelong learning; use language as a means for expressing information on familiar topics; for interacting with a familiar range of texts; and for reading texts for enjoyment, basic information and communication. 2.1.1.2 Teaching the Second Additional Language In order to learn an Additional Language well, one needs as much exposure to it as possible in order to build linguistic competence and basic discourse competence. Teachers should therefore ensure that learners listen to and read the Additional Language in the time allocated for various purposes. The learners need opportunities to listen to the Additional Language for information and comprehension (e.g. a dialogue) and for pleasure (e.g. a song). Even more 10

importantly, they need opportunities to read and view the Additional Language for information (e.g. instructions to make a sandwich), pleasure (e.g. a simple story). Research shows that the best way to develop a wide vocabulary is through reading of appropriate texts. It is very important that oral, written and visual texts are at the right level for learners. If the texts are too difficult, learners will get discouraged and they will not learn anything; if they are too easy, there will be no challenge and little learning will take place. An important role of the language teacher is to match the level of text to the level of the learner. Throughout the Intermediate Phase, learners should be listening to and reading texts that are in line with their developing language skills. Learners also need to use their Additional Language as often as possible. They need opportunities to listen, speak, read and, to a lesser extent, write the Additional Language for interpersonal reasons (e.g. a dialogue), to develop their creativity (e.g. performing a song, role playing, etc.), to develop communicative skills (e.g. expressing an opinion, meeting and greeting). Learners need to understand the purpose for which they are speaking. Throughout the Intermediate Phase, learners should be doing oral exercises that are in line with their developing language skills. It is necessary that learners get regular and timely feedback on their orals so that they know where and how to improve. An important role of a language teacher is to provide high quality feedback, which is at the heart of good assessment. Learners also need to know the basics of language: grammar, vocabulary, spelling and punctuation. Generally, teachers will deal with these aspects of language in context. For example, they can make learners aware of the structure and features used in giving directions (commands are used). There is also a place for direct/explicit teaching of the basics and the opportunity to practise them. When planning a two-week unit of lessons, teachers should integrate language skills, together with the basics of language. They should choose a text type and a topic / theme that will interest learners; little learning can be achieved if learners are not engaged and motivated. For example, a topic for phrases / sentences might be ‘My school’. Teachers could introduce the topic through listening and/or reading, building the language and vocabulary knowledge necessary for speaking. For example, learners could read a short text presenting the vocabulary and language structures. Once learners are familiar with the language necessary for this topic, they could then write the phrase / sentence. This would provide further opportunities for working with language. Teachers should provide feedback throughout the process and administer an appropriate assessment activity at the end. In Grades 4 - 6, it is important that: There is a strong focus on Listening and Speaking There is continued support for the development of vocabulary, sentence and paragraph construction, and grammar in context Learners work with a variety of texts, including visual texts. These texts increase in difficulty as they move through the grades 2.1.2 THE LANGUAGE SKILLS The Second Additional Language curriculum is packaged according to the following skills: 1 Listening and Speaking 2 Reading and Viewing 3 Writing and Presenting 11

4 Language Structures and Conventions Listening and Speaking Listening and Speaking are central to learning in all subjects. Through effective Listening and Speaking strategies, learners collect and synthesise information, construct knowledge, solve problems, and express ideas and opinions. In Grades 4 - 6, Second Additional Language learners will use Listening and Speaking skills to communicate at a basic level. In this phase, learners’ spoken language still needs to be scaffolded (i.e. modelled and supported, for example, with vocabulary and sentence frames). The teacher needs to make sure that all learners get opportunities to speak in the target language. Because learners will progress at a different pace, the teacher needs to tailor speaking opportunities (e.g. the questions asked) to the level of the individual child. As the children move through the grades, the teacher should expect children to speak more and their utterances should become longer. Teaching time should include daily practice of short Listening and Speaking activities as well as longer focused activities spread out through the week. In Grades 4- 6, teachers should approach listening as a three-phase activity: Pre-listening: This prepares learners for listening to an oral text in their Additional Language. For example, the teacher could use a visual text and ask a general, focusing question in advance which the learners must answer after they have listened to the text for the first time. During listening: It is good practice for the teacher to read (or play) a listening text several times, asking different questions each time. It is helpful to move from questions which enable learners to understand the general meaning of the text, to more specific questions that require a more detailed understanding of the text. By doing this, the teacher is helping learners to develop listening strategies. Post listening: Learners answer further questions, review notes, use information (e.g. to label a picture). Speaking happens informally in the classroom, for example, in group work. Learners also need opportunities to practise the kind of informal conversations they might not normally have in the classroom. Teachers should provide instruction in formal speaking and presenting, for example, a prepared, reading aloud, etc. This will often be a two- step process: Planning and organising ideas and information Practising and presenting: demonstrating an awareness of audience and context; the use of appropriate and accurate Language Structures and Conventions; clear delivery; use of appropriate verbal and non-verbal techniques, etc. Reading and Viewing Reading and viewing skills are central to successful learning across the curriculum, as well as for full participation in society, the world of work and the global context. Learners develop reading and viewing skills of a familiar range of texts, including visual texts, for information. If necessary, use shared reading at the beginning of Grade 4 to guide learners into this phase. This method can be used from time to time if sufficient books at this level are available. This could be alternated with storytelling. If books at this level are not available, then use texts from a textbook or reader/s. Use also methods such as Reading with and Reading to the whole class. Use guided group reading and independent/pair reading methods and gradually get learners to do more and more independent reading. The independent reading stipulated in the teaching plans must be accommodated within the 12

time allocated for reading. Encourage learners to do independent reading in any spare time that they have. Set basic comprehension activities to ensure that learners understand what they read. The reading process The introduction of the reading process consists of the pre-reading, reading and post reading stages. Activities that the Teacher will assist the learner in can be summarised as follows: Pre-reading: Activating prior knowledge and making connections. Looking at the source, author, publication date and type of text. Browsing through the first paragraph of a section - formulating expectancies. Reading: Pause occasionally to check comprehension and to let the ideas sink in Use the context to work out the meaning of unknown words as much as is possible; where this is not possible, use a dictionary Visualise what is being read Continue reading even if parts are not always clearly understood. Reread a section if it is not understood at all. Read confusing sections aloud, at a slower pace, or both. Ask someone to help for understanding a difficult section Add reading marks and annotate key points Reflect on what is being read Post reading: When the need arises to recall specific information, outline key ideas and a few supporting details Write key words to help clarifying and recalling main ideas. Think about new questions on the topic Understanding - confirm the understanding of the text Extend thinking - use ideas that are seen in the text 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 familiar contexts, tasks and subjects enables learners to communicate functionally and creatively. The aim is to introduce writing skills to develop and present appropriate written texts. In the Intermediate Phase, Second Additional Language learners will need careful support and guidance to develop writing skills. Writing is important because it forces learners to think about grammar and spelling. This encourages learners to process the language, speeds up language acquisition and increases accuracy. Learners will learn to write a range of familiar creative and informational texts, initially using writing frames as support and gradually learning to write particular text types independently. They will also employ the writing process to produce well organised, grammatically correct writing texts. 13

Process approach to writing Writing and designing texts is a process which consists of the following stages: Pre-writing / planning Drafting Revision, editing, proofreading Presenting Learners need an opportunity to put this process into practice and they should: decide on the purpose and audience of a text to be written and/or designed; brainstorm ideas using, for example, mind maps, flow charts or lists; consult relevant sources, select relevant information and organise ideas; produce a first draft which takes into account purpose, audience, topic and text structure read drafts and get feedback from others (classmates or the teacher); edit and proofread the draft; and produce a neat, legible, edited final version. Language Structures and Conventions A good knowledge of vocabulary and grammar provides the foundation for skills development (listening, speaking, Reading and Writing) in the Second Additional Language. Intermediate Phase learners will be introduced to language structure and conventions in the target language. Through interacting with a variety of familiar texts, learners extend their use of vocabulary and correctly apply language structures. In the Intermediate Phase, Second Additional Language learners will take more notice of words and grammatical structures they are already familiar with. Learners will explore progressively how language is used. 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. It is expected that Language Structures and Conventions will be taught in context as other language skills are taught and developed. However, in the Intermediate Phase time should be set aside for formal instruction and practice in Language Structures and Conventions. The teaching plans contain a list of language items that should be covered in each grade. These are listed at the beginning of each term. When selecting listening and reading texts for each two- week cycle, make sure that they contain some of the language items that need to be covered that term. 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 some of the language items. Give learners guidance on appropriate and correct usage of these items. Select some of the items that learners have difficulty with and give them formal practice (during the time per week set aside for this). 2.1.3 Language teaching approaches The approaches to teaching language in these documents are text-based, communicative, integrated and process oriented. The text-based approach and the communicative approach are both dependent on the continuous use and production of texts. 14

A text-based approach teaches learners to become competent, confident and critical readers, writers, viewers, and designers of texts. It involves listening to, reading, viewing, and understanding texts. Authentic texts are the main source of content and context for the communicative, integrated learning and teaching of languages. The text-based approach also involves producing different kinds of simple texts for particular purposes. 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. Learners learn to read by doing a great deal of reading and learn to write by doing much writing. 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 focuses on the purpose and 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 / working with texts The main reason for reading literature / texts in the classroom is to create opportunities to apply learned language skills. The teaching of literature / texts is never easy, but it is impossible without personal, thoughtful, and honest interpretations and comments from the learners themselves. Unless they learn how to understand texts on their own, they will not have learned much. 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. It is essential that learners have a clear idea of what is going on at the most basic level of the text. Read as many as possible in class, and ensure that learners read poems as well. Writing activities that demand a basic understanding of the text being read can prove very helpful in raising language skills levels and raising appreciation of skills levels attained. Class discussions can be fruitful as long as everyone is involved and it leads to written work. Finally, work with texts should be approached as a unit, a whole. Following is a summary of the main text types encountered in the Intermediate Phase and the language structures inherent in these text types. This information will assist in structuring activities on the different texts so that learners can engage with these language structures. Select only a few language structures to give attention to each time when teaching these text types. 2.2 TIME ALLOCATION The recommended teaching time for Second Additional Language in the Intermediate Phase is 1.5 hours per week. All language content is provided within a two-week cycle (3 hours). The following time allocation for the different language skills is suggested. Skills Time Allocation per Time allocation per Two-Week Cycle % week (Hours) (Minutes) Listening & Speaking 1.5 75 40 15

Reading & Viewing: Comprehension & 55 30 Literature Writing & Presenting 35 20 Language Structures and Conventions 15 10 (this is also integrated into the 4 skills) Total 180 (3 hours) 100 2.3 LEARNING AND TEACHING SUPPORT MATERIALS Each learner should have: An approved language textbook A reader/readers containing the following genre / text types: Stories Poetry Information texts Social texts A dictionary or word list Access to a range of reading material to accommodate different reading levels e.g. a selection of readers with sufficient copies of texts at each level in a class and school. Texts for shared reading in Grade 4. These may be books or other enlarged texts or the prescribed textbook or readers. The teacher should have: A Curriculum and Assessment Policy Statement Language in Education Policy (LiEP) The language textbook used by learners and other textbooks for resource purposes in addition to the approved text A reader/readers containing the recommended genre / text types Dictionaries and reference books (monolingual, bilingual and multilingual dictionaries; thesaurus; encyclopaedia, a good grammar reference book, etc.) A Teacher’s Resource File/Book: this may be a file made up of materials collected by the teacher or a commercially published Teacher’s Guide Access to reading material in a class, school and/or public library in order to guide learners’ reading Audio/visual aids 16

SECTION 3: CONTENT AND TEACHING PLANS FOR LANGUAGE SKILLS 3.1 OVERVIEW OF SKILLS, CONTENT AND STRATEGIES The following is an overview of the content, skills and strategies to be found in the teaching plans. Overview of content, skills and strategies table Skills Grades 4-6 Content Strategies and sub-skills Listening comprehension Listening and Listening process Listening for information Pre-listening Speaking Pronunciation During listening Listening for enjoyment Listening comprehension Different forms of oral Recording main ideas by retelling, communication: explaining Conversation Listen to and respond to simple questions Directions / instructions / Post- listening procedures Story telling The speaking process Role-play Planning, researching and organising Group discussion Practising and presenting Short poems and rhymes Communication for social purposes Language games Simple conversations Personal / factual recounts Turn taking conventions Refer to Expressions used in Encouraging use of the additional language Ask and respond to questions. conversational French - Reference list Recount events Informal presentation of familiar event Correct format, vocabulary, language and conventions Reading and Recommended text types: Reading and viewing process: viewing Stories e.g. contemporary realistic Use pre-reading, reading and post reading process and strategies: fiction, traditional stories (myths To understand the text and legends, folk tales, fables), adventure stories, picture stories For close reading of the text (reading comprehension) with captions To demonstrate independent reading progressively (reading for Poetry /Song pleasure, information and learning) Introductory Information texts e.g. Introduce learners to : procedures, factual recounts, Text features - titles, illustrations, headings, subheadings, Social texts e.g. invitations, numbering, captions, headlines, format. greeting cards, letters Text structures - lists, sequential order, description, procedures, Media texts e.g. advertisements, main point and narrative sequence. notices, pamphlets Parts of a book - title page, table of contents, chapters, glossary, Visual texts: advertising (posters, 17

pamphlets, advertisements), etc. cartoon, comic strip, diagram / Reading and viewing strategies graph / table / charts / Rereading photographs / drawings Clarifying Comprehension paragraphs Drawing conclusions / own opinion Text for prepared reading aloud Visual Literacy - (a familiar range of graphic and visual texts e.g. Texts for information advertisements, notices, posters, comics, cartoons, photographs, pictures): Reading of literary texts Poetry/Song Literal meaning Message Sound devices e.g. rhyme, rhythm, punctuation, repetition Story Storyline Characters Setting Information and social texts Audience and purpose Prepared and unprepared reading (Reading aloud ) Use of tone, voice projection, pace, eye contact, posture and gestures Pronounce words correctly Word writing e.g. lists Writing and Process writing: Sentence writing presenting Pre-writing/planning Paragraph writing Brainstorming of vocabulary and ideas in a group Text types Organise ideas Creative writing Drafting Descriptive e.g. descriptions of Word choice people, places, animals, plants, Structuring sentences objects, etc. General ideas Narrative e.g. stories, personal recounts Reads own writing Picture stories Gets feedback from teacher Simple Dialogues Revising, editing, proofreading and presenting Revises: improves content and structure of ideas Transactional writing (social, Refines word choice, sentence and paragraph structure functional, and information texts) Messages, greeting cards, Presents neat, legible final version invitations Posters, notices, advertisements Completing a simple form. Language Working with words (Vocabulary development): use of dictionary, spelling, meaning, syllables, phonics, Structures and synonyms, antonyms, homonyms, prefixes, suffixes Conventions Working with sentences 18

Parts of speech, e.g. nouns, determiners, pronouns, adjectives, adverbs, prepositions, connectors Sentence structure: simple, and complex sentences, command form, questions, statements, Verb tenses Concord: subject-verb concord Word order Negative forms Direct and indirect speech Language conventions Introduce simple language rules Punctuation Spelling Sounds Refer to Language Structures and Conventions - Reference list Language Structures and Conventions - Reference list The following language structures will be taught in the context of Reading and Writing, and also as part of a systematic grammar programme. These structures need to be introduced progressively throughout the grades. NB: The unique features of the language must be taken into consideration. As a result, only features applicable to a specific language should be given attention in the text below. Nouns / Noms Countable nouns, e.g. un livre/des livres Number (singular and plural) e.g. la chaise/les chaises ; le chapeau/les chapeaux Nouns with no change in spelling in the plural form e.g. le pays/les pays Gender (masculine and feminine) e.g. la fille/ le garçon; la peur/le problème Common (e.g. la femme) and proper nouns (e.g. Damien) Abstract nouns e.g. l'amour, la paix, le respect **Showing material e.g. Le complément du nom (en/de) + matière (un pain de savon, un pull en laine) **Showing use, capacity e.g. le complément du nom (à/de) - l'usage, la contenance (une boîte à bijoux, une barquette de fruits) Showing possession e.g. le complément du nom avec "de" - l'appartenance e.g. le pupitre de Lesego, les jouets des enfants Collective nouns : e.g. un groupe de pèlerins, un tas de pierres, une rangée de meubles, une série d’exercices Determiners / Indefinite article: un livre, une pomme déterminants Definite article: le livre, la chemise, les pommes Demonstrative adjectives: ce, cet, cette, ces. Demonstrative pronouns : celui-ci, celui-là, ceux-ci, ceux-là Partitive article : la quantité indéterminée: du / de la / des … L'article "zero" : être + profession e.g. Il est ingénieur Quantity 1 : la quantité déterminée e.g. un kilo de / beaucoup de Quantity 2: comparaison (e.g. moins de / autant de) Pronouns / Personal pronouns as subject: je, tu, il/elle, nous, vous ils/elles e.g. Elle lit le roman. 19

pronoms Personal pronouns as direct or indirect object : pronoms COD et COI : me, te, nous, vous, le, la, les, lui, leur e.g. Elle me l'a donné. Reflexive pronouns: pronoms réfléchis : me, te, se, nous, vous, se e.g Il s’est lavé. Relative pronouns: pronoms relatifs : qui, que, (e.g. L'homme qui regarde par la fenêtre est mon professeur.) Interrogative pronouns: pronoms interrogatifs ; où, quand, combien (e.g. Quand allez-vous rentrer?) Adjectives / Position of adjectives: place et accord des adjectifs e.g. le vieil homme, la vieille église, le chien adjectifs intelligent Comparison of adjectives e.g. bon, meilleur, le meilleur/ la meilleure / les meilleurs / les meilleures ; intelligent(e), plus intelligent(e), le/la plus intelligent(e) e.g. C'était la journée la plus belle de ma vie. Adverbs / Adverbs of manner e.g. tranquillement, poliment, doucement, vite adverbes Adverbs of time e.g. hier, demain, ensuit, enfin, premièrement, maintenant, ce matin Adverbs of frequency e.g. toujours parfois, d'habitude, quelquefois, jamais, souvent Adverbs of probability e.g. certainement, absolument, peut-être, eventuellement Adverbs of duration e.g. toujours, encore, plus, pendant, depuis, dans, il y a Adverbs of degree e.g. très, trop, assez, complètement Adverbs of place e.g. près, loin, à côté, en face Adverbs of cause, consequence, opposition e.g. donc, puisque, comme, alors, pourtant Prepositions / Place and direction e.g. au-dessous, au-dessus, sur, sous, à, entre, derrière prépositions Adjective + preposition e.g. peur de, honte de, fâché contre, intéressé à Noun + preposition e.g. invitation à, décision de, raison pour, difficile de, facile à Interjections Exclamations e.g. Ah ! Ben ! Ouf ! Bof ! Aie ! La phrase exclamative : quel, que, comme… ! e.g. Quelle insolence! Conjunctions / Coordinating conjunctions : e.g. mais, et, ou… ou…, soit…. soit…. Conjonctions Verbs / verbes Transitive and intransitive verbs e.g. Il a acheté un stylo. / La jeune fille est partie. Verb tenses / Simple present tense e.g. Je joue au tennis. / Les jeunes adorent les portraits numériques. les temps Progressive present : être en train de + infinitive e.g. Elle est en train d'apprendre le français. verbaux Present tense with DEPUIS e.g. J'habite à Durban depuis mon enfance. Expressing future time: Going to + infinitive (Futur proche) e.g. Ils vont voir leurs cousins./Je crois qu'Il va pleuvoir demain. La concordance des temps : l'antériorité, la simultanéité, la postériorité Concord / Subject-verb concord e.g. Il vient d'arriver. / Je pars demain. / J'allais à l'école. / Ils allaient au travail. accord Modals / To express ability/inability e.g Il peut résoudre le problème. modalisation To express permission e.g. Puis-je aller aux toilettes? To express instructions/requests: e.g. Pouvez-vous ouvrir la fenêtre, s'Il vous plaît? To express possibility/impossibility e.g. Cela peut causer des soucis. / Elle ne peut pas le savoir. To express probability/improbability e.g. devoir, pouvoir + infinitif / Nous devons arriver avant 22h00. 20

To express certainty e.g. Ils ont certainement dû oublier / Je suis certain de sa bonne foi/Je n'ai aucun doute. Conditional First conditional to express a real possibility e.g. S'il pleut, nous n'allons pas à la piscine. sentences / Second conditional to express something that is unlikely or improbable e.g. Si je gagnais au loto, j'irais sur hypothèses la lune. Third conditional to express something that is hypothetical, regret e.g. Si j'avais étudié plus assidûment, j'aurais réussi mon Matric. Present tense: e.g. La porte est fermée à clé chaque soir à 18h00. e.g Il est aimé par sa femme. e.g. La porte est fermée en ce moment. Progressive present : être en train de + infinitive e.g. La porte est en train d'être fermée. Past perfect tense e.g. Un nouveau supermarché a été ouvert cette année. Simple past tense e.g. La bibliothèque était ouverte pendant les vacances. Future time e.g. L'année prochaine notre nouvelle bibliothèque va être construite/sera construite. Subjonctif e.g Je veux que la tarte soit faite par Anne. Reported Reported questions e.g. Elle m’a demandé pourquoi j’étais si en retard./Il m’a demandé quel type de speech musique j’aimais. Subordinate clauses: e.g. Elle a dit qu’elle ne savait pas./Il m’a dit qu’il avait perdu le livre. Sentence Statement e.g. Oui, il va au cinéma.. structures Questions e.g. Il va au cinéma ? Est-ce qu’il va au cinéma ? Negatives e.g Il ne va pas au cinéma. Command / imperative e.g Allons au cinéma ! Ne fais pas cela ! Spelling / Spelling patterns, spelling rules and conventions, abbreviations, acronyms orthographe Begins to recognise basic reported speech. Vocabulary Synonyms e.g. envoyer and lancer development Antonym e.g. grand vs petit and figurative La nominalisation e.g. exploser – une explosion language / développement Figures of speech (simile, metaphor, personification) du lexique et de Idiomatic expressions/idioms/proverbs la langue figurée Borrowed words baby-foot, best-seller, blazer, blue-jean, blues, boycott, break, caddie, cafétéria, cardigan, charter, chewing-gum, chips, cross-country, hamburger, import-export, jackpot, job, jogging, ketchup, laser, lift, match, média, microphone, mile, miss, modern style, mohair, moleskin, morse, play-back. Punctuation / Hyphen, colon, semi-colon, apostrophe, quotation marks, parentheses, ellipses, exclamation mark, ponctuation question mark, comma Connectors / Logical connectors to link sentences in a paragraph: 21

addition: e.g. et, mais, parce que articulateurs sequence in time: e.g. ensuite, après, bientôt, puis, avant, plus tard, soudainement logiques ordering ideas: e.g. d’abord, premièrement, deuxièmement, enfin cause/effect: e.g. parce que, donc 3.2 EXPRESSIONS USED IN CONVERSATIONAL FRENCH - REFERENCE LIST ASKING PERMISSION/ REQUESTS INTERRUPTING  Est-ce que je peux… ?  Excuse-moi, est-ce que je peux... ? Excusez-moi, pourrais-je… ?  Est-ce que je pourrais… ?  Pardon, tu penses que je peux… ?  Serait-il possible pour moi de… ? Pardon, pensez-vous que je puisse… ?  Est-ce que ça va si… ?  Excuse-moi, tu connais… ? Excusez-moi, connaissez-vous… ?  Est-ce que ça irait si… ?  Excuse-moi, tu peux m’aider ?  Ça t’ennuie si je… ? Excusez-moi, pourriez-vous m’aider ? Ça vous ennuie si je… ?  S’il te plaît, laisse-moi… S’il vous plaît, laissez-moi…  Serais-tu d’accord de… ? Seriez-vous d’accord de… ? OFFERING HELP SEEKING ASSISTANCE  Puis-je vous aider ?  Peux-tu m’aider à… ? Pouvez-vous m’aider à… ?  Est-ce que je peux t’aider? Est-ce que je peux vous aider ?  Pourrais-tu m’aider à… ? Pourriez-vous m’aider à… ?  Tu cherches quelque chose? Vous cherchez quelque chose?  J’ai besoin d’aide pour…  Tu veux de l’aide?  Veuillez m’aider à… Vous voulez de l’aide?  Peux-tu me donner un coup de main pour…  Tu as besoin d’aide? Pourriez-vous me donner un coup de main pour… Vous avez besoin d’aide?  Qu’est-ce que je peux faire pour toi aujourd’hui? Que puis-je faire pour vous aujourd’hui ? APOLOGISING COMPLAINING  Désolé(e).  Je suis désolée de devoir te dire ça, mais… Je suis désolée de devoir vous dire cela, mais…  Je suis désolé(e) de…  Excuse-moi de te déranger, mais…  Je regrette de… Excusez-moi de vous déranger, mais…  S’il te plaît, pardonne-moi de…  Il est possible que tu aies oublié de… S’il vous plaît, pardonnez-moi de… Il est possible que vous ayez oublié de…  Je pense que tu as peut-être oublié de… 22

 Je m’excuse de… Je pense que vous avez peut-être oublié de…  Pardonne-moi.  Excuse-moi si c’est déplacé, mais… Pardonnez-moi. Excusez-moi si c’est déplacé, mais…  Excuse-moi.  Il y a pu y avoir un malentendu au sujet de… Excusez-moi.  Qu’on ne se méprenne pas, …  Je te demande pardon. Je vous demande pardon. GIVING ADVICE STATING A PREFERENCE  Je ne pense pas que tu devrais…  Est-ce que tu voudrais… ? Je ne pense pas que vous devriez… Voulez-vous… ?  Tu devrais…  Je préférerais… Vous devriez…  Pourquoi on ne…  Tu ne devrais pas… Vous ne devriez pas…  Et bien, je préférerais… Tu en penses quoi? Et bien, je préférerais… Qu’en pensez-vous?  Si j’étais toi, je… Si j’étais vous, je…  Qu’est-ce que tu penses qu’on devrait faire? Que pensez-vous qu’on devrait faire ?  Si j’étais dans ta position, je… Si j’étais dans votre position, je…  Si cela ne tenait qu’à moi, je…  Si j’étais à ta place, je…  Je pense qu’on devrait… Si j’étais à votre place, je…  Tu aurais mieux fait de… Vous auriez mieux fait de…  Il ne faudrait pas que tu… Il ne faudrait pas que vous…  Quoique tu fasses, ne … pas … GUESSING, INFERRING GIVING IMPRECISE INFORMATION  Je dirais qu’il est presque prêt à ...  Il y a environ…  Cela manque peut-être de …  Il y a approximativement…  Il pourrait être…  Il y a un grand nombre de…  On dirait que…  … prévoie(nt) jusqu’à…  Il a peut-être besoin de…  C’est un peu…  Peut-être qu’ils veulent…  C’est le type de…  C’est difficile à dire, mais j’imagine que…  Ils sont du genre à…  Je ne suis pas trop sûr(e), mais je pense que…  C’est difficile à dire, mais je dirais…  Je ne suis pas trop sûr(e), mais je pense… 23

SAYING GOODBYE EVALUATING YOURSELF Long trips, vacations, short outings  Ça a bien marché / c’était efficace parce que…  Bon voyage.  J’ai fait ça bien parce que…  Passe de bonnes vacances. Passez de bonnes vacances.  Cela aurait été mieux si j’avais…  Fais bon voyage.  Cela pourrait être amélioré en… Faites bon voyage.  Les progrès sont / ne sont pas évidents parce que…  Profite bien de tes vacances. Profitez bien de vos vacances.  Profite! Profitez!  Amuse-toi bien à … (destination place such as a restaurant OR city) GREETING AFTER A TRIP  Comment se sont passées tes vacances à… ?  Ça t’a plu à (destination)? Ça vous a plu à… ?  Comment s’est passé le voyage / le vol? 3.3 SPREADS OF TEXTS ACROSS GRADES 4-6 A variety of texts have been selected for each two-week period. The key texts are captured below. Learners will engage with some or all of the texts in a two-week period, that is, they will listen to or present orally or read or write. Spread of texts table Grade 4 Grade 5 Grade 6 Weeks Term 1 1-2 Story Story Story; language game 3-4 Information text e.g. narrative Information text with visuals e.g. Information text: descriptive account; recount, map, maps/pictures/ conversation; media text e.g. advert narrative recount 5-6 Story and descriptions of Story, role-play, description of Story people or characters people; invitation; message 7-8 Information text : instructions, Information text: instructions; Information text with visuals e.g. lists language game maps/pictures instructions; definitions 24

9 - 10 Song, poem Poem; song Poem; Song description of a person; description of an object/animal/plant/place; language game Weeks Term 2 11 - 12 Story Story Story and message, conversation 13 - 14 Information text with visuals Information text with visuals e.g. Information text e.g. description of e.g. pictures; poster; maps/pictures; descriptions of object/animal/ plant/place; visual text e.g. directions, description of an object/s/ plants/animals/places pictures /maps /photographs object 15 - 16 Personal recount Personal recount Story, personal recount; role play 17- 18 Procedures, instructions Information text: instructions; Reads information text with visuals e.g. information text with visuals factual account timetables and television schedules/ maps/ e.g. pictures/ pictures; definitions; language game maps/photographs 19 - 20 FORMAL ASSESSMENT Weeks Term 3 21- 22 Story, description of Story; oral description of Story; oral descriptions of places/animals/ person/animal/character, places/people; personal recount plants / objects dialogue 23 - 24 Information text e.g. factual Information text with visuals e.g. Information text with visuals e.g. recount audio-visual text e.g. maps/pictures /maps/pictures/ talk; poster/ notices; conversation 25 - 26 Story; poem Story; poem Story; poem 27- 28 Information text with visuals Information text -; conversation; Information texts -language game; mind e.g. pictures; descriptions of language game; descriptions of map places/plants/animals/objects places/plants/animals/objects descriptions of procedures procedures places/plants/animals/objects procedures 2 9 - 30 role-play; dialogue; conversation; dialogue conversation; dialogue Weeks Term 4 25

31- 32 Conversation, language Story, language game; personal Story; conversation; dialogue game; story recount 33 - 34 Information text with visuals Information text: factual text; information text talk; language game; e.g. pictures; visual text e.g. poster definitions; posters/notices; messages 35 - 36 Story, language game Story, poem, personal recount Story, poem 37 - 38 Conversation; talk; Information text, conversation; Information text and visual text poster; Information text; visual text poster; visual text e.g. chart advertisement e.g. poster/notice 39 - 40 FORMAL ASSESSMENT 3.3.1 Summary of text types across the phase The tables below describe the range of text types that learners should be taught to write in Grades 4-6; other texts could also be included where appropriate. Some of these texts are not included in the teaching plan tables. This does not mean that they should not form part of teaching and learning as they are equally important. Text type Language structures found in each text type Personal recounts Descriptive language, e.g. adjectives, adverbs Verb tenses, e.g. past tense (passé composé, imparfait) Time words to connect events, e.g. adverbs of time Words which tell us where, when, with whom, how (où, quand, avec qui, comment) Simple Sentences Connectors, e.g. puis, bientôt, après, ensuite, etc. Direct and Indirect Speech Nouns and pronouns Factual recounts Adverbs and Adverbial phrases Nouns and pronouns Prepositions Verb tenses, e.g. past tense (passé composé, imparfait) Verbs Story and plays Action words, e.g. verbs Adverbs to describe actions Adjectives to describe characters and setting 26

Text type Language structures found in each text type Simple and complex sentences Connectors (especially time words) for showing sequence of events, e.g. puis, bientôt, après, ensuite, etc Direct and Indirect Speech A range of verb tenses especially past tense (passé composé, imparfait) Punctuation, e.g. colon, exclamation marks, question marks Poems Figurative language, e.g. personification, simile, metaphor, etc. Nouns Adjectives Pronouns Adverbs Prepositions Simple sentences Procedures/ Verbs often at the beginning of each instruction Instructions/ Command form of the verb Directions Adverbs Words which tell us how, when, where, with whom (comment, quand, où, avec qui,) Connectors to show the sequence in steps, e.g. puis, bientôt, après, ensuite, etc. Prepositions Verb tenses, e.g. present tense (présent) Determiners Conversations Verbs Prepositions Pronouns Sentence structures, e.g. questions Verb tenses, e.g. present (présent), past (passé composé, imparfait) Information texts Nouns Verb tenses, e.g. present (présent) Verbs Adjectives Prepositions Determiners Pronouns 27

Text type Language structures found in each text type Vocabulary development, e.g. vocabulary for comparing, contrasting relationships Punctuation, e.g. comma Definitions Verb tenses, e.g. present (présent) Nouns Adjectives Determiners Descriptions Verb tenses, e.g. present (présent), past tenses (passé composé, imparfait) Nouns Adjectives used to give details Determiners Grade 4 Grade 5 Grade 6 INFORMATION Narrative and descriptive recounts e.g. Factual /narrative/descriptive recounts Explanations such as reference books, news, stories, description of e.g. news stories, description of dictionaries, definitions, texts from something - based on fact something - based on fact other subjects General knowledge texts General knowledge texts Factual recounts such as news reports Media texts such as radio Information texts (headline, explain the headline, body, announcements comment), eye-witness accounts Media texts e.g. radio announcements Instructions such as instructions for Information texts Instructions such as instructions for experiments, rules of games, experiments, rules of games, Media texts: advertisements, posters, directions directions magazine articles Visual texts: maps, photographs, Visual texts: photographs, pictures Instructions such as instructions for pictures experiments, rules of games, directions Visual texts: maps, photographs, pictures LITERARY Narratives: contemporary realistic Narratives e.g. contemporary realistic Narratives such contemporary realistic fiction, myths and legends, fables, fiction, myths and legends, fables, fiction, myths and legends, fables, fantasy, adventure, funny, real life fantasy, adventure, funny, real life fantasy, adventure, funny, real life stories. stories, historical fiction stories, historical fiction, science Personal recounts such as oral Personal recounts such as oral fiction, narrative poems anecdotes (events in order), diary anecdotes (sets the scene, events in Personal recounts such as. oral entries order), diary entries anecdotes (sets the scene, events in Poem, play, role play Poem, play, role play order, personal comment), diary entries, autobiographies Poem, play, role play 28

SOCIAL/FUNCTIONAL Conversations e.g. making enquiries, Conversations: making requests, Conversations: making requests, giving information about family explaining, giving information about explaining, giving information about Short social texts: greeting cards, community community notes, messages Short social texts: notices, messages Short social/functional texts: notices, messages 3.3.2 Length of Texts for Second Additional Language (to be produced by learners) Text Grade 4 Grade 5 Grade 6 Paragraph Words 10 - 20 words 20 - 30 words 30 - 40 words Sentences 3 - 4 sentences 4 - 6 sentences 6 - 8 sentences Oral creative texts e.g. recounts, retelling or 3 min 3 min 3-4 min telling stories Written creative and 20 words 30 words 40 words information texts e.g. 1 paragraph 1 paragraph 2 paragraphs recounts, stories, reports Shorter texts, e.g. Messages, notes 10 - 20 words 20 - 30 words 30 - 40 words descriptions 3.3.3 Length of Texts for Second Additional Language (for learners to engage with) Task Grade 4 Grade 5 Grade 6 Longer listening comprehension texts e.g. 100-150 / up to 5 mins 150-200 / up to 5 mins 200-250 / up to 5 mins story, interviews, plays, news reports Shorter listening comprehension texts e.g. 50-60 words / 1-2 mins 60-70 words / 1-2 mins 70-80 words / 1-2 mins announcements, 29

information texts, instructions, directions Reading comprehension/intensive 100-150 words 150-200 words 200-250 words reading texts 3.3.4 Vocabulary to be attained by Second Additional Language learners Term 1 2 3 4 Vocabulary Grade 4 20 - 30 30 - 40 40 - 50 50 - 60 Common spoken words Grade 5 60 - 70 70 - 80 80 - 90 90 - 100 Grade 6 100 - 110 110 - 120 120 - 130 130 - 150 Reading 30 - 50 30 - 50 30 - 50 30 - 50 Grade 4 vocabulary (new (10 - 20) (10 - 20) (10 - 20) (10 - 20) words) Grade 5 50 - 80 50 - 80 50 - 80 50 - 80 Grade 6 80 - 100 80 - 100 80 - 100 80 - 100 3.4 TEACHING PLANS The teaching plan indicates the minimum content to be covered per term. The sequence of the content listed in a two-week cycle is not prescribed and the time given is an approximate indication of how long it should take to cover the content. Teachers should design their teaching plans / work schedules using their textbooks to teach the content per two-week cycle using appropriate sequence and pace. The content given in a two- week cycle are key texts/activities with the main skills and strategies learners need to develop. 3.4.1 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 and then read 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 message about the story. Select a theme for each two-week cycle that will enable the teacher to link the activities successfully. The reason for using themes is to make it possible to constantly recycle vocabulary and language structures in meaningful contexts. In practice, integration suggests variety: variety of forms, of activities, of texts and themes (see Suggested Themes - Reference List below) 3.4.2 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 30

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 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. 3.4.3 The type of texts prescribed and recommended There are prescribed text types that are to be taught in every two-week cycle. These 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, and traditional stories (e.g. myths, legends and fables) that are available. The same is true of poems and songs. In all cases, this additional reading should relate to the topics and themes chosen for the prescribed texts in that two- week cycle. This is very important as it consolidates the Second Additional Language learner’s knowledge and understanding of the vocabulary and concepts related to the topic. 3.4.4 Number of key texts in a two-week cycle In the early part of the year, there is usually only one text type or activity per two-week cycle. There will sometimes be two text types or activities per two-week cycle. Teach these text types and the related activities bearing in mind that learners will be exposed to them numerous times during the course of the year. 3.4.5 How the Language Structures and Conventions are addressed The content of the “Language Structures and Conventions” section is derived from the types of texts prescribed under the headings Listening and Speaking, Reading, and Writing and will naturally be given attention in the process of engaging with the texts and during the time allocated for Listening and Speaking, Reading and Writing. For example, if a story is being done, learners will naturally use the simple past tense and will read texts using this tense. However, it is also important that activities be developed that focus on particular language structures, in context. Choose items from the “Language Structure and Conventions” section to give learners additional practice in these aspects. 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 4 to 6. Select very carefully which rules to be explained to learners and keep these to a minimum. Second Additional Language learners learn a language through constant exposure to it and through using to it. Practice in Language Structures and Conventions will refine these skills. Teaching should integrate all the language skills and language structures as they are interrelated. All of these should be taught in context. Suggested Themes - Reference List Animals House Body Likes and dislikes Clothes Music Colours Nature/environment Days and Months Places Emotions School Family Sport Food Time Greetings Transport Hobbies Weather and seasons 31

3.5 CONTENT AND TEACHING PLANS FOR FRENCH SECOND ADDITIONAL LANGUAGE 3.5.1 GRADE 4 GRADE 4 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 1-2 Listening and Speaking Reading Introduce script Working with words Builds on phonic knowledge to spell Basic conversation in target language Reads words based on written Writes basic words words - e.g. builds word families based (e.g. greetings) conversation Writes words about the story on how they sound or look. Answers simple questions Answers basic questions about the text Builds on knowledge of sight words Names characters in the story Expresses feelings about the text Working with words Code switches if necessary Discusses new vocabulary from the read text Understands and uses words in context Practises Listening and Speaking Spells five words from read text Vocabulary in context Emphasize the practice of phonics 3-4 Listening and Speaking Reading Writing Working with words Builds on phonic knowledge to spell Conversation in target language (e.g. Reads words based on conversation Introduce script words e.g. builds word families based on communication in the classroom) Writes basic words how they sound or look. Answers questions Uses appropriate vocabulary Builds on knowledge of sight words Discusses new vocabulary Vocabulary in context Code switches if necessary 5-6 Listens to a story Reading Introduce script Working with words 32

GRADE 4 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Breaks words into syllables, e.g. gar-çon; Choose from contemporary realistic Reads an extract from the textbook or Writes about a story Writes words or phrases about the story a-ni-mal fiction/traditional stories/personal reader/s or Teacher’s Resource File Mixing and matching words about the Writes own words to expresses feelings Words starting with selected letters accounts/adventure/real life stories story with support about the story Working with sentences Text from the textbook or Teacher’s Expresses feelings about the story Builds on use of subject verb concord Records words and their meanings in Resource File Answers questions about the text e.g. Tu aimes / Les filles aiment ... Answers simple questions a personal dictionary Uses drawings or words using the words Uses regular forms of the verb e.g. je Names characters in the story correctly Practises reading or explanations to show the meaning, marche, tu marches Uses words to express feelings about the Reads aloud: introduce the idea of appropriate pronunciation and etc. story expression Code switches if necessary 7-8 Listens to and carries out basic Reads basic procedural Introduce script Working with words instructions e.g. recipe/instructions for (instructions)texts e.g. Spells familiar words correctly, using a Writes simple instructions using a personal dictionary making or doing something recipe/instructions for making or doing frame Uses the dictionary to check spelling and Text from the textbook or Teacher’s something Number the instructions meanings of words Resource File (TRF) Text from the textbook or Teacher’s Uses the right sequence (rearrange in correct order) Working with sentences Answers questions Resource File (TRF) Writes the instructions/words using a Uses the command form. Listens and responds appropriately Pre-reading and discussion: predicts frame Understands and uses negative forms from title and pictures Gives simple instructions Corrects spelling using a dictionary Uses tenses e.g. J’ai fini. Answers questions about the text Uses correct specific details Introduces uses of singular and plural Discusses sequence of instructions Records words and their meanings in Uses correct sequence correctly Follows the instructions a personal dictionary Practises Listening and Speaking for Uses drawings or words to show the Vocabulary in context Practises reading enrichment meaning, etc. Words taken from shared or individually Reads aloud: introduce the idea of 33

GRADE 4 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions appropriate pronunciation and read texts (choose one for daily practice) expression Performs a simple rhyme, poem or song Responds physically to instructions Plays a language game Emphasize the practice of phonics 9-10 Listens to a song/simple poem Reads a simple poem/s Introduce script Working with words Words belonging to the same lexical field Text from the textbook or Teacher’s Text from the textbook or Teacher’s Writes 2-3 sentences about the e.g. une couverture and une page belong Resource File (TRF) Resource File (TRF) selected poem in a frame to the lexical field un livre Discusses central idea Pre-reading: predicts from title and Writes simple phrases pictures Working with sentences Relates to own experience Practises writing for enrichment Uses question marks Code switches if necessary Uses reading strategies e.g. prediction, Writes words that begin with the same looks at pictures carefully, uses Uses exclamation marks Identifies words which begin with the sound e.g. Charles / choisit contextual clues same sound Vocabulary in context Answers questions about text Records words and their meanings in Expresses feelings stimulated by the text Words taken from shared or individually Identifies rhythm and rhyme a personal dictionary read texts Performs song/selected lines Breaks up words into syllables Uses drawings or sentences/phrases Plays a language game /words using the words or explanations Expresses feelings stimulated by the text Follows instructions correctly to show the meaning, etc. Uses vocabulary Reads and solves a word puzzle(for enrichment) Practises Listening and Speaking for Spells words correctly enrichment Shows understanding of meanings of (choose one for daily practice) words Performs a simple rhyme, poem or song Practises reading 34

GRADE 4 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Responds physically to instructions Reads aloud with appropriate Plays a simple language game pronunciation, rhythm and expression Emphasize the practice of phonics Reflects on texts read during independent/pair reading Expresses basic emotional response (likes and dislikes) to texts read. GRADE 4 TERM 2 Language Structures and Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Conventions 1-2 Listens to a story Reads a story Introduce script Working with words Builds on phonic knowledge to spell Choose from contemporary realistic Text from the textbook or Teacher’s Writes a short message words e.g. builds word families based fiction/traditional stories/personal Resource File (TRF) Chooses appropriate content on how they sound or look. accounts/ adventure/real life stories Pre-reading and discussion: predicting Addresses text to a person Builds on knowledge of sight words and from title and pictures Ends with own name Text from the textbook or Teacher’s high frequency words answers questions about the story Records words and their meanings in a Uses knowledge of alphabetical order Resource File (TRF) Identifies setting and character and first letters of a word to find words 35

GRADE 4 TERM 2 Language Structures and Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Conventions Predicts what will happen next in a dictionary. Does comprehension activity on the personal dictionary Answers simple questions Uses drawings or sentences/phrases using Singular and Plural examples text (oral) Names characters in the story correctly Discusses new vocabulary from the the words or explanations to show the Uses the gender forms of some nouns read text meaning, etc. e.g. un chien / une chienne Practises Listening and Speaking for Uses a dictionary Working with sentences enrichment Builds on use of proper nouns (choose one for daily practice) Practises reading Performs a simple rhyme, poem or song Reads aloud with appropriate Vocabulary in context pronunciation, expression and tempo Words taken from shared or individually Responds physically to instructions read texts Plays a simple language game Emphasize the practice of phonics 3-4 Listens to information text e.g. simple Reads information text with visuals Writes information text with support (in a Working with words topics e.g. Communication at the garage e.g. /pictures/maps/drawings and frame) Introduces plurals or supermarket photographs Fills in missing words in a written Words with long vowel sounds text/summary Text from the textbook or Teacher’s Text from the textbook or Teacher’s Working with sentences Uses appropriate vocabulary Resource File (TRF) Resource File (TRF) Understands and uses the possessive Uses some new words from the read text form of the noun e.g. les yeux de Sylvie Identifies specific details Pre-reading and discussion: predicting from title and pictures/visuals Designs a visual text e.g. a poster Revises un/une/des and le/la/l’/les with Relates to personal experience/ nouns. Code switches if necessary Asks and answers simple questions advertising an event Introduce script Introduces tenses Listens to and responds to simple oral Discusses main idea conversation/instructions / description Interprets the information in the visuals Selects appropriate information Vocabulary in context Uses the correct format Words taken from shared or individually Follows the instructions/ description Reads a visual text e.g. a poster Uses basic features such as colour and read texts 36

GRADE 4 TERM 2 Language Structures and Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Conventions different sizes or kinds of print (font) Synonyms (words that are similar in Shows understanding of vocabulary advertising an event meaning e.g. un ami / un copain) relating to conversation / instructions / Pre-reading: discusses pictures Records words and their meanings in a description Interprets the information personal dictionary Discusses the purpose of the text Uses drawings or sentences/phrases using Listens to a description and Discusses some of the language used the words or explanations to show the describes an object meaning, etc. Identifies and discusses design features Identifies the object described correctly such as colour and different sizes or Uses words that correctly describe the kinds of print (font) object Uses some new words Uses adjectives Practises Listening and Speaking (choose one for daily practice) Performs a simple rhyme, poem or song Responds physically to instructions Plays a simple language game Emphasize the practice of phonics 5-6 Listens to a story Reads a story Writes a short message/notes Working with words Chooses appropriate content Uses knowledge of alphabetical order Choose from traditional stories/personal Text from the textbook or Teacher’s Addresses text to a person and first letters of a word to find words accounts/ adventure/real life stories Resource File (TRF) in a dictionary. Pre-reading and discussion: predicting Ends with own name Text from the textbook or Teacher’s Reinforce singular and plural examples from title and pictures Records words and their meanings in a Resource File (TRF) Uses the gender forms of some nouns 37

GRADE 4 TERM 2 Language Structures and Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Conventions Predicts what will happen next Answers questions about the story e.g. un chien / une chienne personal dictionary Answers simple questions Introduces setting and character Uses drawings or sentences/phrases using Working with sentences Names characters in the story the words or explanations to show the Builds on use of proper nouns Does comprehension activity on the Identifies characters from oral meaning, etc. text (oral) Introduce verbs descriptions Discusses new vocabulary from the Uses different types of adjectives Practises Listening and Speaking read text Builds on understanding and uses Uses a dictionary tenses (choose one for daily practice) Performs a simple rhyme, poem or song Builds on use of subject verb concord Practises reading Responds physically to instructions Reads aloud with appropriate Vocabulary in context Plays a simple language game pronunciation, expression and tempo Words taken from shared or individually Emphasize the practice of phonics read texts 7-8 Listens to and carries out basic Reads basic procedural (instructions) Introduce script Working with words instructions e.g. recipe/instructions for text e.g. a recipe/instructions for doing Words with long and double vowel Writes about a procedure with support sounds: making or doing something or making something Text from the textbook or Teacher’s Spells familiar words correctly, using a Text from the textbook or Teacher’s Text from the textbook or Teacher’s Resource File (TRF) personal dictionary Resource File (TRF) Resource File (TRF) Fills details into a frame Uses the dictionary to check spelling Discusses specific details of text Pre-reading with discussion: predicting Uses specific details and meanings of words Asks questions to obtain information from title and pictures Builds on knowledge of sight words and Stays on topic in a frame Listens and responds appropriately Discusses specific details of text high frequency words Uses appropriate grammar, spelling and Discusses sequence of instructions punctuation Gives instructions (at least two steps) Working with sentences Uses appropriate vocabulary Records words and their meanings in a Uses the command form of the verb personal dictionary e.g. Arrête ! 38

GRADE 4 TERM 2 Language Structures and Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Conventions Introduces the uses of verbs Teach interrogatives Labels and/or completes a visual text e.g. Gives instructions in the correct drawing/pictures/cartoons/maps/photographs Vocabulary in context sequence Listens /reads information / includes specific Antonyms (words that are opposite in Practises Listening and Speaking details meaning e.g. grand/petit) Uses appropriate vocabulary Words taken from shared or individually (Choose one for daily practice) Writes labels in correct place read texts Responds physically to instructions Gives and follows simple instructions / Records words and their meanings in a directions personal dictionary Emphasize the practice of phonics Uses drawings or sentences/phrases /words or explanations to show the meaning, etc. 9-10 FORMAL ASSESSMENT GRADE 4 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 39

GRADE 4 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 1-2 Listens to information text e.g. simple Reads information text with visuals Introduce script Working with words topics e.g. My family e.g. pictures/maps/drawings and Builds on phonic knowledge to spell Labels and/or completes a visual text words e.g. builds word families based on Text from the textbook or Teacher’s photographs e.g. how they sound or look. Resource File (TRF) Text from the textbook or Teacher’s drawing /pictures / cartoons / maps / Builds on knowledge of sight words and Identifies specific details Resource File (TRF) high frequency words photographs Relates to personal experience Pre-reading and discussion: predicting Listens /read information Includes Breaks long words into smaller chunks Code switches if necessary from title and pictures/visuals specific details e.g. gar-çon; a-ni-mal Asks and answers simple questions Uses appropriate vocabulary Builds on the use of singular and plural Listens to and responds to simple oral Discusses main idea forms of nouns Writes labels in correct place description Interprets the information in the visuals Working with sentences Follows the description Records words and their meanings in Does comprehension activity on the Builds on use of personal pronouns (je, Shows understanding of vocabulary a personal dictionary tu, il, elle, nous, ils) relating to description text (oral) Uses drawings or sentences/words/ Reinforces connectors Practises Listening and Speaking for Reads a simple text. phrases to show the meaning, etc. Builds on use of demonstrative enrichment Discusses main ideas adjectives (ce, cet, cette, ces) Responds to simple questions (Choose one for daily practice) Vocabulary in context Performs a simple rhyme, poem or song Practises reading Words taken from shared or individually Plays a simple language game Reads aloud with appropriate read texts Gives and follows simple instructions/ pronunciation, expression and tempo directions Tells own news Retells a story heard or read Emphasize the practice of phonics 40

GRADE 4 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 3-4 Participates in short conversation on Reads information text e.g. a short text Introduce script Working with words a familiar topic / story / poem / song Uses knowledge of alphabetical order Write short information text with Takes turns and first letters of a word to find words in Text from the textbook or Teacher’s support a dictionary. Stays on topic Fills in missing words in a written Resource File (TRF) Reinforces words starting with selected Asks relevant questions Pre-reading and discussion: predicts summary/text letters from title and pictures Uses appropriate vocabulary Practises Listening and Speaking for Working with sentences Answers simple questions e.g. Uses some new words from the read text enrichment Uses nouns and plurals Uses the dictionary to check spelling and (Choose one for daily practice) What? Who? When? Introduce Revises un/une/des and le/la/l’/les with meanings of words Performs a simple rhyme, poem or song complex questions Why...? How do nouns. Records words and their meanings in Begins to use determiners such as un, Plays a simple language game you think...? Gives and follows simple instructions/ a personal dictionary deux, etc. and premier, deuxième, Does comprehension activity on the dernier, etc. Uses drawings or sentences using the directions text (oral) words or explanations to show the Tells own news Vocabulary in context Practises reading meaning, etc. Retells a story heard or read Words taken from shared or individually Reads aloud striving for appropriate read texts Emphasize the practice of phonics pronunciation, expression and tempo 5-6 Listens to information contained in a Reads information contained in a Introduce script Working with words poster poster Words starting with selected letters Designs and produces a visual text Identifies specific details Reads visual text e.g. poster e.g. poster or notice Working with sentences Listens and relates to own experience Pre-reading: discusses pictures Uses the correct format Understands and uses countable nouns Discusses information own words Discusses what the text is about e.g. un livre - des livres Selects appropriate information Code switching Identifies specific information Builds on use of adjectives before nouns Uses basic design features such as Understands the information colour and different sizes or kinds of e.g. le petit chien Listens to a poem/s/song for 41

GRADE 4 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Discusses the purpose of the text print (font) Uses the verbs être and avoir enrichment Discusses what the poem is about Discusses some of the language used Words taken from shared or individually Writes sentences Identifies and discusses basic design read texts Relates to own experience Uses appropriate vocabulary features such as colour and different Identifies rhyme and rhythm Uses knowledge of syllables to sizes or kinds of print (font) Identifies words which begin with the develop new words same sound Reads a poem/s/song for enrichment Records words and their meanings in Expresses feelings stimulated by the Pre-reading: predicts from title and pictures a personal dictionary poem Uses drawings or sentences using the Performs poem/selected lines Uses reading strategies with support e.g. words or explanations to show the prediction, looks at pictures or text Practises Listening and Speaking for meaning, etc. carefully, uses contextual clues enrichment Identifies rhythm and rhyme Practises using words that imitate their Breaks up words into syllables sounds e.g. bees buzz, glass tinkles Expresses feelings stimulated by the Emphasize the practice of phonics poem Practises reading Reads aloud with appropriate pronunciation, expression and tempo 42

GRADE 4 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 7-8 Listens to information text e.g. factual Reads information text with visuals Introduce script Working with words recount / narrative e.g. maps / pictures / photographs Words with long/short/nasal vowel Labels and/or completes visual text sounds e.g. â, ê, ô / i, ai, u/un bon vin Text from the textbook or Teacher’s Text from the textbook or Teacher’s e.g. maps / pictures / cartoons / Working with sentences Resource File (TRF) Resource File (TRF) photographs / drawings Pre-reading: predicting from title and Uses appropriate vocabulary Begins to use prepositions Listens to description of and pictures/visuals Labels the text correctly Extends use of forms of the verb describes places/plants/ Uses reading strategies Uses correct format for labels e.g. one or Builds on use of connectors to show animals/objects contrast (mais), reason (parce que) and Identifies and comments on main idea two words only Identifies places correctly purpose (pour). and specific details with support Uses words that correctly describe the Records words and their meanings in Interprets information in the visual text Vocabulary in context place a personal dictionary Words taken from shared or individually Uses some new words Does comprehension activity on the Uses drawings or sentences using the read texts Uses adjectives text (oral or written) words or explanations to show the meaning, etc. Practises Listening and Speaking for enrichment (Choose one for daily practice) Performs a simple rhyme, poem or song Plays a simple language game Gives and follows simple instructions/ directions Tells own news Retells a story heard or read Emphasize the practice of phonics 43

GRADE 4 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 9-10 Listens to a dialogue read aloud or Reads dialogue Introduce script Working with words from radio or TV Spells familiar words correctly, using a Writes a dialogue using a frame or personal dictionary Text from the textbook or Teacher’s Text from the textbook or Teacher’s speech bubbles Uses the dictionary to check spelling and Resource File (TRF) Selects appropriate characters Resource File (TRF) meanings of words Pre-reading predicting from title Organises the conversation logically Introduction to Role Play: plays a Working with sentences Identifies the story-line Uses the frame correctly character or a familiar situation Builds on understanding and use of Discusses characters and setting Uses direct speech appropriately Selects appropriate content with support tenses Using basic vocabulary to express Uses vocabulary Uses details accurately Uses adverbs of time (demain, hier) feelings stimulated by the text Uses appropriate grammar, spelling, Begins to recognise and use reported Stays on topic Discusses features of the text especially punctuation and spacing speech and related punctuations Switches from one language to another as appropriate punctuation and format Records words and their meanings in Vocabulary in context Practises Listening and Speaking for Practises reading a personal dictionary Words taken from shared or individually Reads aloud with appropriate read texts enrichment Uses drawings or sentences using the pronunciation, expression and tempo (Choose one for daily practice) words or explanations to show the Performs a simple rhyme, poem or song meaning, etc. Plays a simple language game Gives and follows simple instructions/ directions Tells own news Retells a story heard or read Emphasize the practice of phonics 44

GRADE 4 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 1-2 Participates in conversation on a Reads a short text Writes a passage with structured Working with words familiar topic ( e.g. The School) support Uses the dictionary to check spelling and Choose from contemporary /traditional Uses the frame and fills in missing words meanings of words Text from the textbook or Teacher’s stories/personal accounts/ adventure/real Uses common vocabulary Words starting with selected letters or Resource File (TRF) life stories Asks relevant questions and responds to Records words and their meanings in sounds Text from the textbook or Teacher’s questions a personal dictionary Working with sentences Resource File (TRF) Maintains the conversation Uses drawings or sentences using the Begins to use determiners such as un, Pre-reading with support: predicts from Respects others’ ideas the title and pictures words or explanations to show the deux, etc. and premier, deuxième, meaning, etc. dernier, etc. Answers simple questions Builds on use of subject verb concord Does comprehension activity on the e.g. Tu aimes / Les filles aiment ... text (oral) Builds on the use of tenses Reflects on texts read during Builds on use of prepositions that show position (sur, sous, au-dessus) independent/pair reading visual texts read Vocabulary in context Words taken from shared or individually read texts 3-4 Listens to simple announcements Reads information text with visuals Writes a paragraph or 2 - 3 short Working with words e.g. maps/pictures/photographs/cartoons sentences using a frame Spells familiar words correctly, using a Text from the textbook or Teacher’s Uses common/familiar vocabulary personal dictionary Resource File (TRF) Text from the textbook or Teacher’s including pronouns, connectors and Discusses main ideas Working with sentences Resource File (TRF) phrases. Asks questions Pre-reading with support: predicts from Uses connectors to show addition (et) 45

GRADE 4 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Responds appropriately the title and pictures Uses appropriate grammar, spelling and and sequence (puis, avant) Answers simple questions punctuation Practises Listening and Speaking for Vocabulary in context Uses the dictionary to check spellings enrichment Does comprehension activity on the Words taken from shared or individually and meanings of words read texts (Choose one for daily practice) text (oral) Draws, labels and/or completes a Performs a simple rhyme, poem or song Reads visual text e.g. poster or notice visual text e.g. maps / pictures / Plays a simple language game or pamphlet photographs / cartoons Gives and follows simple instructions/ Text from the textbook or Teacher’s Captures the information correctly directions Resource File (TRF) Shows the links between different parts Tells own news of the visual correctly Pre-reading: discusses pictures Retells a story heard or read Writes sentences describing the visual Discusses what the text is about Identifies specific information text Interprets the information Uses appropriate vocabulary Discusses the purpose and audience of Uses the dictionary to check spelling and the text meanings of words Discusses some of the language use Designs and produces a poster Reflects on texts read during Records words and their meanings in independent/pair reading a personal dictionary Retells story or main ideas in 2 to 3 Uses drawings or sentences or words or sentences explanations to show the meaning, etc. Expresses emotional response to texts read. 5-6 Listens to a short story with dialogue Reads a story with dialogue Writes a short story with structured Working with words support Uses the dictionary to check spelling and Choose from Text from the textbook or Teacher’s 46

GRADE 4 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions meanings of words Text from the textbook or Teacher’s Resource File (TRF) Uses the frame to fill in missing Resource File (TRF) Pre-reading with support: predicts from words/phrases Working with sentences Predicts what will happen next the title and pictures Uses extended vocabulary including Builds on the use of connectors Discusses setting and characters Discusses setting and characters pronouns, connectors and phrases Develops use of direct speech. Discusses main events in the story Discusses main events in the story Uses the dictionary to check spelling and Introduces the uses quotation marks for Gives a personal response to the story meanings of words direct speech Gives a personal response to the story Identifies which parts of the story is the Records words and their meanings in Practises Listening and Speaking for Vocabulary in context dialogue a personal dictionary Words taken from shared or individually enrichment Role plays the story or a part of the story Uses drawings or sentences or words or read texts (Choose one for daily practice) Practises reading explanations to show the meaning, etc. Performs a simple rhyme, poem or song Reads aloud with appropriate or part of a story pronunciation and expression Plays a simple language game Reflects on texts read during Gives and follows simple instructions/ independent/pair reading directions Relates to own life Tells own news Retells a story heard or read 7-8 Participates in conversation on a Reads information text on familiar Writes a paragraph / sentences using Working with words familiar topic (e.g. My Friends) topic a frame or speech bubbles Spells familiar words correctly, using a Uses appropriate content personal dictionary Text from the textbook or Teacher’s Text from the textbook or Teacher’s Uses common vocabulary including Uses knowledge of alphabetical order Resource File (TRF) Resource File (TRF) and first letters of a word to find words in pronouns, connectors and phrases. Asks relevant questions and responds to Pre-reading with support: predicts from a dictionary questions the title and pictures Uses appropriate spelling and punctuation Working with sentences Maintains the conversation Answers simple questions and begins to 47

GRADE 4 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Respects others’ ideas ask more complex questions e.g. Uses the dictionary to check spellings Begins to recognise basic reported Why? How do you think? and meanings of words Practises Listening and Speaking for speech: Reported questions and Discusses visuals enrichment Records words and their meanings in subordinate clauses Does comprehension activity on the a personal dictionary (Choose one for daily practice) text (oral) Uses drawings or sentences /words or Performs a simple rhyme, poem or song Builds on the use of adverbs and explanations to show the meaning, etc. or part of a story Reflects on texts read during adjectives Plays a simple language game independent/pair reading Vocabulary in context Gives and follows simple instructions/ Expresses emotional response to texts Words taken from shared or individually directions read. read texts Tells own news Retells a story heard or read 9-10 FORMAL ASSESSMENT 48

3.5.2 GRADE 5 GRADE 5 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 1-2 Listens to a short story Reads a short story Writes a personal (narrative / Working with words descriptive ) recount of events Uses the dictionary to check spelling and (Choose from fiction / traditional stories / Text from the textbook or reader/s or Selects from experience meanings of words personal accounts / adventure / funny / Teacher’s Resource File (TRF) Chooses appropriate content for the topic Builds on phonic knowledge to spell fantasy / real life stories / historical [instruction will be repeated every words e.g. builds word families based on Stays on the topic fiction) fortnight] how they sound or look. Frame used by all learners Pre-reading: predicting from title and Builds on knowledge of sight words and Text from the textbook or Teacher’s pictures Uses appropriate grammar, spelling and high frequency words Resource File (TRF) [instruction will be punctuation. Uses reading strategies e.g. making repeated every fortnight] Uses vocabulary related to topic Working with sentences predictions, uses phonic and Answers questions Understands and uses countable nouns contextual clues Writes an opinion on a story (for e.g. un livre/des livres Predicts what will happen next Discusses new vocabulary from the read enrichment) Builds on use of proper nouns e.g. with text Retells a story Pre-writing: discusses what they like / capital letter Discusses the title, and where the story Retells events in own words correct dislike Revises un/une/des and le/la/l’/les with takes place (setting) sequence, using simple past Writes 2 sentences to express what they nouns. Expresses simple opinion on the story Names the characters correctly like / dislike Builds on use of personal pronouns (je, Uses a dictionary tu, il, elle, nous, ils) Practises Listening and Speaking Creates a personal dictionary Does comprehension activity on the Labels pages with letters of alphabet Vocabulary in context (Choose one for daily practice) text (oral or written) Enters 5 words and meanings Words taken from shared or individually Performs a short poem or rhyme Practises reading (drawing/sentence using the read texts Plays a simple language game word/explanation of word) Gives and follows simple Reads aloud with striving towards appropriate pronunciation, fluency, and Or continues to enter words into instructions/directions expression dictionary created in Grade 4 Tells own news Reflects on texts read during 49

GRADE 5 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions independent/pair reading Retells story or main ideas in 3 to sentences Gives opinion on story 3-4 Takes part in a conversation about a Reads information text with visuals Writes a factual / descriptive recount Working with words familiar topic e.g. charts/tables/ diagrams/ mind maps/ in a frame Builds on phonic knowledge to spell Asks and answers simple questions on Selects appropriate content words e.g. builds word families based on maps/ pictures/ graphs/ photographs/ the topic how they sound or look. drawings/ cartoons Sequences events correctly Code switches if necessary Spells familiar words correctly, using a Uses appropriate vocabulary Text from the textbook or reader/s or personal dictionary Gives other learners a chance to speak Uses appropriate grammar, spelling and Teacher’s Resource File (TRF) Working with sentences Listens to them punctuation Pre-reading: read and discuss title and Builds on understanding and use of Corrects spelling using a dictionary and Gives a factual / descriptive recount look at pictures / diagrams / maps simple tenses redrafts Recounts a recent event Uses reading strategies e.g. for general Builds on use of modals: savoir to show Tells events in sequence idea, uses contextual clues to find Records words and their meanings in ability, pouvoir to ask for permission, meaning a personal dictionary uses devoir to show necessity Practises Listening and Speaking for Identifies main facts Writes sentences using the words or Uses regular forms of the verb e.g. Je enrichment explanations to show the meaning, etc. Explains meaning of unfamiliar words marche / J’ai marché. (Choose one for daily practice) Answers questions about the text Uses adverbs of time (demain, hier) Performs a short poem or rhyme/or part of a short story Practises reading Vocabulary in context Reads aloud striving towards appropriate Words taken from shared or individually Plays a simple language game pronunciation, fluency, and expression read texts Gives and follows simple instructions / directions Reflects on texts read during independent/pair reading 50

GRADE 5 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Tells own news Shares opinions on the text Relates text to own life 5-6 Listens to a story with dialogue Reads a story. Writes a simple description of people Working with words Writes at least one paragraph Builds on phonic knowledge to spell (Choose from fiction/traditional Text from the textbook or reader/s or Writes creatively words e.g. builds word families based on stories/personal accounts/adventure/ Teacher’s Resource File (TRF) how they sound or look. Pre-reading: predicts from title and Uses appropriate adjectives /real life stories/ Spells familiar words correctly, using a pictures Uses simple tenses Text from the textbook or Teacher’s personal dictionary Uses reading strategies e.g. makes Writes a short message Resource File (TRF) predictions, uses contextual clues to Working with sentences Organises information Uses an oral description to identify find meaning, reads to find detail Builds on use of prepositions that show people in the story Uses correct format e.g. salutation, date, position (sur, sous, au-dessus) Answers questions about the story etc. Expresses feelings and opinions about Uses connectors to show addition: et and the story Reads social texts e.g. invitations Constructs sentences correctly sequence (puis, avant) Answers oral questions about the story Discusses purpose of text Writes a paragraph Capital letters for proper nouns, for titles Uses a dictionary to find meaning of new and initials of people Describes an event Role play: familiar situations words Participates in dialogue Uses connectors Vocabulary in context Practises reading Checks spelling and punctuation Words taken from shared or individually Includes relevant information Reads aloud with appropriate read texts Uses correct tense Records words and their meanings in pronunciation, fluency, and expression Compound words e.g. un taille-crayon Practises Listening and Speaking for a personal dictionary Reflects on texts read during Writes sentences using the words or enrichment independent/pair reading explanations to show the meaning, etc. (Choose one for daily practice) Uses words to express feelings about the Performs a short poem or rhyme text read Plays a simple language game 51

GRADE 5 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Gives and follows simple instructions / directions Tells own news 7-8 Listens to and carries out instructions Reads procedural Writes instructions within a frame Working with words e.g. for making or doing something. Uses correct specific details Builds on phonic knowledge to spell (instructions ) text Uses correct sequence, using connectors words e.g. builds word families based on Text from the textbook or Teacher’s Text from the textbook or reader/s or how they sound or look. e.g. d’abord, puis, etc. Resource File (TRF) Teacher’s Resource File (TRF) Uses the dictionary to check spelling and Uses simple tenses Responds correctly to instructions, Pre-reading: predicting from title and meanings of words Uses correct structure and format Follows sequence correctly pictures Working with sentences Uses reading strategies e.g. prediction, Records words and their meanings in Practises Listening and Speaking for Begins to use determiners such as un, contextual clues a personal dictionary enrichment deux, etc. and premier, deuxième, Discusses specific details of text Writes sentences using the words or dernier, etc. (Choose one for daily practice) Discusses sequence of instructions explanations to show the meaning, etc. Begins to use possessive pronouns (le Performs a short poem or rhyme/song mien/la mienne, le tien/la tienne, le Carries out instructions (if possible) Tells own news sien/la sienne) Does comprehension activity on the Builds on understanding and use of text (oral or written) comparative adjectives Practises reading Uses forms of the verbs être and avoir Reads aloud with appropriate Vocabulary in context pronunciation, fluency, and expression Words taken from shared or individually Reflects on texts read during read texts independent/pair reading Gives short oral review 52

GRADE 5 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Includes key points e.g. title, and / topic Gives personal opinion of text 9-10 Listens to a poem/song Reads poem/songs Writes a passage about poem/s Working with words Discusses what passage is about Builds on phonic knowledge to spell Text from the textbook or Teacher’s Text from the textbook or reader/s or words e.g. builds word families based on Resource File (TRF) Teacher’s Resource File (TRF) Records words and their meanings in how they sound or look. Talks about the poem /song (what poem Discusses the topic and main ideas in a personal dictionary Spells familiar words correctly, using a is about) the poem Writes sentences using the words or personal dictionary Relates to own experience Discusses rhyme explanations to show the meaning, etc. Working with sentences Identifies rhyme and rhythm Discusses words that begin with the same sound Uses the gender forms of some nouns Gives personal response (likes / dislikes e.g. un chien / une chienne the poem) Discusses words that imitate their sound Uses different types of adjectives Discusses comparisons e.g. “He sings Performs the poem for enrichment like a bird.”, “She is a star.” Vocabulary in context Pronounces words correctly Answers questions about the poem/s Words taken from shared or individually Shows understanding (oral or written) read texts Conveys rhythm Practises reading Reads aloud with appropriate expression, showing understanding Uses good pronunciation, phrasing and tempo Reflects on texts read during independent/pair reading 53

GRADE 5 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Compares e.g. stories / texts / poems / songs read GRADE 5 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 1-2 Listens to a story Reads a story Writes a simple paragraph with a Working with words frame Uses the dictionary to check spelling and (Choose from fiction/traditional Text from the textbook or reader/s or Writes an appropriate opening sentence meanings of words stories/personal accounts/) Teacher’s Resource File (TRF) Writes about events logically Uses knowledge of alphabetical order Pre-reading: reads with support and Text from the textbook or reader/s or and first letters of a word to find words in discusses title and looks at pictures Uses connectors (et, mais) Teacher’s Resource File (TRF) Teacher’s a dictionary. Uses reading strategies e.g. making Uses some adjectives Writes an Resource File (TRF) predictions, using contextual clues appropriate ending Working with sentences Answers questions Discusses new vocabulary Uses nouns and plurals Records words and their meanings in Answers simple questions e.g. des ciseaux, des parents Identifies sequence of events, setting a personal dictionary Takes part in a conversation on a and characters Builds on use of adjectives before nouns Writes sentences using the words or Uses a dictionary e.g. le petit chien familiar topic, code-switching if explanations to show the meaning, etc. necessary Does comprehension activity on the Vocabulary in context Words taken from shared or individually 54

GRADE 5 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Asks and answers question read texts text (oral or written) Respects other learners by listening to them Practises reading Reads aloud with appropriate pronunciation, fluency, and expression Reflects on texts read during independent/pair reading Discusses a short story 3-4 Listens to information text e.g. oral Reads information text with visuals Writes a short description of objects / Working with words description/s of object/s/ plants / animals e.g. charts / tables / diagrams/ mind plants / animals / places using a frame Spells familiar words correctly, using a personal dictionary / places maps/ maps / pictures / graphs / (3-4 sentences) Uses the frame correctly Uses knowledge of alphabetical order Text from the textbook or Teacher’s photographs/ drawings / cartoons and first letters of a word to find words in Includes specific details Resource File (TRF) Text from the textbook or reader/s or a dictionary. Identifies the object/s Uses correct determiners Teacher’s Resource File (TRF) Working with sentences Describes what it/they are used for Uses relevant vocabulary Pre-reading: predicting from title and Builds on understanding and use of Draw and label it pictures/visuals Punctuation is correct future tense Uses reading strategies Records words and their meanings in Present of reflexives to describe regular Practises Listening and Speaking Reads for specific information e.g. a personal dictionary actions e.g. Je me brosse les dents tous (Choose one for daily practice) timetables or schedules les jours. Writes sentences using the words or Performs a short poem or rhyme Answers questions on text and visuals Extends use of forms of the verbs être explanations to show the meaning, etc. Plays a simple language game and avoir Does comprehension activity on the Gives and follows simple instructions / e.g. J’ai mal à la tête/J’ai dix ans/Je suis directions text (oral or written) grand/Je suis journaliste/Je suis d’accord Tells own news Practises reading Begins to use prepositions that show 55

GRADE 5 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Tells of own related experiences Reads aloud with appropriate direction (à, vers), time (à, pendant), pronunciation, fluency, and expression possession (à, de) Reflects on texts read during Vocabulary in context independent/pair reading Words taken from shared or individually Retells a text read read texts 5-6 Takes part in a conversation about a Reads stories. Writes a passage using a frame Working with words familiar topic (e. g. Role models ) Writes at least two paragraphs in a frame Uses the dictionary to check spelling and Text from the textbook or reader/s or Asks and answers simple questions on Links paragraphs using connectors meanings of words Teacher’s Resource File (TRF) the topic Uses new vocabulary and punctuation Breaks long words into smaller chunks Pre-reading: predicts from title and Code switches if necessary pictures learnt e.g. gar-çon; a-ni-mal Gives other learners a chance to speak Uses appropriate grammar, spelling, Working with sentences Reads for detail and uses contextual Listens to them clues to find information punctuation and spaces between Uses different types of adjectives paragraphs Identifies and comments on the message Understands and uses verbs to describe Gives a factual / descriptive recount Uses the dictionary to check spelling and Understands the vocabulary actions Recounts a recent event meanings of words Tells events in sequence Answers questions on the story Vocabulary in context Records words and their meanings in Words taken from shared or individually Retells story in own words (oral or Practises Listening and Speaking for writing) a personal dictionary read texts enrichment Writes sentences using the words or Does comprehension activity on the explanations to show the meaning, etc. (Choose one for daily practice) text (oral or written) Performs a short poem or rhyme/or part of a short story Practises reading Plays a simple language game Reads aloud with appropriate pronunciation, fluency, and expression Gives and follows simple instructions / directions 56

GRADE 5 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Tells own news Diagram or table about the story 7-8 Listens to and responds to oral Reads procedural (instructions) text Writes a recipe using a frame Working with words instructions e.g. a recipe or instructions for making or Spells familiar words correctly, using a Text from the textbook or Teacher’s Text from the textbook or reader/s or personal dictionary doing something Resource File (TRF) Teacher’s Resource File (TRF) Follows Words starting with selected letters Text from the textbook or reader/s or Uses the frame correctly the instructions Includes list of ingredients Working with sentences Shows understanding of command words Teacher’s Resource File (TRF) Includes method in correct sequence Uses adverbs of place (ici, là, là-bas) Pre-reading: predicting from title and Role plays familiar situations e.g. giving pictures Uses appropriate vocabulary Begins to use adverbs of degree (très, instructions vraiment, presque, trop) Uses reading strategies Records words and their meanings in Future tense e.g. Je le verrai demain./Je Gives at least 2 directions / instructions Answers questions on the text in the correct sequence a personal dictionary vais le voir demain. Follows the instructions correctly Uses appropriate language / vocabulary Writes sentences using the words or Begins to use connectors to show and gestures e.g. direction words, the Does comprehension activity on the explanations to show the meaning, etc. contrast (mais), reason (parce que) and command form of the verb text (oral or written) purpose (pour). Uses question marks Practises Listening and Speaking for Practises reading Uses exclamation marks enrichment Reads aloud with appropriate pronunciation, fluency, and expression Vocabulary in context (Choose one for daily practice) Words taken from shared or individually Performs a short poem or rhyme or part Reflects on texts read during read texts of a story independent/pair reading Plays a simple language game Compares texts read Gives and follows simple instructions / 57

GRADE 5 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions directions 9-10 FORMAL ASSESSMENT GRADE 5 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 1-2 Listens to oral description of places / Reads a story Rewrites the a paragraph/passage in Working with words people own words, using a frame Spells familiar words correctly, using a (Choose from contemporary realistic Text from the textbook or reader/s or Uses the simple tenses personal dictionary fiction/traditional stories/personal Teacher’s Resource File (TRF) Identifies the main events Words starting with selected letters accounts/adventure/funny/fantasy/real Identifies places/people Tells the events in the correct order Working with sentences life stories/historical fiction) Notes relevant information from a story Uses appropriate grammar, spelling, Understands and uses nouns e.g. on a chart / table Text from the textbook or reader/s or punctuation and spaces between Builds on use of personal pronouns (je, Teacher’s Resource File (TRF) paragraphs tu, il, elle, nous, ils) Listens to and gives personal Pre-reading: predicts from title and Builds on understanding and use of recounts Records words and their meanings in pictures adjectives Recalls own experiences a personal dictionary Answers questions about what happened Understands the features of the text Builds on use of subject verb concord Writes sentences using the words or first, second, etc. Uses reading strategies e.g. uses e.g. Tu aimes / Les filles aiment... explanations to show the meaning, etc. 58

GRADE 5 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions contextual clues to determine meaning, Uses forms of the verb Practises Listening and Speaking makes inferences Builds on the use of question marks (Choose one for daily practice) Answers questions about the story Builds on the use of exclamation marks Performs a short poem or rhyme or song Identifies characters or part of a short story Vocabulary in context Plays a simple language game Does comprehension activity on the Words taken from shared or individually read texts Gives and follows simple instructions / text (oral or written) directions Practises reading Tells own news Reads aloud with appropriate pronunciation, fluency and expression Reads a short paragraph Discusses main idea and specific details Reflects on texts read during independent/pair reading Discussion on text studied 3-4 Talks about a familiar topic with Reads information texts with visuals Draws/completes and labels simple Working with words preparation e.g. charts/tables/ diagrams/ mind maps / visual texts e.g. charts/tables/ diagrams/ Uses the dictionary to check spelling and Plans and prepares important points meanings of words maps / pictures / graphs / photographs / mind maps/ maps/pictures/graphs/ Says at least 3 sentences on the topic Words starting with selected letters drawings / cartoons photographs/drawings/ cartoons Answers questions Working with sentences Text from the textbook or reader/s or Text from the textbook or Teacher’s Understands uses of the noun Practises Listening and Speaking Teacher’s Resource File (TRF) Resource File (TRF) Begins to use determiners such un, (Choose one for daily practice) Pre-reading: focuses on important details Uses information from a visual or written deux, etc. and premier, deuxième, Performs a short poem or rhyme or song Discusses main information given text dernier, etc. or part of the story Selects relevant details to answer Organises information 59

GRADE 5 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Plays a simple language game questions gives information Begins to use pronouns Gives and follows simple instructions / Uses different types of adjectives Does comprehension activity on the Makes a mind map summary of a directions text (oral or written) short text Vocabulary in context Tells own news Words taken from shared or individually Identifies at least three main points Practises reading read texts Reads aloud with appropriate Records words and their meanings in pronunciation, fluency and expression a personal dictionary Reflects on texts read during Writes sentences using the words or explanations to show the meaning, etc. independent/pair reading Retells a text in about 3 sentences. 5-6 Listens to stories Reads a story Writes a simple story in a frame Working with words Writes a story Spells familiar words correctly, using a (Choose from contemporary realistic Text from the textbook or reader/s or Story has a beginning, a middle and an personal dictionary fiction/traditional stories/personal Teacher’s Resource File (TRF) ending Words starting with selected letters. accounts/adventure/funny/fantasy/real Discusses characters Answers questions about story Records words and their meanings in Working with sentences life stories/historical fiction) Identifies the moral/main message of the a personal dictionary Analyses simple sentences into subject, Text from the textbook or reader/s or verb, object story Writes sentences using the words or Teacher’s Resource File (TRF) explanations to show the meaning, etc. Begins to use connectors (si, puis) Understands stories, answering Does comprehension activity on the Develops use of direct speech. questions text (oral or written) Begins to recognise and use reported Expresses own opinion Reads poem/s or song/s speech. Retells the story Discusses topic and main idea Vocabulary in context Refers to main characters Practises reading Words taken from shared or individually Retelling of story in own words Reads aloud with appropriate read texts Uses tenses introduced in previous 60

GRADE 5 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions grades pronunciation, fluency and expression Reflects on texts read during independent/pair reading Relates texts to own life 7-8 Takes part in a conversation on a Reads procedural text e.g. instructions Writes on an information text Working with words familiar topic (e.g. the weather) Text from the textbook or reader/s or previously used Spells familiar words correctly, using a Asks and answers questions Writes one to two paragraphs personal dictionary Teacher’s Resource File (TRF) Respects other learners by listening to Finds specific details Organises information logically Words starting with selected letters them Interprets visuals Uses the dictionary to check spelling and Working with sentences Code switches if necessary Discusses the sequence meanings of words Develops understanding and use of Uses the writing process with support connecting Practises Listening and Speaking Practises reading Understands and uses reported speech. (Choose one for daily practice) Reads aloud with appropriate Records words and their meanings in pronunciation, fluency and expression Understands and uses negative forms Performs a short poem or rhyme or song a personal dictionary or a part of a story Writes sentences using the words or Vocabulary in context Does comprehension activity on the Plays a simple language game explanations to show the meaning, etc. Words taken from shared or individually text (oral or written) Gives and follows simple instructions / read texts directions Tells own news 9-10 Takes part in a conversation on a Reads a text Writes a short dialogue/ using a frame Working with words familiar topic Selects appropriate characters Uses the dictionary to check spelling and Text from the textbook or reader/s or Asks and answers questions Organises the dialogue logically meanings of words Teacher’s Resource File (TRF) Respects other learners by listening to Uses direct speech Reinforces plural forms Pre-reading: predicting from title 61

GRADE 5 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions them Uses reading strategies with support Uses an informal style of writing Working with sentences Code switches if necessary Identifies the story-line Uses appropriate punctuation e.g. colon, Uses the gender forms of some nouns Asks and answers more complex Discusses characters, setting exclamation and question mark e.g. un chien / une chienne questions e.g. What would you do…? Does comprehension activity on the Uses writing process Revises un/une/des and le/la/l’/les with text (oral or written) nouns. Performs simple role plays Records words and their meanings in Uses regular forms of the verb e.g. je Text from the textbook or reader/s or Practises reading a personal dictionary marche / J’ai marché Reads aloud with expression, showing Writes sentences using the words or Teacher’s Resource File (TRF) Builds on understanding tenses understanding of the text explanations to show the meaning, etc. Develops sensible story line Reads aloud using proper pronunciation, Revises use of connectors to show Pronounces words audibly and correctly choice e.g. soit…soit… pacing and volume. Practises Listening and Speaking for Vocabulary in context Reflects on texts read independently enrichment Compares texts read Words taken from shared or individually read texts (Choose one for daily practice) Performs a short poem or rhyme or song or a part of a story Plays a simple language game Gives and follows simple instructions / directions Tells own news 62

GRADE 5 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 1-2 Listens to a story Reads a story or poem or song Writes a recount of events Working with words Spells familiar words correctly, using a (Choose from /traditional stories/personal Text from the textbook or reader/s or Relates event personal dictionary accounts/adventure / real life stories / Teacher’s Resource File (TRF) Writes a simple story / paragraph / Words ending in selecting letters historical fiction) Pre-reading: predicts from the title and passage in a frame pictures Working with sentences Text from the textbook or reader/s or Uses story structure Uses reading strategies e.g. uses Understands and uses nouns e.g. une Teacher’s Resource File (TRF) Links sentences into a coherent contextual clues to find the meaning of craie Understands stories paragraph using pronouns, connectors new words Builds on use of personal pronouns (je, and correct punctuation Answers questions Discusses main idea and other details. tu, il, elle, nous, ils) Uses correct tense Asks relevant questions and responds to Identifies the sequence of events Uses different types of adjectives Uses the dictionary to check spelling and questions Identifies the setting and characters Builds on use of subject verb concord meanings of words Answers and begins to ask some more Answers simple question and begins to Uses the following writing process with e.g. Tu aimes / Les filles aiment… complex questions e.g. Why couldn’t ask some more complex questions e.g. support …? What…?; How do you think …? Vocabulary in context Why couldn’t …?; Records words and their meanings in Words taken from shared or individually What…?; How do you think …? read texts a personal dictionary Does comprehension activity on the Writes sentences using the words or explanations to show the meaning, etc. text (oral or written) Practises reading Reads aloud with appropriate pronunciation, fluency and expression Reflects on texts read during independent/pair reading Discusses texts studied 63

GRADE 5 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 3-4 Participates in discussion Reads text Writes information text using a frame Working with words Discusses familiar topics Selects a relevant topic Uses the dictionary to check spelling and Text from the textbook or reader/s or Takes turns, shows respect for others, Includes relevant information meanings of words Teacher’s Resource File (TRF) respects others opinions Uses the following writing process with Words with long and short vowel sounds: Pre-reading: predicts what text is about by previewing it support Practises Listening and Speaking Working with sentences Answers questions Uses the dictionary to check spelling Uses nouns (Choose one for daily practice) Performs a short poem or rhyme or song Discusses main ideas and specific and meanings of words Builds on use of pronouns details Builds on use of adjectives Plays a simple language game Designs a poster Gives and follows simple instructions / Does comprehension activity on the Includes relevant information Vocabulary in context directions text (oral or written) Includes a picture Words taken from shared or individually Tells own news Uses print sizes effectively read texts Practises reading Reads aloud with appropriate Presents neat, legible, final draft pronunciation, fluency and expression Records words and their meanings in Reads and understands a poster a personal dictionary Pre-reading: discusses pictures Writes sentences using the words or Interprets the information explanations to show the meaning, etc. Discusses the text 5-6 Listens to a story Reads a story Writes a recount of events in a frame Working with words Relates events in sequence Spells familiar words correctly, using a (Choose from traditional stories/personal Text from the textbook or reader/s or Uses appropriate grammar, vocabulary, personal dictionary accounts//real life stories/historical Teacher’s Resource File (TRF) spelling and information. Singular and plural forms of nouns fiction) Pre-reading: predicts from the title and pictures Uses the writing process with support Working with sentences Text from the textbook or reader/s or Uses reading strategies e.g. uses Uses the dictionary to check spelling 64

GRADE 5 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions contextual clues to find the meaning of Builds on understanding tenses Teacher’s Resource File (TRF) and meanings of words new words Builds on use of modals: savoir to show Identifies plot, characters and actions Discusses main idea and other details. Records words and their meanings in ability, pouvoir to ask for permission Answers questions a personal dictionary Identifies the sequence of events Uses adverbs of time (demain, hier) Writes sentences using the words or Tells same story in own words with Identifies the setting and characters Begins to use prepositions that show explanations to show the meaning, etc. direction (à), time (à, pendant), support Answers and begins to ask some more complex questions e.g. Why couldn’t possession (à, de) Sequence of story makes sense …? What…? How do you think …? Vocabulary in context Practises Listening and Speaking Reads poem/s Words taken from shared or individually (Choose one for daily practice) read texts Pre-reading: predicts from title and Performs a short poem or rhyme or song pictures Plays a simple language game Uses reading strategies e.g. uses Gives and follows simple instructions / contextual clues directions Answers questions about the poem Tells own news Expresses feelings stimulated by the Recalls events or experiences in the right poem sequence Discusses rhyme, words that begin with the same sounds and comparisons Practises reading Reads aloud with appropriate pronunciation, fluency and expression 7-8 Takes part in a conversation Designs a poster Working with words Asks and answers questions Includes relevant information Uses the dictionary to check spelling and Respects other learners Includes a picture meanings of words Listens to them and encourages them to singular and plural forms of nouns 65

GRADE 5 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions speak Uses print sizes effectively Working with sentences Code switches if necessary Presents neat, legible, final draft Develops use of connectors Practises Listening and Speaking Writes information text using a frame Uses adverbs of manner (vite, lentement) Selects appropriate information (Choose one for daily practice) Vocabulary in context Performs a short poem or rhyme or song Writes one to two paragraphs Words taken from shared or Plays a simple language game Uses correct spelling and punctuation individually read texts Gives and follows simple instructions / Uses connectors directions Uses the writing process with support Tells own news 9-10 FORMAL ASSESSMENT 3.5.3 GRADE 6 GRADE 6 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 1-2 Listens to a short story Reads a short story Writes a paragraph with support Working with words Uses a frame Spells familiar words correctly, using a (Choose from contemporary realistic (Choose from contemporary realistic 66

GRADE 6 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Writes an appropriate opening personal dictionary fiction/traditional stories/personal fiction/traditional stories/personal sentence with support Builds on phonic knowledge to spell accounts/adventure/ funny/fantasy/real accounts/adventure/funny / fantasy/real Uses connectors words e.g. builds word families based on life stories/historical fiction) life stories/historical fiction) how they sound or look. Writes an appropriate ending with Text from the textbook or reader/s or Text from the textbook or reader/s or support Builds on knowledge of sight words and Uses appropriate grammar, high frequency words Teacher’s Resource File (TRF) Teacher’s Resource File (TRF) Answers questions to show Pre-reading with support: predicts from vocabulary, spelling and Working with sentences understanding title and pictures punctuation Understands and uses countable nouns Gives a personal response to the story Uses reading strategies e.g. making Uses the writing process with e.g. un livre / des livres predictions, uses phonic and Builds on use of personal pronouns (je, Practises Listening and Speaking for support contextual clues tu, il, elle, nous, ils) enrichment Brainstorms ideas Discusses new vocabulary from the read Builds on use of subject verb concord e.g. Writes a first draft (Choose one for daily practice) text Tu aimes / Les filles aiment… Revises Performs a poem Discusses the title, and where the story Builds on understanding and use of takes place (setting) Edits Plays a language game tenses Answers simple questions on the story Writes final draft Gives and follows instructions / directions Presents neat, legible final draft Vocabulary in context Discusses a topic Practises reading Words taken from shared or individually Reads aloud with appropriate Records words and their meanings in read texts pronunciation, fluency and expression a personal dictionary Writes sentences using the words or explanations to show the meaning, etc. 3-4 Sustains a conversation on a familiar Reads a simple descriptive / narrative Writes a simple personal note or Working with words topic (e.g. Body and Health) recount message Uses the dictionary to check spelling and Asks and answers questions Reinforces the features of a personal meanings of words Text from the textbook or reader/s or 67

GRADE 6 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Respects other learners by listening to note / message Uses knowledge of alphabetical order Teacher’s Resource File (TRF) them Uses a frame and first letters of a word to find words in Pre-reading with support : predicts from a dictionary. Practises Listening and Speaking for title and pictures Directs message at appropriate person Breaks long words into smaller chunks enrichment Uses reading strategies e.g. making Edits own writing with support by e.g. gar-çon; a-ni-mal predictions, uses pictures / phonic and correcting grammar, punctuation and (Choose one for daily practice) contextual clues spelling errors Working with sentences Performs a poem Discusses new vocabulary from the read Revises un/une/des and le/la/l’/les with Uses the writing process with Plays a language game text nouns. support Discusses a familiar topic Answers simple questions on text Builds on understanding and use of Brainstorms ideas tenses Does comprehension activity on the Writes a first draft Builds on the use of adverbs and text (oral or written) Revises adjectives Reflects on texts read during Edits Vocabulary in context independent/pair reading Writes final draft Words taken from shared or individually Shares opinions on the text Presents neat, legible final draft read texts Records words and their meanings in a personal dictionary Writes sentences using the words or explanations to show the meaning, etc. 5-6 Listens to a story Reads a text Writes for personal reflection e.g. a Working with words diary using a frame Spells familiar words correctly, using a (Choose from contemporary realistic (Choose from contemporary /traditional Introduce and discuss the features of personal dictionary fiction/traditional stories/personal stories/personal accounts/adventure/real the diary Uses knowledge of alphabetical order accounts/adventure//real life stories) life stories) e.g. a diary/diary entries and first letters of a word to find words in Uses the frame 68

GRADE 6 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Uses an informal style a dictionary. Text from the textbook or reader/s or Text from the textbook or reader/s or Tells the events in order Teacher’s Resource File (TRF) Teacher’s Resource File (TRF) Working with sentences Pre-reading with support: predicts from Uses connectors Builds on use of personal pronoun ( je, tu, Summarises story with support in a title and pictures Uses appropriate grammar, spelling, il, elle, nous, ils) frame Uses reading strategies with support e.g. punctuation Understands and uses verbs to describe Understands basic questions makes predictions, uses phonic and actions Records words and their meanings in Practises Listening and Speaking for contextual clues Builds on use of prepositions that show a personal dictionary enrichment Discusses new vocabulary from the read position (sur, sous, au-dessous) Writes sentences using the words or text Uses connectors to show addition: et and (Choose one for daily practice) explanations to show the meaning, Answers questions on text etc. sequence: (puis, avant) Performs a poem or a part of a story Uses question forms (qui, qu’est-ce que, Plays a language game Practises reading quand, quel, pourquoi, comment) Discusses a familiar topic Reads aloud with appropriate pronunciation, fluency, pacing and Capital letters for proper nouns, for titles expression and initials of people Reflects on texts read during Vocabulary in context Words taken from shared or individually independent/pair reading read texts Discusses own feelings 7-8 Listens to and discusses basic Reads procedural text e.g. instructions Completes visual text e.g. diagrams / Working with words instructions pictures / graphs / photographs Uses the dictionary to check spelling and with visuals e.g. diagrams / pictures / Responds physically to simple meanings of words graphs / photographs / drawings /drawings instructions Adds correct labels The letter C can be pronounced in one of Text from the textbook or reader/s or two ways: Uses connectors Includes relevant information  1. Soft pronunciation - In front of Uses the correct order Teacher’s Resource File (TRF) an E, I, or Y the C is pronounced like an Uses key words Pre-reading with support: predicts from S: listen Practises Listening and Speaking for  2. Hard pronunciation - In front of 69

GRADE 6 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions title, pictures and headings an A, O, U, or a consonant, C is prounced enrichment Records words and their meanings in like a K Uses reading strategies with support (Choose one for daily practice) a personal dictionary Discusses some visual features Working with sentences Performs a poem or song or a part of a Writes sentences using the words or Interprets information in the visual text Uses the command form of the verb story explanations to show the meaning, Follows instructions etc. Begins to use determiners such as un, Plays a language game deux, etc. and premier, deuxième, Practises reading Gives and follows instructions / directions dernier. Reads aloud with appropriate Discusses a topic Uses of the different negative forms pronunciation, fluency, pacing and expression e.g. Je n'ai jamais rien dit Ils ne mangent plus rien. Does comprehension activity on the Uses “devoir” to show necessity text (oral or written) Begins to use prepositions that show Does a word puzzle for enrichment direction (à), time (à, pendant), Uses relevant vocabulary possession (à, de) Spells words correctly Explains meanings of words/uses them Understands and uses negative forms in a sentence Vocabulary in context Words taken from shared or individually read texts Synonyms (words that are similar in meaning e.g. un ami / un copain) 70

GRADE 6 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 9-10 Listens to poems/songs Reads poems Writes a description of a person / an Working with words object / animal / plant / place Spells familiar words correctly, using a Text from the textbook or Teacher’s Text from the textbook or Teacher’s Selects appropriate content personal dictionary Resource File (TRF) Resource File (TRF) Uses an oral description to identify Discusses topic and main idea Focuses on physical description Working with sentences people or objects Understands in a simple way some Writes creatively, using adjectives and Understands and uses of the possessive elements of poetry e.g. rhyme, adverbs form of the noun e.g. les yeux de Sylvie Plays a language game for enrichment alliteration Edits own writing, correcting spelling Uses different types of adjectives Gives and follows instructions correctly Discusses new vocabulary from the read errors Builds on the uses of tenses Takes turns text Records words and their meanings in Vocabulary in context Completes the game in the time Uses a dictionary allocated a personal dictionary Words taken from shared or individually Does comprehension activity on the Writes sentences using the words or read texts explanations to show the meaning, Compound words e.g. un taille-crayon text (oral or written) etc. Practises reading Reads aloud with appropriate Uses the writing process with support pronunciation, fluency and expression Brainstorms ideas Writes a first draft Revises Edits Writes final draft Presents neat, legible final draft 71

GRADE 6 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 1-2 Listens to a story Reads a story Writes a simple story using a frame Working with words Uses story structure as a frame Spells familiar words correctly, using a (Choose from contemporary realistic Text from the textbook or reader/s or Writes an appropriate opening sentence personal dictionary fiction/traditional stories/personal Teacher’s Resource File (TRF) Pre-reading: reads and discusses title Uses connectors Working with sentences accounts/adventure/ funny/fantasy/real and looks at pictures Uses some adjectives Understands and uses uncountable life stories/historical fiction) Uses reading strategies e.g. makes Writes an appropriate ending nouns e.g. des vacances / des bagages Text from the textbook or reader/s or predictions, using contextual clues Stays on the topic Builds on use of demonstrative pronouns Teacher’s Resource File (TRF) Discusses new vocabulary (celui-ci, celui-là, ceux-ci, ceux-là) Links sentences into a coherent Answers literal questions Identifies sequence of events, setting paragraph using pronouns, connectors Builds on use of adjectives before nouns Notes relevant information and characters (e.g. describes and correct punctuation e.g. le petit chien Tells and retells stories characters’ feelings, and talks about Uses appropriate grammar, spelling and Begins to use irregular forms of some reasons for their actions) punctuation verbs e.g. je prends, nous prenons Practises Listening and Speaking for Builds on understanding and use of Expresses cause and effect Uses the dictionary to check spelling and enrichment Uses a dictionary meanings of words present tense (Choose one for daily practice) Begins to use “je dois”, “je devrais” and Does comprehension activity on the Writes a paragraph to express and Performs a poem “il faut” to show obligation. text (oral or written) explain an opinion Plays a language game Vocabulary in context Writes 2 to 3 sentences Gives and follows instructions / directions Practises reading Words taken from shared or individually Selects relevant information Reads aloud with appropriate read texts Discusses a topic pronunciation, fluency and expression Gives own personal opinion Explains sensibly Reflects on texts read during independent/pair reading Records words and their meanings in Gives opinions and relates books to own a personal dictionary 72

GRADE 6 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions life Writes sentences using the words or explanations to show the meaning, etc. Uses the writing process with support Brainstorms ideas Writes a first draft Revises Edits Writes final draft Presents neat, legible final draft 3-4 Listens to oral descriptions of objects/ Reads information texts e.g. from other Writes a Working with words animals/ plants/ places subjects. description/paragraph/sentences of Uses the dictionary to check spelling and meanings of words Text from the textbook or Teacher’s Text from the textbook or Teacher’s objects / animals/plants/places Includes relevant, specific details Reinforce singular and plural forms Resource File (TRF) Resource File (TRF) Identifies what it is Pre-reading: discusses the topic with Describes physical appearance Working with sentences Describes what it is for support and revises key vocabulary Uses correct determiners Uses nouns that have only plurals e.g. Reads a paragraph and identifies main Uses relevant vocabulary des ciseaux, des vacances Distinguishes parts from the whole idea and topic sentence Punctuation is correct Begins to use possessive pronouns (le Draws and label it Answers questions on text and visuals mien/la mienne, le tien/la tienne, le Uses vocabulary relating to other Drafts writing, gets feedback, edits and e.g. graphs, diagrams, tables sien/la sienne) subjects rewrites Uses different types of adjectives Reflects on texts read during Designs, draws and labels visual text Practises Listening and Speaking Uses adverbs of manner (vite, independent/pair reading e.g. charts/tables/ diagrams/ mind maps/ lentement) (Choose one for daily practice) Summarises what they have read in a Develops understanding and use of Performs a poem maps/pictures/graphs/ plans few sentences connectors showing addition, sequence Uses information from a written or visual Plays a language game 73

GRADE 6 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Gives and follows instructions / directions text and contrast. Discusses a topic Includes specific details Vocabulary in context Uses key words and phrases Words taken from shared or individually Uses appropriate vocabulary read texts Records words and their meanings in a personal dictionary Writes sentences using the words or explanations to show the meaning, etc. Uses the writing process with support Brainstorms ideas Writes a first draft Revises Edits Writes final draft Presents neat, legible final draft 74

GRADE 6 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 5-6 Listens to a personal recount of an Reads stories Writes a simple personal letter Working with words event (Choose from contemporary realistic Introduce features of the informal letter Spells familiar words correctly, using a Identifies most important ideas and fiction/traditional stories/personal Uses a frame personal dictionary people accounts/adventure/funny/fantasy/real Uses an informal style Working with sentences Answers questions about what happened life stories/historical fiction) Writes at least two short paragraphs Uses regular forms of the verb e.g. Je first, second, etc, recounting the same marche./ J’ai marché. Text from the textbook or reader/s or Uses new vocabulary and punctuation event learnt Uses forms of the verb être and the verb Teacher’s Resource File (TRF) Role-plays some familiar situations Pre-reading: predicts with support from Uses appropriate grammar, spelling, avoir Uses appropriate language and actions title and pictures punctuation and spaces between Uses adverbs of frequency e.g. Elle Organises content sensibly Reads for detail and uses contextual paragraphs parle souvent. clues to find meaning Begins to use connectors to show Practises Listening and Speaking for Uses the writing process with support Understands the vocabulary contrast (mais), reason (parce que) and Brainstorms ideas enrichment Answers basic questions on the story purpose (pour). (e.g. message and setting) Writes a first draft (Choose one for daily practice) Vocabulary in context Practises reading Revises Performs a poem Words taken from shared or individually Reads aloud with appropriate Edits Plays a language game read texts pronunciation, fluency and expression Writes final draft Tells or retells stories Antonyms (words that are opposite in Reads personal and social texts e.g. a Presents neat, legible final draft meaning e.g. fort/doux) personal diary or letter Records words and their meanings in Comments on main ideas Reads for detail and notices informal a personal dictionary style Writes sentences using the words or Comments on format and salutation explanations to show the meaning, etc. Reflects on texts read during independent/pair reading Relates reading to own life 75

GRADE 6 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 7-8 Carries out a class survey e.g. Reads information text with visuals Develops a simple questionnaire Working with words interviews class mates, recording e.g. timetables and television Writes questions clearly Uses the dictionary to check spelling and Leaves space for answers meanings of words responses on a chart or graph schedules/charts/tables/ diagrams/mind Asks and answers questions Uses the question form correctly Words with nasal vowels: e.g. un bon vin maps/maps/pictures/graphs Handles interviews politely Writes a paragraph to express and Working with sentences Text from the textbook or reader/s or Records information accurately Extends use of the verbs être and avoir Teacher’s Resource File (TRF) explain an opinion Uses the structure correctly Writes 3-4 sentences with support Builds on understanding and use of Pre-reading: discusses the topic and Uses key words and phrases future tense revises key vocabulary Selects relevant information Begins to use “je dois”, “je devrais” and Sustains a conversation on a familiar Reads a paragraph and identifies main Gives own personal opinion “il faut” to show obligation. idea and topic sentence Explains sensibly topic for enrichment Begins to use adverbs Answers questions on text and visuals Listens to and gives other learners a Uses the writing process with support chance to speak Scans for specific information Vocabulary in context Brainstorms ideas Asks and answers questions Words taken from shared or individually Does comprehension activity on the Writes a first draft read texts Gives an opinion e.g. Why do you text (oral or written) Revises Antonyms (words that are opposite in think…? Practises reading Edits meaning e.g. fort/doux) Reads aloud with appropriate Writes final draft pronunciation, fluency and expression Presents neat, legible final draft Solves word puzzles for enrichment Records words and their meanings in Uses relevant vocabulary a personal dictionary Spells words correctly Writes sentences using the words or Explains meanings of words/uses them explanations to show the meaning, etc. in a sentence Uses a dictionary Reflects on texts read during 76

GRADE 6 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions independent/pair reading Compares books and texts read 9-10 FORMAL ASSESSMENT GRADE 6 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 1-2 Listens to oral descriptions of Reads a story Writes diary entries Working with words places/animals/ plants /objects/etc Selects appropriate content for the topic Spells familiar words correctly, using a Text from the textbook or reader/s or Uses the appropriate structure as a personal dictionary Text from the textbook or reader/s or Teacher’s Resource File (TRF) frame Add s to form most plurals Teacher’s Resource File (TRF) Pre-reading: predicts from title and pictures Tells the events in the correct order Identifies places Working with sentences Describes the features of the text Uses connectors Builds on use of proper nouns e.g. with Notes relevant information e.g. on a chart Uses reading strategies e.g. uses Uses appropriate grammar, spelling, capital letter / table contextual clues to determine meaning, punctuation and spaces between Builds on the use of tenses Identifies similarities and differences paragraphs makes inferences Uses futur simple to indicate something Practises Listening and Speaking for that will happen e.g. Il y aura un orage Uses the writing process with support 77

GRADE 6 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Answers questions about the story Brainstorms ideas aujourd’hui. enrichment Identifies and discusses the setting and Writes a first draft Begins to use connectors to show cause- (Choose one for daily practice) characters and-effect (pour que) Revises Performs a poem Describes cause and effect in a story e.g. Edits Vocabulary in context Plays a language game What happened when…? Or Why do Writes final draft Words taken from shared or individually Gives and follows instructions / directions you think ... happened? Presents neat, legible final draft read texts Recounts experiences or events in the Reads simple personal letters for Synonyms (words that are similar in right sequence, using connectors Records words and their meanings in enrichment meaning e.g. un ami / un copain) a personal dictionary Identifies main ideas Writes sentences using the words or Answers literal questions explanations to show the meaning, etc. Identifies features of text e.g. date, salutation 3-4 Listens to a simple talk on an issue Reads information texts with visuals Writes information text using visuals Working with words Asks and answers simple questions e.g. charts/tables/ diagrams/ mind maps/ e.g. charts/tables/ diagrams/ mind maps/ Uses the dictionary to check spelling and Discusses the main idea meanings of words maps/pictures/graphs. maps/ pictures/graphs Gives opinions Working with sentences Text from the textbook or reader/s or Text from the textbook or reader/s or Respects other learners by listening to Uses the gender forms of some nouns Teacher’s Resource File (TRF) Teacher’s Resource File (TRF) them e.g. un chien / une chienne Pre-reading: scans for important details Reads selected text Builds on use of adjectives before nouns Talks about an issue after preparation Asks questions Uses information from the text to draw e.g. le petit chien Selects appropriate topic and content and label visual text e.g. tables or Selects relevant details to answer Builds on use of subject verb concord Stays on topic questions charts or graphs e.g. Tu aimes / Les filles aiment… Organises content logically Makes a mind map summary of the Transfers text into graphic form e.g. Builds on the use of tenses text/selection of the text uses notes of information collected Vocabulary in context Does comprehension activity on the Transfers information into graphic form 78

GRADE 6 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions e.g. a graph or table Words taken from shared or individually text (oral or written) Analyses information read texts Practises reading Words belonging to the same lexical field Reads aloud with appropriate Writes a short report in a frame on e.g. une couverture and une page pronunciation, fluency and expression information collected belong to the lexical field un livre Evaluates with support the information Uses an appropriate structure for the report 5-6 Listens to a song/simple poems Reads poems or songs Writes a simple passage / paragraph Working with words Pre-reading: predicts from title and using the writing process with support Spells familiar words correctly, using a Text from the textbook or Teacher’s pictures Selects interesting content personal dictionary Resource File (TRF) Uses reading strategies e.g. uses Uses the story structure as a frame Shortening words e.g. une télévision / Recalls main idea contextual clues une télé Discusses central idea Uses a beginning, middle and end Answers questions about the poem Tells events in appropriate order Working with sentences Relates to own experience Expresses feelings stimulated by the Revises un/une/des and le/la/l’/les with Identifies rhyme Uses an appropriate tense and co- poem nouns. ordinates sentences with “et” and Expresses feelings stimulated by the Discusses rhyme “mais” Builds on use of personal pronouns (je, poem Discusses comparisons made in the Uses punctuation, tu, il, elle, nous, ils) Performs song/selected lines poem Uses appropriate spacing for paragraphs Uses adverbs Practises Listening and Speaking Practises reading Begins to use pronouns Uses the writing process with support (Choose one for daily practice) Reads aloud with expression, showing Brainstorms ideas using e.g. mind maps Vocabulary in context Performs a poem understanding Writes first draft Words taken from shared or individually Plays a language game Reads aloud using proper pronunciation, read texts pacing and volume. Gets feedback on content and use of Gives and follows instructions / directions grammar and vocabulary Joining prefixes or suffixes to a base Discusses a topic Reflects on texts read during word Checks spelling 79

GRADE 6 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Writes final draft independent/pair reading Relates texts to own life For enrichment: Writes for fun e.g. simple four line poem or rhyming sentences Chooses topic Writes rhyming sentences on topic Uses one comparison Records words and their meanings in a personal dictionary Writes sentences using the words or explanations to show the meaning, etc. 7-8 Listens to and carries out instructions Reads procedural text e.g. Makes a mind map / summary of a Working with words e.g. a procedure recipe/instructions (e.g. folding a paper short text with a frame Uses the dictionary to check spelling and Predicts what might come next Identifies at least three main points meanings of words box) Discusses specific details of text Organises information neatly Words which are often confused e.g. Text from the textbook or reader/s or ces/ses, mais/mes Discusses sequence of instructions Uses appropriate symbols Teacher’s Resource File (TRF) Discusses the form of the verb used /diagrams/other relevant graphic text Working with sentences Pre-reading: predicts from title and Uses appropriate vocabulary Understands and uses of the possessive Practises Listening and Speaking for headings Checks spelling form of the noun e.g. les yeux de Sylvie Interprets visuals enrichment Uses different types of adjectives Answers questions about the text Uses the dictionary to check spelling and (Choose one for daily practice) meanings of words Understands and uses verbs to describe Discusses what needs to be done Performs a poem actions Discusses sequence of instructions Uses the writing process with support Plays a language game Build on the use of tenses Follows the instructions Brainstorms ideas using e.g. mind maps 80

GRADE 6 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Gives and follows instructions / directions Writes first draft Reflects on texts read during Vocabulary in context Discusses a topic Checks spelling Words taken from shared or individually independent/pair reading Describes features of some of texts read Writes final draft read texts Records words and their meanings in a personal dictionary Writes sentences using the words or explanations to show the meaning, etc. 9-10 Participates in conversation on a Reads a role play Writes a short dialogue, using a more Working with words familiar topic ( e.g. The Weather) informal style of writing (in a frame) Uses the dictionary to check spelling and Text from the textbook or reader/s or Selects appropriate characters meanings of words Text from the textbook or reader/s or Teacher’s Resource File (TRF) Develops the conversation and action Builds on phonic knowledge to spell Teacher’s Resource File (TRF) Pre-reading predicting from title logically words e.g. builds word families based on Asks relevant questions and responds to Uses reading strategies how they sound or look. questions Uses direct speech Identifies the story-line Uses appropriate punctuation e.g. colon, Working with sentences Sustains the conversation Discusses characters, setting and action exclamation and question marks Begins to use determiners: un, deux, etc. Expresses opinions Expresses feelings stimulated by the text Uses writing process with support and premier, deuxième, dernier,etc. Respects others’ ideas Discusses features of the text especially Brainstorms ideas using mind maps Uses different types of adjectives Encourages other learners to speak the punctuation and format including those relating to temperature additional language Produces first draft Does comprehension activity on the Uses different types of adjectives Gets feedback and revises Performs simple role plays including those relating to age text (oral or written) Proofreads Uses appropriate content and language Vocabulary in context Practises reading Writes final draft Uses direct speech Words taken from shared or individually Reads aloud with expression, showing Presents neat, legible final draft with Develops sensible story line understanding of the text read texts correct spacing Uses voice and expression and gestures Reads aloud using proper pronunciation, Records words and their meanings in 81

GRADE 6 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions to convey meaning pacing and volume. a personal dictionary Pronounces words audibly and correctly Writes sentences using the words or Reflects on texts read during explanations to show the meaning, etc. independent/pair reading Presents a short oral book report with appropriate content and structure Gives own opinion GRADE 6 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 1-2 Listens to a story Reads a story Writes a simple story / passage Working with words Uses story structure as a frame Spells familiar words correctly, using a (Choose from contemporary realistic Text from the textbook or reader/s or Uses language imaginatively especially a personal dictionary fiction/traditional stories/personal Teacher’s Resource File (TRF) variety of vocabulary Builds on knowledge of sight words and accounts/adventure/funny/fantasy/real Pre-reading: predicts from the title and Links sentences into a coherent high frequency words pictures life stories/historical fiction) paragraph using pronouns, connectors Uses reading strategies: uses contextual Working with sentences and correct punctuation Text from the textbook or reader/s or clues to find the meaning of new words Understands and uses countable nouns Uses appropriate grammar, spelling and e.g.un livre/des livres Teacher’s Resource File (TRF) Discusses setting and characters 82

GRADE 6 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Asks relevant questions and responds to Discusses the sequence of events, punctuation Builds on use of demonstrative pronouns questions answering questions about what Uses correct tense consistently (celui-ci, celui-là, ceux-ci, ceux-là) Answers simple and begins to ask and happened first, second, etc. Builds on use of adjectives before nouns Uses the dictionary to check spelling and answer more complex questions e.g. Asks and answers more complex meanings of words e.g. le petit chien Why couldn’t … ?; What…? How do questions e.g. Why couldn’t … ?; Uses adverbs of time (demain, hier) you think …? What…? How do you think …? Uses the writing process with support Begins to use prepositions that show Brainstorms ideas Practises Listening and Speaking for Does comprehension activity on the direction (à), time (à, pendant), Writes a first draft possession (à, de) enrichment text (oral or written) Revises Reads personal letters (for Vocabulary in context (Choose one for daily practice) Edits Performs a poem Words taken from shared or individually enrichments) Writes final draft read texts Plays a language game Pre-reading: predicts based on skimming Presents neat, legible final draft Antonyms (words that are opposite in Gives and follows instructions/ directions the text Records words and their meanings in meaning e.g. fort/doux) Discusses a topic Uses reading strategies: uses contextual clues to find the meaning of new words a personal dictionary Identifies main idea and specific details Writes sentences using the words or explanations to show the meaning, etc. Discusses the purpose of the letter Discusses the format of the letter Practises reading Reads aloud with expression, showing understanding Reads aloud using proper pronunciation, pacing and volume 3-4 Listens to and discusses a talk Reads information text Uses information from a visual text Working with words Discusses main ideas and specific Text from the textbook or reader/s or e.g. charts/tables/ diagrams/mind maps/ Uses the dictionary to check spelling and 83

GRADE 6 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions details meanings of words Teacher’s Resource File (TRF) maps/ pictures/ graphs to write a text Records specific information on a chart Pre-reading: reads and discusses Writes two to three paragraphs Uses knowledge of alphabetical order or mind map headings and pictures and first letters of a word to find words Spelling and punctuation are correct in a dictionary. Practises Listening and Speaking for Notices the role that pictures and photographs play in constructing Writes visual information text enrichment Working with sentences meaning Makes a mind map summary of a short Begins to use possessive pronouns (le (Choose one for daily practice) text with support Answers questions about the text mien/la mienne, le tien/la tienne, le Performs a poem Organises advantages and sien/la sienne) Summarises a paragraph with support Plays a language game disadvantages into a table Builds on understanding and use of Does comprehension activity on the present tense Gives and follows instructions/ directions Uses the dictionary to check spelling and Discusses a topic text (oral or written) Uses connectors to show addition: et and meanings of words Practises reading sequence (puis, avant) Records words and their meanings in Reads aloud with appropriate Analyses simple sentences into subject, pronunciation, fluency and expression a personal dictionary verb, object e.g. Amélie - lit - son livre Writes sentences using the words or Understands and uses reported speech. Reflects on texts read during explanations to show the meaning, etc. Uses relative clauses e.g. La fille qui est independent/pair reading blonde est ma soeur. Expresses emotional response to texts Uses commas for separating nouns in a read list Relates text to own life Uses quotation marks for direct speech Vocabulary in context Words taken from shared or individually read texts 5-6 Listens to a story Reads a story Writes a book review Working with words Selects appropriate content and structure Uses the dictionary to check spelling and (Choose from fiction/traditional Text from the textbook or reader/s or 84

GRADE 6 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Expresses and explains own opinion meanings of words stories/personal accounts/adventure/ Teacher’s Resource File (TRF) Pre-reading: predicts from the title and Includes title, characters and summary Words belonging to the same lexical field funny/fantasy/real life stories/historical pictures e.g. couverture and page belong to the fiction) Writes a personal letter lexical field livre Uses reading strategies: uses contextual Selects appropriate content Text from the textbook or reader/s or clues to find the meaning of new words Working with sentences Uses a frame only if necessary Teacher’s Resource File (TRF) Discusses plot, setting and characters Uses question forms: qui, qu’est-ce que, Addresses the message correctly Asks relevant questions and responds to Discusses the sequence of events, quand, quel, pourquoi, comment questions Orders the information logically answering questions about what Develops use of connectors showing Summarises the story happened first, second, etc. Writes own name at the end reason and purpose. Answers and begins to ask and answer Asks and answers more complex Uses an informal style of writing Begins to use connectors to show choice more complex questions e.g. Why questions e.g. Why couldn’t … ?; appropriate for the purpose e.g; soit…soit….. couldn’t … ?; What…? How do you What…? How do you think …? Future tense e.g. Je le verrai demain./Je Uses the writing process think …? Expresses and explains own opinion vais le voir demain Brainstorms ideas Expresses an opinion, giving a reason for Builds on understanding and use of Does comprehension activity on the Writes a first draft it e.g. on ethical, social and critical present tense issues in a story, code switching if text (oral or written) Revises necessary Edits Vocabulary in context Reads poems Uses tenses introduced in the earlier Writes final draft Words taken from shared or individually Pre-reading: predicts from title and grades e.g. past and future read texts pictures Presents neat, legible final draft Listens to a poem/s Uses reading strategies e.g. uses Uses the dictionary to check spelling and contextual clues meanings of words Text from the textbook or Teacher’s Answers questions about the poem Records words and their meanings in Resource File (TRF) Expresses feelings stimulated by the a personal dictionary Recalls main idea poem Discusses central idea Writes sentences using the words or Discusses rhyme and alliteration explanations to show the meaning, etc. Relates to own experience Discusses comparisons made in the Identifies rhyme and words that begin poem (similes) 85

GRADE 6 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions with the same sounds (alliteration) Practises reading Identifies and discusses comparisons Reads aloud with expression, showing (e.g. similes) understanding Expresses feelings stimulated by the Reads aloud using proper pronunciation, poem pacing and volume Performs song/selected lines Practises Listening and Speaking Reflects on texts read during (Choose one for daily practice) independent/pair reading Performs a poem Does a structured book review with good oral presentation Plays a language game Gives and follows instructions/ directions Discusses a topic Recounts events or experiences in the right sequence, answering questions about what happened first, second, third, etc 7-8 Takes part in a conversation (e. g. Reads media texts e.g. magazine Writes a simple paragraph/passage Working with words Role models) article/news report. using a frame Spells familiar words correctly, using a Asks and answers questions Includes relevant information personal dictionary Text from the textbook or reader/s or Respects other learners Includes a clear main idea Uses knowledge of alphabetical order Teacher’s Resource File (TRF) and first letters of a word to find words Listens to other learners and encourages Develops information logically Pre-reading: predicts what text is about in a dictionary. 86

GRADE 6 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions them to speak by previewing it Uses connectors and organises Working with sentences Uses a range of reading strategies e.g. paragraphs properly Participates in discussion Uses devoir to show necessity skimming, scanning Uses the correct format Imagines and describes possibilities Begins to use connectors to show Answers questions Uses appropriate grammar, vocabulary, condition Uses the conditional Discusses main ideas and specific spelling and punctuation Takes turns Uses comparatives (aussi … que, plus … details que, moins... que) Respects others’ opinions Designs a poster for enrichment Discusses the layout and design of the Includes relevant information Uses question marks Encourages others to speak text Includes a picture Uses exclamation marks Practises Listening and Speaking Compares layout and design to that of Uses the correct format newspaper Vocabulary in context (Choose one for daily practice) Uses design features such as colour and Words taken from shared or individually Performs a poem Does comprehension activity on the different sizes or kinds of print (font) read texts Plays a language game text (oral or written) Presents neat, legible, final draft Compound words e.g. un taille-crayon Gives and follows instructions/directions Practises reading Uses the writing process with support Discusses a topic Reads aloud with appropriate Writes first draft pronunciation, fluency and expression Revises Reads and understands graphic Proofreads Writes final draft media text e.g. posters and Presents neat, legible final draft advertisements Pre-reading: discusses pictures Records words and their meanings in Interprets the information a personal dictionary Discusses the purpose of the text Writes sentences using the words or Discusses some of the language use explanations to show the meaning, etc. Identifies and discusses design features such as colour and different sizes or kinds of print (font) Discusses the layout 87

GRADE 6 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Compares different texts e.g. posters and advertisements Reflects on texts read during independent/pair reading Shares opinions on texts 9-10 FORMAL ASSESSMENT 88

SECTION 4: ASSESSMENT IN THE SECOND ADDITIONAL LANGUAGE 4.1 INTRODUCTION Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of learners, using various forms of assessment. It involves four steps: generating and collecting evidence of achievement; evaluating this evidence; recording the findings and using this information to understand and thereby assist the learner’s development in order to improve the process of learning and teaching. Assessment should be both informal (Assessment for Learning) and formal (Assessment of Learning). In both cases regular feedback should be provided to learners to enhance the learning experience. The Second Additional Language learners’ success depends on regular, informal assessment and feedback from the teacher as they engage with the texts and activities. The teaching plan sets out the required content, skills and strategies for teaching and learning over a year. This is what will be assessed at increasing levels of development (progression). Not everything taught needs to be formally assessed. However, it is essential that learners’ progress is assessed through both a formal and an informal assessment programme, as this informs planning. Learners’ listening skills, oral competence, ability to answer questions, participation in discussions and written recording skills where necessary should be observed on a daily basis. 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 a teacher to determine how much the learner has understood, for example, 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 Conventions, 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 introduced. When giving a formal assessment task, there will be a focus on a particular skill, for example Listening and Speaking, or Reading or Writing. However, because language learning is an integrated process, more than one skill will be used. The language structures should be assessed in context. It must be ensured that assessment is not only done as written work, but allows for practical and oral work too. It is important to assess what learners understand and not what they can just memorise, so assess skills in context as much as possible e.g. 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, and strategies should be found to assist all learners to access or produce language texts. Some students experiencing barriers may not be able to attain some of the aims as they are presented in the Curriculum and Assessment Policy Statement. 4.2 INFORMAL OR DAILY ASSESSMENT Assessment for learning has the purpose of continuously collecting information on a learner’s achievement that can be used to improve their learning. Informal assessment is a daily monitoring of learners’ progress. This is done through observations, discussions, 89

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 and 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, but need not be recorded. It should not be seen as separate from learning activities taking place in the classroom. Many of the learning activities may be used to assess learners’ performance informally. In some cases, teachers might want to set specific assessment types of activities to motivate learners to learn, such as regular spelling texts. Learners or teachers can mark these assessment tasks. It is suggested that teachers use the first two weeks of the term to do a baseline assessment of learners. Use the activities given in the first two weeks of the teaching plans to do this assessment. This will enable teachers to establish the kind of attention that learners will need as they proceed. Self assessment and peer assessment actively involves learners in assessment. This is important as it allows learners to learn from and reflect on their own performance. The results of the informal daily assessment tasks are not formally recorded unless the teacher wishes to do so. Teachers may however wish to keep their own informal records of how individual learners are progressing 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 and certification purposes. All Formal Assessment tasks are subject to moderation for the purpose of quality assurance and to ensure that appropriate standards are maintained. Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in a grade and in a particular subject. Examples of formal assessments include tests, examinations, oral presentations, demonstrations (such as retelling a story, matching), performances (such as role play), paragraphs/passages participation in oral tasks (such as dialogues, conversations, discussions), written tasks (such as completing a worksheet, writing paragraphs or other types of texts), etc. Formal assessment tasks form part of a year-long formal Programme of Assessment in each grade and subject. While preparations for formal assessment tasks could be done outside the classroom, the final version should be done under controlled conditions, in the classroom. Formal assessment tasks form part of a year-long formal Programme of Assessment in each grade and subject. Formal assessment tasks must assess not only learners’ knowledge and skill but also their use of the language in context. 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. The formal assessment requirements for Second Additional Language are as follows: One formal assessment tasks for the first and third terms must be completed and one in the fourth term, totalling five in all for the school year. These five formal assessment tasks make up 75% of the total mark for Second Additional Language in Grades 4, 5 and 6. This formal assessment mark will include the mid-year test or examination, if this is given. 90

The first formal assessment task in each term should be done in the middle of the term. The mid-year test formal assessment task in term 2 should be done towards the end of the term. There will be an examination at the year-end which will count for 25% of the mark. Each formal assessment task should be made up of activities that assess Listening and Speaking, Reading, Writing, and Language Structures and Conventions, and should take place over a period of days. Language Structures and Conventions should be assessed in context. 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. Ensure that these aspects have been informally assessed and feedback given to the learner before they are formally assessed. All assessment in the Intermediate Phase is internal. 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 assessment tasks Each formal assessment task should cover the following aspects and have the following weighting. It should be based on the knowledge and skills done during that term. The examples given below are merely to illustrate the kind of activity that should be set. 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. Requirements for the compilation of a task are given in percentages. Where thirty percent for a language skill is indicated, it means that the final allocation of marks for that language skill should be thirty percent of the total and not thirty marks. Schools are not limited to a number of marks allocated to a language skill as long as the weighting for each language skill is observed for each task according to the percentage allocated. In grade four for example, a language knowledge test may be set for ten marks or more, as long as the final weighting does not exceed the weighting indicated. In Writing parts of the planning process or the whole process should be assessed at least once per term. The lengths of texts for writing as indicated in Section 3.4 should be strictly adhered to. Composition of a formal assessment task (FAT) Grade 4 Grade 5 Grade 6 Listening and Speaking 40 % 40 % 40 % Listening An activity to show that the learner has listened and 20 % 20 % 20 % understood e.g. listen and follow instructions/listen to a text and answer questions about it, orally or in writing Speaking An activity to show that the learner can express 20 % 20 % 20 % him/herself orally e.g. take part in a conversation or dialogue/discuss a topic or text/give instructions or directions/perform a poem/give a short talk OR One or more combined Listening and Speaking 40% 40% 40% 91

activities to demonstrate ability to understand and express oral language e.g. listen to and retell a story/listen to a talk and discuss it Reading 30% 30% 30%% Reading aloud An activity to show that the learner can read fluently 10% 10% 10% e.g. read aloud from a familiar text (Terms 1 to 4)/read aloud from an unfamiliar text (Terms 3 and 4). This must include a few questions to determine whether the learner has understood what has been read. Reading Two or more activities to show that the learner can 20% 20% 20% comprehension understand the meaning of the text and recognises features of the text e.g. answer questions/retell a story/make up own ending/give a summary/give own opinion/describe features of the text. Texts used may be short extracts or extended reading texts read during independent reading. The activity must suit the type of text chosen. Writing 20% 20% 20% Creative writing One activity to show the learner can express ideas 10% 10% 10% creatively in writing e.g. writes a particular creative text type (or a short paragraph/passage) or part of it or sentences. The activity must show use of language structures in context. Informational/ One activity to show the learner can give information in 10% 10% 10% Transactional writing writing e.g. writes a particular social or functional text type (such as a report/poster/ labelling diagrams/sentences/simple dialogues) or part of it. The activity must show use of language structures in context. Language structure 10% 10% 10% and conventions Formal language One or more activities to show learner has knowledge 10% 10% 10% usage of language structures and their use e.g. correct punctuation/ spelling/appropriate use of parts of speech and sentence structures 92

Total percentage for 100% 100% 100% each task 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. 4.4.1 Overview of requirements The following table provides an overview of the Programme of Assessment requirements for each term for Second Additional Languages: Table 4.1: Grades 4 - 6 Term 1 Term 2 Term 3 Term 4 FAT 3 / Mid-year Grade 4 FAT 1 FAT 2 FAT 4 FAT 5 End-of-year examination examination FAT 3 / Mid-year Grade 5 FAT 1 FAT 2 FAT 4 FAT 5 End-of-year examination examination FAT 3 / Mid-year Grade 6 FAT 1 FAT 2 FAT 4 FAT 5 End-of-year examination examination Composition End-of-year examination Continuous assessment 75% of final mark 25% 4.4.2 Examinations Content for the end-of-year examination should be drawn from the work done for the year and should be a selection of skills and activities that will enable the learner to show that he/she is ready to engage with the work in the next year. The examination will consist of the following: Reading comprehension, including vocabulary work Writing of a short creative text, including appropriate and correct usage of format, grammar, punctuation and spelling Writing of a short transactional text, including appropriate and correct usage of format, grammar, punctuation and spelling Knowledge and understanding of grammar, punctuation and spelling Listening and Speaking skills will not be assessed as part of the examination as these are best assessed over a 93

longer period of time. The weighting of marks for the examination is as follows: Grade 4 Grade 5 Grade 6 Reading Comprehension 60% 60% 50% Writing 25% 25% 35% Language Structures and Conventions 15% 15% 15% Total percentage 100% 100% 100% 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. Seven levels of competence have been described for each subject listed for Grades R - 12. 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 94

2 Elementary achievement 30 - 39 1 Not achieved 0 - 29 Teachers will record actual marks against the task by using a record sheet; and report percentages against the subject on the learners’ report cards. 4.6 MODERATION OF ASSESSMENT Moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable. Moderation should be implemented at school, district, provincial and national levels. Comprehensive and appropriate moderation practices must be in place for the quality assurance of all subject assessments. Moderators at school level must give quality comments to ensure that the assessment practice at school is enhanced. Moderation cannot simply be a monitoring exercise to check that the correct number of tasks has been done or that a memorandum has been applied correctly. In Languages it means that the moderator will give good comment, among other things, on the levels of questioning in comprehension testing; the frequency of extended writing; the quality of assessment instruments and the developmental opportunities afforded, and the teacher’s engagement with learner workbooks and evidence of learner performance. The moderation process must also ensure that the ratings given are consistent across all classes in the grade, and all grades in the phase. For example, a rating of 3 given by one teacher should represent the same level of skill and knowledge as the same rating given by another teacher. It is therefore important for Subject Heads to do internal moderation regularly. 4.7 GENERAL This document should be read in conjunction with: 4.7.1 The National policy pertaining to the programme and promotion requirements of the National Curriculum Statement, Grades R - 12; and 4.7.2 The policy document, National Protocol for Assessment Grades R - 12. 95

GLOSSARY acronym – a word made up from the first letters of the name of something e.g. CAPS is an acronym for Curriculum and Assessment Policy Statement e.g. ONU : Organisation des Nations Unies aesthetic – the use of language to create something artistic, fine and beautiful alliteration – the use of several words together that begin with the same sound or letter e.g. Round the rocks the ragged rascal ran e.g. Pour qui sont ces serpents qui sifflent sur vos têtes ?" Jean RACINE, Andromaque allusion – writing or speaking that mentions a subject, person, etc. indirectly e.g. He alluded to the president’s ill health « J'ai eu chaud place de la paix. Dix mille degrés sur la place de la paix » (Allusion à la bombe atomique)— Marguerite Duras, Hiroshima mon amour ambiguity – a possible double meaning which may make a message unclear when used by mistake, e.g. I am going out for the present may mean I am leaving for this time OR I am going to get a gift e.g. "J'ai perdu mes fils" may mean I lost my son or I lost my reel of threads. anecdote – a short story of based on personal experience anti-climax – a situation or event that is less exciting because it happens after something that was much better. In literature study anti-climax suggests that the expectations built up by the writer are deliberately disappointed. antonym – a word that is opposite in meaning to another word in the same language e.g. tall and short are antonyms in English e.g. grand vs petit appreciation – pleasure you express when you realize something is good, useful, or well done; an understanding of the importance or meaning of something appropriate – correct or suitable for a particular time, situation, or purpose assonance – repetition of vowel sounds in two or more words, e.g. All is in tune in the world in June « Tout m'afflige et me nuit et conspire à me nuire » Jean Racine, Phèdre assumptions – something that you think is true although you have no definite proof. Underlying assumption – a belief that is used as the basis for an idea, but which may not be correct bias – an opinion about whether something is good or bad which influences how you deal with it chronological – arranged according to when things happened or were made, e.g. Les poèmes sont classés par ordre chronologique. The poems were arranged in chronological order. clip (video clip/audio clip) – a short part of a film, television or radio programme that is shown by itself, especially as an advertisement, e.g. une bande-annonce d'un film français/un clip vidéo d'une chanson clips from a French film cognitive academic skills – these are skills such as inferencing, synthesising and evaluating; the term cognitive academic language proficiency (CALP) was coined by Jim Cummins to describe abstract, decontextualised, cognitively demanding language i.e. the kind of language that you would find in a science textbook coherent – something which makes logical sense; a coherent paragraph has a clear development of ideas and sentences have logical links cohesive – a cohesive text is one which flows and has unity. It makes use of connectives, conjunctions and pronouns, which hold the text together e.g. Punctuation is important because it makes written language easier to understand. e.g. connecteurs logiques: car / pour, en effet / en conclusion colloquial – language or words that are used mainly in informal conversations rather than in writing or formal speech, e.g. just chuck it there (colloquial) instead of please place it there (formal) e.g. bouffer (to eat - colloquial) instead of manger (formal) Ça vaut le coup (It's worth it - colloquial) instead of Cela vaut la peine (formal) conjunctive – in conjunctive writing systems (e.g. isiZulu and isiXhosa) there are spaces between grammatical words rather than morphemes; words are therefore longer than in disjunctive writing systems (e.g. Sesotho and Setswana) connotation – the meanings which a word suggests e.g. plump has positive connotations such as attractive, comfortable, cheerful; whereas fat has more negative connotations e.g. enrobée (plump) has a positive connotation whereas gras (fat) has more negative connotations climax – the most exciting, effective or important part of a story, which usually comes near the end conflict – struggle that arises between characters, between characters and their circumstances or from opposing desires or values critical language awareness – the analysis of how meaning is constructed by those in power to maintain their 96

position; the analysis of language forms to reveal the mechanics of power-based relationships. It empowers the learner to resist manipulation and to use language sensitively critique – a detailed explanation or evaluation of something such as political beliefs decoding – to discover the meaning of a word or message decontextualised – taken out of the situation, events, or information related to it denotation – the literal or straightforward meaning of a word denouement – the exciting last part of a story or play disjunctive – in disjunctive writing systems (e.g. Sesotho and Setswana) there are spaces between morphemes; words are therefore shorter than in conjunctive writing systems (e.g. isiZulu and isiXhosa) dramatic irony – when the people watching a play know something that the characters do not, and can understand the real importance or meaning of what is happening element – one part or feature of a whole system, plan, piece of work etc., especially one that is basic or important emotive – emotive language is language which arouses strong feelings euphemism – a polite word or expression that you use instead of a more direct one to avoid shocking or upsetting someone, e.g. Pass away is a euphemism for die e.g. Elle nous a quittés. (She passed away) instead of Elle est morte. (She died) evocative – making people remember something by producing a feeling or memory in them explicit – clearly or directly stated (as opposed to implicit) exposure – given the chance to experience new ideas, ways of life, cultures etc. falling action – refers to events that happen after the climax, where the tension has been released and the story moves towards its end. This is also known as the denouement generic – relating to a whole group of things rather than to one thing genre – a genre is a particular kind of text written with a specific purpose and audience in mind; it has a recognisable structure and language features. Examples are: novel, drama, poetry, short stories, film, diaries, journals, academic articles, comics, etc. homograph – a word that is spelled the same as another, but is different in meaning, origin, grammar, or pronunciation, e.g. the noun record is a homograph of the verb record e.g. corner (to make dog-eared) and corner (a corner kick with an English pronunciation) homonym – a word which has both the same sound and spelling as another word but a different meaning e.g. the noun bear and the verb to bear e.g. un avocat (an avocado) and un avocat (a lawyer) homophone – a word which sounds the same as another but is spelled differently and has a different meaning e.g. one and won e.g. vers (toward), vert (green), ver (worm) et verre (glass) hyperbole – an exaggeration e.g. to describe something so that it appears bigger than it really is, for example, He gave me a mountainous plate of food. e.g. Je meurs de faim (I'm dying of hunger) icon – a small sign or picture on a page or computer screen that is used to indicate or start a particular operation or activity, e.g. To open a new file, click on the icon. impact – the effect or influence that an event, situation etc. has on someone or something implied – meaning that is suggested but not directly stated, e.g. “It’s ten o’clock” may imply that the other is late e.g. Il est déjà 10 heures. infer – to read between the lines to form an opinion about something inference – something that you think is true based on the information you have inflection – the way your voice goes up and down when you are speaking to communicate meaning inhibition – a feeling of shyness or embarrassment that stops you doing or saying what you really want interpersonal communication skills – this is face-to-face language where the context helps speakers to make interpret meaning; Jim Cummins coined the term Basic Interpersonal Communication Skills (BICS) intonation – a pattern of rise and fall in the pitch of one’s voice which contributes to the meaning of sentences e.g. questions are spoken with a rising intonation irony – something which is the opposite of what is expected; using words to mean the opposite of what is expected e.g. « Quelle belle journée ! » when it is raining and grey. key word searches – these can be carried out when the text is on the internet or in the computer’s memory. The programme can be asked to search for specific words or phrases 97

manipulative – clever at controlling or deceiving people to get what you want. Manipulative language is aimed at getting an influence or unfair advantage over others, e.g. in advertising or political speeches – a language (or terminology) used to talk about language e.g. ironie, hyperbole, allitération metre – the arrangement of sounds in poetry into patterns of strong and weak beats. It creates rhythm mode – there are different modes of communication: the written mode, the spoken or oral mode, the visual mode, the kinetic mode which makes use of gestures; some texts combine these modes and are therefore called multimodal texts – les textes multimodaux La multimodalité se caractérise par la présence de différents modes iconiques, linguistiques et auditifs à l’intérieur d’un même document. Le texte multimodal combine un ou plusieurs modes d’expression (ex. la bande-dessinée). modulation – to change the sound of your voice monitor – to watch and check a situation carefully in order to see how it changes over a period of time motion – a proposal that is made formally at a meeting which is then usually decided on by voting, e.g. Le parlement vote une motion de censure. The motion was defeated by 201 votes to 159. e.g. La motion a été battue par 201 votes à 159. multimodal – multimodal texts are designed to make use of more than one mode of communication e.g. sound, print, images and gestures onomatopoeia – words which sound like what they describe e.g. a brush swishes, a cow moos e.g. zzzzz to Indicate someone is sleeping; Vroum to imitate the sound of an engine accelerating. pace – the speed at which something happens or is done perspective – a way of thinking about something, especially a way of thinking which is influenced by the type of person you are or by your experiences point of view – a particular way of thinking about or judging a situation, e.g. From an economic point of view, the new development will benefit the town greatly. Also someone’s personal opinion or attitude about something, e.g. I respect your point of view, but I’m not sure I agree with you. e.g. Je respecte votre point de vue mais je ne suis pas certain d'être d'accord avec vous. posture – the way you position your body when sitting or standing pull down menus – a list of things a computer program can do. You make a pull-down menu appear on the computer screen by clicking on a special word or icon. pun – a play on words e.g. Seven days without water makes a person weak. e.g. De deux choses lune, l’autre c’est le soleil. Jacques Prévert. Le paysage changeur 1945 rapport – friendly agreement and understanding between people, a cooperative relationship reflect – to think carefully about something, or to say something that you have been thinking about refrain – part of a song or poem that is repeated, especially at the end of each verse register – the words, style and grammar used by speaker and writers in different contexts or situations e.g. official documents are written in a bureaucratic register, legal documents are written in a legal register resolution – when a problem or difficult situation in a story, play or novel is solved rhetorical question – a question that is asked for emphasis or dramatic effect rather than to get an answer, e.g. Do you know how lucky you are? e.g. Tu penses vraiment que je n'y ai pas pensé ? Ne vous avais-je pas averti ? rhythm – a regular and repeated pattern of sounds e.g. of strongly and weakly stressed syllables rising action – in the early part of a play, novel, story or film one or more conflicts are developed. Because of the increased sense of conflict the action is said to be ‘rising’ towards a climax. sarcasm – speaking or writing using expressions which clearly mean the opposite of what is felt in order to be unkind of offensive in an amusing way e.g. saying to someone who has arrived at a meeting very late, So good of you to come. e.g. « Allez, continue de parler, tu m’intéresses » (Carry on talking! – what you are saying is fascinating.) when we mean than a person should stop talking. scan – to run one’s eyes over a text in order to find specific information e.g. you scan a telephone directory for a name and number, or a timetable for the time of a train or bus skim – to read a text very quickly to get an overview e.g. skim the newspaper headlines for the main news stage direction – a written instruction to an actor to do something in a play stereotype – a fixed (and often biased) view about what a particular type of person (e.g. a woman, a foreigner, a particular race group) is like strategies – a planned series of actions for achieving something symbol – something which stands for or represents something else e.g. a dove is a symbol of peace 98

synonym – a word which has the same meaning or nearly the same meaning as another word in the same language e.g. big and large are synonyms in English e.g. Envoyer and lancer synthesise, synthesis – to draw together and combine information or ideas from a variety of sources; a synthesis is a clear and succinct summary of these combined ideas tempo (e.g. speech tempo) – the speed at which spoken words are delivered e.g. in a speech or performance of a poem testimony – a formal statement saying that something is true, OR a fact or situation that proves very clearly that something exists or is true text type – text types are broad categories of texts defined by their purpose, structure and language features e.g. recount, procedure, information report, narrative, explanation, discussion tone – tone is the emotional message of a text. In a written text it is achieved through words (e.g. neutral words to create an objective tone). In a film it could be created through music or the setting. turn-taking conventions – customs of behaviour and attitudes that people accept in order to cooperate and communicate understatement – a statement which is not strong enough to express the true or full facts or feelings e.g. To say I am angry is the understatement of the year. e.g. "Le récent désagrément" to refer to a war in a recent past. visualise (visualising) – to form a picture of someone or something in your mind vivid – something that is particularly clear, bright, or seems very real voice projection – to enable listeners to hear clearly what you are saying; to “throw” your voice into an audience word attack skills – strategies for working out the meaning of unfamiliar words by recognising parts of them, e.g. that rearrange suggests that the action is being repeated because of the prefix - re. e.g. Faire (to do) - Refaire (to do again) word family – A group of words that share a common root, to which different prefixes and suffixes are added e.g. agree – agreeable, agreement, disagree, disagreement e.g. jour, journée, abat-jour, journalier, ajourner. 99

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