ENGLISH SECOND ADDITIONAL LANGUAGE

National Curriculum Statement (NCS)

Curriculum and Assessment

Policy Statement

Senior Phase
Grades 7-9





 Curriculum and Assessment Policy Statement
GRADES 7-9

ENGLISH SECOND ADDITIONAL LANGUAGE

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ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9
DISCLAIMER

In view of the stringent time requirements encountered by the Department of Basic Education to effect the necessary editorial changes and layout
to the Curriculum and Assessment Policy Statements and the supplementary policy documents, possible errors may occur in the said documents
placed on the official departmental websites.

There may also be vernacular inconsistencies in the language documents at Home-, First and Second Additional Language levels which have been
translated in the various African Languages. Please note that the content of the documents translated and versioned in the African Languages are
correct as they are based on the English generic language documents at all three language levels to be implemented in all four school phases.

If any editorial, layout or vernacular inconsistencies are detected, the user is kindly requested to bring this to the attention of the Department of
Basic Education.

E-mail: CAPSlangcomments@dbe. gov. za or fax (012) 328 9828

Department of Basic Education

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South Africa
Tel: +27 12 357 3000
Fax: +27 12 323 0601

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South Africa
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Website: http://www.education.gov.za

© 2011 Department of Basic Education

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 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9
FOREWORD by the minister

Our national curriculum is the culmination of our efforts over a period of seventeen
years to transform the curriculum bequeathed to us by apartheid. From the start of
democracy we have built our curriculum on the values that inspired our Constitution
(Act 108 of 1996). The Preamble to the Constitution states that the aims of the
Constitution are to:

• heal the divisions of the past and establish a society based on democratic
values, social justice and fundamental human rights;

• improve the quality of life of all citizens and free the potential of each person;

• lay the foundations for a democratic and open society in which government is
based on the will of the people and every citizen is equally protected by law;
and

• build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of
nations.

Education and the curriculum have an important role to play in realising these aims.

In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience
of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum
Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002).

Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National
Curriculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document.

From 2012 the two National Curriculum Statements, for Grades R-9 and Grades 10-12 respectively, are combined
in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National
Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide
clearer specification of what is to be taught and learnt on a term-by-term basis.

The National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in South
African schools and comprises of the following:

(a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document;

(b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement
Grades R-12; and

(c) National Protocol for Assessment Grades R-12.

MRS ANGIE MOTSHEKGA, MP

MINISTER OF BASIC EDUCATION

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CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

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CONTENTS

Section 1: NATIONAL CURRICULUM AND ASSESSMENT POLICY STATEMENT............................. 3

1.1 Background...................................................................................................................................................... 3

1.2 Overview........................................................................................................................................................... 3

1.3 General aims of the South African curriculum.............................................................................................. 4

1.4 Time allocation................................................................................................................................................. 6

1.4.1 Foundation Phase.................................................................................................................................... 6

1.4.2 Intermediate Phase.................................................................................................................................. 6

1.4.3 Senior Phase........................................................................................................................................... 7

1.4.4 Grades 10-12........................................................................................................................................... 7

Section 2: Introducing the Languages...................................................................................... 8

2.1 Languages in the National Curriculum and Assessment Policy Statement............................................... 8

2.1.1 Language levels....................................................................................................................................... 8

2.1.2 The language skills................................................................................................................................ 10

2.1.3 Language teaching approaches............................................................................................................. 10

2.2 Time allocation of First Additional Language in the curriculum............................................................... 13

2.3 Learning and Teaching Support Materials................................................................................................... 13

Section 3: Content and Teaching Plans for Language Skills...................................... 15

3.1 Listening and speaking................................................................................................................................. 15

3.2 Reading and viewing..................................................................................................................................... 22

3.3 Writing and presenting.................................................................................................................................. 26

3.4 Language structures and conventions........................................................................................................ 30

3.5 Language structures and conventions........................................................................................................ 33

3.6 Teaching plans............................................................................................................................................... 34

3.6.1 Grade 7.................................................................................................................................................. 37

3.6.2 Grade 8.................................................................................................................................................. 45

3.6.3 Grade 9.................................................................................................................................................. 55

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Section 4: Assessment in Second Additional Language................................................... 66

4.1 Introduction.................................................................................................................................................... 66

4.2 Informal or daily assessment........................................................................................................................ 66

4.3 Formal assessment........................................................................................................................................ 66

4.4 Programme of Assessment........................................................................................................................... 68

4.4.1 Overview of requirements...................................................................................................................... 68

4.4.2 Examinations......................................................................................................................................... 70

4.5 Recording and reporting............................................................................................................................... 71

4.6 Moderation of assessment............................................................................................................................ 71

4.6.1 Formal assessment (SBA)..................................................................................................................... 71

4.6.2 Oral assessment tasks........................................................................................................................... 72

4.7 General............................................................................................................................................................ 72

Glossary.............................................................................................................................................. 73

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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;

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(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

(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;

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• 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

• 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) .

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1.4 Time Allocation

1.4.1 Foundation Phase

(a) The instructional time in the Foundation Phase is as follows:

GRADE R GRADES 1-2 GRADE 3

SUBJECT
(HOURS) (HOURS) (HOURS)
Home Language 10 8/7 8/7
First Additional Language 2/3 3/4
Mathematics 7 7 7
Life Skills 6 6 7
• Beginning Knowledge (1) (1) (2)
• Creative Arts
(2) (2) (2)
• Physical Education
(2) (2) (2)
• Personal and Social Well-being
(1) (1) (1)
TOTAL 23 23 25

(b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours.

(c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a
minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for
Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated
for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language.

(d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R – 2 and 2 hours as indicated by the hours
in brackets for Grade 3.

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

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1.4.3 Senior Phase

(a) The instructional time in the Senior Phase is as follows:

SUBJECT HOURS
Home Language 5
First Additional Language 4
Mathematics 4,5
Natural Sciences 3
Social Sciences 3
Technology 2
Economic Management Sciences 2
Life Orientation 2
Creative Arts 2
TOTAL 27,5

1.4.4 Grades 10-12

(a) The instructional time in Grades 10-12 is as follows:

Subject Time allocation per week (hours)

Home Language 4.5
First Additional Language 4.5
Mathematics 4.5
Life Orientation 2
 minimum of any three subjects selected from Group B
A 12 (3x4h)
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.

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SECTION 2: INTRODUCING THE LANGUAGES

2.1 Languages in the National Curriculum and Assessment Policy Statement

Language is a tool for thought and communication. It is also a cultural and aesthetic means commonly shared among
a people to make better sense of the world they live in. Learning to use language effectively enables learners to
acquire knowledge, to express their identity, feelings and ideas, to interact with others and to manage their world. It
also provides learners with a rich, powerful and deeply rooted set of images and ideas that can be used to make their
world other than it is; better and clearer than it is. It is through language that cultural diversity and social relations
are expressed and constructed, and it is through language that such constructions can be altered, broadened and
refined.

2.1.1 Language levels

Language learning in the Senior Phase includes all the official languages in South Africa, namely, Afrikaans, English,
isiNdebele, isiXhosa, isiZulu, Sepedi (Sesotho sa Leboa) , Sesotho, Setswana, Siswati, Tshivenda, Xitsonga – as
well as Non-official Languages. These languages can be offered at different language levels.

Home Language is the language first acquired by learners while First Additional language is the language learnt in
addition to one’s home language. The Second Additional Language is the further language that a learner can learn,
that enables broader communication and multilingualism. The language may be in use within the community or
culture and will enhance nation building and intercultural understanding. Many South African schools do not offer
the home languages of some or all of the enrolled learners but rather have one or two languages offered at home
language level. As a result, the names Home Language, First Additional and Second Additional Language refer to
the proficiency levels at which the language is offered, and not the native (Home) or acquired (as in the Additional)
languages. For the purposes of this policy, any reference to Home Language should be understood to refer to the
level and not the language itself.

The Home Language level provides for language proficiency that reflects the mastery basic interpersonal
communication skills required in social situations and the cognitive academic skills essential for learning across the
curriculum. Emphasis is placed on the teaching of the listening, speaking, reading and writing skills at this language
level. This level also provides learners with a literary, aesthetic and imaginative ability that will provide them with the
ability to recreate, imagine and empower their understanding of the world they live in. However, the emphasis and
the weighting for listening and speaking from Grades 7 onwards are lower than those of the reading and writing skills.

The First Additional Language refers to a language which is not a mother tongue but which is used for certain
communicative functions in a society, that is, medium of learning and teaching in education. The curriculum provides
strong support for those learners who will use their first additional language as a language of learning and teaching.
By the end of Grade 9, these learners should be able to use their home language and first additional language
effectively and with confidence for a variety of purposes, including learning.

In South Africa, many children use their additional language, English, as the Language of Learning and Teaching
(LoLT) . This means that they must reach a high level of competence in English. They need to be able to read and
write well in English.

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The First Additional Language level assumes that learners do not necessarily have any knowledge of the language
when they arrive at school. The focus in the first few years of school is on developing learners’ ability to understand
and speak the language – basic interpersonal communication skills. In Grades 2 and 3 learners start to build literacy
on this oral foundation. They also apply the literacy skills they have already learned in their Home Language.

In the Intermediate and Senior Phases, learners continue to strengthen their listening, speaking, reading and writing
skills. At this stage the majority of children are learning through the medium of their First Additional Language,
English, and should be getting more exposure to it. Greater emphasis is therefore placed on using the First Additional
Language for the purposes of thinking and reasoning. This enables learners to develop their cognitive academic
skills, which they need to study subjects like Natural Sciences, Mathematics, etc. in English. They also engage more
with literary texts and begin to develop aesthetic and imaginative ability in their Additional Language.

By the time learners enter Senior Phase, they should be reasonably proficient in their First Additional Language with
regard to both interpersonal and cognitive academic skills. However, the reality is that many learners still cannot
communicate well in their Additional Language at this stage. The challenge in the Senior Phase, therefore, is to
provide support for these learners at the same time as providing a curriculum that enables learners to meet the
standards required in further grades. These standards must be such that learners can use their Additional Language
at a high level of proficiency to prepare them for further or higher education or the world of work. It is therefore
recommended that, where possible, learners in the Senior Phase be exposed to the same concepts in a two week
cycle in both language levels.

The Second Additional Language level also assumes that learners do not necessarily have any knowledge of the
language when they arrive at school. The focus upon exposure to Second Additional Language is on developing
learners’ ability to understand and speak the language - basic interpersonal communication skills. In Grades 4 - 6
learners start to build their oral and literacy skills. They also apply the oral and literacy skills they have already learned
in their Home and First Additional Languages.

In Grades 7 – 9 learners continue to strengthen their listening and speaking while developing their reading and writing
skills.

By the time learners enter Grade 10, they should be able to communicate in their Second Additional Language at
both interpersonal and social levels. However, the reality is that many learners still cannot communicate well in their
Additional Language at this stage. The challenge in Grades 7-9, 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 Senior Phase. These
standards must be such that learners can use their additional language at a level of proficiency to prepare them for
further or higher education or the world of work.

Specific aims of learning Additional Languages

Learning a Second Additional Language should enable learners to:

• acquire the language skills necessary to communicate appropriately in the target language at a basic level;

• listen, speak, read/view and write the language with growing confidence and enjoyment. These skills and
attitudes form the basis for life-long learning;

• express their own ideas, views and emotions with confidence (orally and in writing) , in order to become
comfortable in the language;

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• 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.

2.1.2 The language skills

The Second Additional Language curriculum is packaged according to the following skills:

1 Listening and Speaking

2 Reading and Viewing
3 Writing and Presenting
4 Language Structures and Conventions

2.1.3 Language Teaching Approaches

The approaches to teaching language in these documents are text-based, communicative, integrated and process
orientated.

The text-based approach and the communicative approach are both dependent on the continuous use and
production of texts. The text-based approach explores how texts work. The purpose of a text-based approach is
to enable learners to become competent, confident and critical readers, writers, viewers and designers of texts. It
involves listening to, reading, viewing and analysing texts to understand how they are produced and what their effects
are. Through this critical interaction, learners develop the ability to evaluate texts. The text-based approach also
involves producing different kinds of texts for particular purposes and audiences. This approach is informed by an
understanding of how texts are constructed.

A communicative approach suggests that when learning a language, a learner should have a great deal of exposure
to the target language and many opportunities to practise or produce the language by communicating for social or
practical purposes. Language learning should be carried over into the classroom where literacy skills of reading/
viewing and writing/presenting are learned by doing a great deal of reading and learning to write by doing much
writing.

Language teaching happens in an integrated way, with the teacher modelling good practice, the learners practising
the appropriate skills in groups before applying these skills on their own. The structure of each lesson should be one
that engages the whole class before practising in groups and applying the new skill individually.

The process approach is used when learners produce oral and written texts. The learners engage in different
stages of the listening, speaking, reading and writing processes. They must think of the audience and the purpose
during these processes. This will enable them to communicate and express their thoughts in a natural way. For
example, the teaching of writing does not focus on the product only but also focus on the process of writing. During
process writing learners are taught how to generate ideas, to think about the purpose and audience, to write drafts,
to edit their work and to present a written product that communicates their thoughts.

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Approaches to teaching literature

The teaching of literature should focus on teaching for comprehension and will include the reading process strategies
(pre-reading, reading and post-reading) . The main reason for reading literature in the classroom is to develop in
learners a sensitivity to a special use of language that is more refined, literary, figurative, symbolic and deeply
meaningful than much of what else they may read. While most literary texts are forms of entertainment, amusement, or
revelation, serious writers create novels, plays and poems because they have ideas, thoughts and issues, principles,
ideologies and beliefs that they most want to share with or reveal to their prospective readers. Their imaginative use
of language is an added method of revealing, reinforcing and highlighting their ideas.

The teaching of literature is never easy, but it is impossible without the personal, thoughtful and honest interpretations
and comments from the learners themselves. Unless they learn how to understand a literary text on their own, they
will not have learned much. Teachers often need to restrain their own interpretations and ideas of literary texts and
allow as much learner participation as is reasonable. Interpretation is not about right or wrong. It is about searching
for what is meaningful to the reader.

The best ways to approach the teaching of literature would involve some or all of the following.

• Make every attempt to read as much of the text in class as possible without breaking for any other activity.
This may take more than the scheduled two weeks for the Second Additional learner. It is essential that
learners have a clear idea of what is going on at the most basic level of the text. Some classes can read
texts without support. That is to be encouraged. Genres, and the approach to such, should be taught, rather
than texts. For example, Poetry should be taught, not poems. Read as many as possible in class and ensure
that learners write poems as well.

• Literary interpretation is essentially a university level activity. Learners in this phase do not have to learn
this advanced level of interpretation. However, the purpose of teaching literary texts is to show learners how
the Second Additional Language can be used with subtlety, intelligence, imagination and flair. This means a
close look at how text is being created, manipulated and re-arranged to clarify and emphasise what is being
expressed. Such work might involve examining the presence or absence of imagery; what kind of imagery is
being selected by the writer and why; sentence structures and paragraphing, or the layout of poems; choice
of words, continuing motifs through the text; the use of symbol, sound and colour where appropriate. Most of
this work should be text based.

• Creative writing should be closely attached to the study of any literary text. Writing activities that demand
a close understanding of the text being read can prove very helpful in reaching more creative levels of
appreciation on the part of the learners. Class discussions can be fruitful as long as everyone is involved. But
class discussions that lead to written work activities serve a clearer purpose and benefit both.

• Finally, it is important to point out that Literature is not about right answers. A whole text means something,
not just bits and pieces of it. A good reading of a text incorporates the whole text in interpretative, creative,
personal and exploratory practices.

The other approaches to literature which can be integrated with teaching for comprehension and for understanding
the key features of literature are the chronological, the author, the theme and the genre approaches. These
approaches can be combined.

In the chronological approach learners can research and combine the literature period with the historical events
for the same timeframe.

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In the author approach, learners can participate in a broad and deep study of an author especially in poetry and can
link his/her poems with a particular historical period.

In the theme approach learners can look at themes such as justice, success, love, etc. across a number of poems
or across different genres and relate them to events in real life situations. They can make judgments about the
character’s actions and comment on the theme.

Regarding the genre approach, learners can classify, compare and contrast different types of literary genre, e.g., the
difference between the plots in a novel/short story/drama/folklore.

Approaches to teaching language usage

The teaching of language structure should focus on how language is used and what can be done with language, i.e.
how to make meaning, how to attend to problems and interests, influence friends and colleagues, and how to create
a rich social life. The teaching of language structures should be a means to getting things done.

The teaching of language structures/grammatical structures should therefore be text-based, communicative and
integrated.

The following principles should be taken into consideration when teaching language structures:

• Grammar should be taught for constructing texts in their context of use - it is concerned, in other words, with
real language.

• The application of grammar should not be restricted to the analysis of isolated sentences – it should explain
the way in which sentences are structured to construct whole texts such as stories, essays, letters and
reports which learners learn to read and write in school.

• Use of authentic materials such as dialogues, interviews, must be encouraged

• Link the language structure with functional uses of language in different social settings, e.g. expressing one’s
thoughts or feelings; introducing people; talking about or reporting things, actions, events or people in the
environment, in the past or in the future; making requests; making suggestions; offering food or drinks and
accepting or declining politely; giving and responding to instructions; comparing or contrasting things.

• Use classroom activities that relate language forms with functions, e.g. the past tense with a narrative essay
and report writing;

• Focus on meaningful tasks. Acquiring the grammatical rules of the language does not necessarily enable the
learner to use the language in a coherent and meaningful way. What interests us then concerns the structure
and function beyond the sentence level, i.e. the way in which people use either spoken language (discourse)
or written language (text) in coherent and meaningful ways.

• The issues of pronunciation and intonation should not be penalized unless they create communication
breakdown.

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 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9
2.2 Time allocation for the Second Additional Language

In a two-week cycle the following time allocation for the different language skills is suggested:

Time Allocation per

Time allocation per
Skills Two Week Cycle %
week (Hours)
(Hours)
Listening & Speaking 1 25
Reading & Viewing:
1 25
Comprehension & Literature
Writing & Presenting 2 1 25
Language structures and
conventions (this is also 1 25
integrated into the 4 skills)

The teaching time for Second Additional Language is 2 hours per week. All language content is taught within a two-
week cycle (4 hours) . Teachers do not have to stick rigidly to this cycle but must ensure that the language
skills, especially reading and writing are practised. The time allocation for the different language skills in Grade
7-9 is 36 weeks. Four weeks are for examination purposes – two weeks for June examination and another two weeks
for December examination.

2.3 Learning and Teaching Support Materials

Learners should have the following for Second Additional Language study in Grades 7 – 9:

GRADES 7 – 9
Core materials
Prescribed language textbook √
Dictionary √
One of the following approved/prescribed literary *genres
Short Novel √
Short stories √
Folklore √
Short Drama √
Poetry √
Media materials
Newspapers √
Magazines √
Radio talks/dramas √
Television shows/dramas/documentaries √

* Learners must have been exposed to three genres by the end of the phase, for example, one genre per
grade.

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ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9
Second Additional Language teachers should have:

a) A Curriculum and Assessment Policy Statement

b) Language in Education Policy

c) The prescribed language textbook used by learners and other textbooks for resource purposes, in addition to
the prescribed one

d) Dictionary (monolingual, bilingual, multilingual, thesaurus)

e) Relevant prescribed literature genres

f) A variety of media materials: newspapers, magazines, brochures, flyers, etc.

g) Access to audio/visual aids to be used in the classroom

h) Other media resources (a variety of newspapers, magazines and brochures)

Classroom resources

a) A range of texts to accommodate different reading levels, e.g. a selection of readers with sufficient copies of
texts at each level for the class.

b) A variety of media materials: newspapers, magazines, brochures, flyers, advertisements, posters, notices, etc.

c) Audio/visual aids

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SECTION 3: Content and Teaching Plans for Language
Skills

This section is divided into TWO components: an overview of the skills, content and strategies and the Teaching
Plans.

3.1 Listening and Speaking

Listening and speaking are different but interdependent skills. Both are continually present informally in the
classroom as learners receive and discuss information. Formal listening and speaking of special forms, e.g. role play
or dialogue, need focused instruction. Formal and informal listening and speaking are integrated with reading, writing
and language practice, and while speaking may give written text an oral form (e.g. reading aloud) .

LISTENING

Listening process

Listening instruction will usually involve working through elements of the listening process. This is a three-phase
activity which models independent listening strategies for decoding and understanding speech and other audio forms.
Not every step of the process will be used on every occasion. For example, if learners are listening to a recorded
explanation they may need to do a reading as a pre-listening activity which alerts them to the need for focused
listening and helps them make associations with their own experience. Listening activities would help them recall
details. Post-listening might involve learners in responding to what they have heard by answering simple questions.

Listening comprehension exercises and assessment give an opportunity to teach learners how to listen.

Listening process

1. Pre-listening introduces learners to the listening situation. It allows them to activate their previous knowledge
of the topic, and prepare for listening.

• Stimulate/activate background knowledge before listening, so that their knowledge of that particular type of
discourse is activated.

• Predict what text may be about from title/discuss theme of text

• Deal with any key vocabulary that learners may not be familiar with

• Set a pre-listening question to focus learners’ attention

• Prepare learners physically with, for example, pencil and pad for note taking

2. During listening learners pay attention for various purposes:

(Note that it is good practice for learners to listen to a text several times, focusing on a different aspect each time.)

2.1 Listen for specific information

• Search for meaning; identify main and supporting ideas

• Constantly check understanding of message by making and confirming predictions and through questioning

CAPS 15
ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9
• Make meaningful notes; outline, map, categorize, summarise, retell, following instructions

• Be aware of speaker/presenters’ body language and other visual cues

2.2 Listen for interaction

• Use turn-taking conventions in conversations or group work

• Ask questions to sustain communication

• Respond to language, gestures, eye contact and body language

• Signal interest and attention appropriately through expression, posture etc

• Use the appropriate conventions to be polite and show respect for others

2.3 Listen for appreciation

• Respond to the aesthetic qualities of oral text, e.g. rhythm, pace, sound effects

• Respond in communication situations

• Use turn-taking conventions in conversations

• Defend a position

• Ask questions to sustain communication

• Respond to language, gestures, eye contact and body language

• Show understanding of the relationship between language and culture by showing respect for cultural
conventions

3. Post-listening follows up on the listening experience. Learners

• Answer questions

• Review notes

• Summarise

• Transfer information from oral to written mode, e.g. use information to label a picture

• Synthesise new information with prior knowledge

• Draw conclusions, give own opinion;

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Suggested length of texts to be used for listening comprehension

Disjunctive Conjunctive
Texts Grades
orthography orthography
• Oral, visual, audio-visual and multimodal texts
from the mass media at least
about at least 30
7
• Audio texts seconds 30 seconds
• Creative texts
• Referential and informational texts
8 at least 45 seconds at least 45 seconds
• Texts for enrichment
• Audio-visual texts (Films, television programmes
and documentaries, slide shows, recordings, 9 At least 1 minute At least 1 minute
radio programmes, photographs, music videos)

SPEAKING

Speaking instruction needs to recognise a wide range of informal and formal speaking situations, from casual
conversation to formal speaking. Speaking clearly, fluently, coherently, confidently and appropriately should be the
aim of teaching speaking.

The teaching of speaking should include knowledge of the process and communication strategies.

The speaking process and strategies

The speaking process consists of the following stages:

• Planning: researching and organising

• Practising

• Presenting

Formal speaking and presenting

The formal speaking process will usually involve the above-mentioned three stages. Formal presentation forms may
involve a written or oral version which teachers may assess.

1. Planning: researching and organising

Learners demonstrate planning, researching and organising skills for oral presentation. They

• Use resources and reference materials to find and select information

• Organise and write information; note-taking;

• Use an effective introduction and conclusion,

• Develop ideas orally in a logical manner

• Use objects, audio and/or visual aids to enhance the appeal and accuracy of presentations

CAPS 17
ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9
2. Practising and presenting

Learners demonstrate practising and oral presentation skills. They

• Use appropriate forms of address

• Show an awareness of audience;

• Show an awareness of situation: formal or informal speech

• Express own opinion

• Use correct language structures and conventions

• Use appropriate verbal and non-verbal techniques to reinforce meaning, e.g. tone, voice

• projection/modulation, volume, pace/tempo, phrasing, eye contact, facial expressions, gestures and body
language

• Strive to speak with appropriate, clear intonation and pronunciation

Informal speaking and group work (see “Features and conventions of oral communication” below)

• Initiate and sustain conversations

• Ask and respond to questions to sustain communication

• Use turn-taking conventions

• Clarify meaning where appropriate

• Respond to language, gestures, eye contact and body language

• Signal interest and attention appropriately through expression, posture and gesture

Features and conventions of oral communication texts

1. Informal speaking and group work

Speaking/oral
Purpose Features
text form
Informal To communicate • Initiate and sustain conversations
conversation/ on given topics
• Use turn-taking conventions
dialogue/group
work • Fill in gaps and encourage the speaker
See Expressions • Clarify meaning where necessary
used in
• Ask and respond to questions to sustain communication
conversation.
Reference list • Respond to language, gestures, eye contact and body language
• Signal interest and attention appropriately through expression, posture and
gesture
Unprepared reading To share a text • Read fluently and audibly
aloud
• Pronounce words without distorting meaning

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2. Formal speaking and presenting

See also general comments on planning and presenting above.

Speaking/oral
Purpose Features
text form
Prepared speech Various: to inform/ • Conduct preparation/research
share
This form will • Organise material coherently. Choose and develop main ideas and support
display evidence of with examples
preparation
• Use correct format, vocabulary, language and conventions
• Use tone, voice projection, pace, eye contact, posture and gestures
• Use effective introduction and conclusion
• Use appropriate style and register
• Incorporate appropriate visual, audio and/or audiovisual aids, e.g. charts,
posters, objects, images
Prepared reading To share a text • Read fluently and attentively according to purpose and task
aloud written by self
• Pronounce words without distorting meaning
or other, e.g. to
entertain • Enhance meaning through tone, voice projection, pace, eye contact, posture
and gestures

3. Speaking for specific purposes/contexts

Speaking/oral
Purpose Features
text form
Giving directions To tell someone • Use mostly the imperative form
how to get
• Use concise and clear sentences
somewhere
• Use chronological order
• Refer to a specific direction
• Indicate the approximate distance
• Provide information about landmarks along the way
Instructions To explain how to • Explain how to make/do something
complete a task/
• Mention the materials needed
prepare food, etc.
• Provide a clear, correct and logical sequence of instructions
• Use appropriate vocabulary,

Suggested duration of oral communication

(Note: the approximate time to read one A4 page in disjunctive orthography is about 3 minutes)

Duration
Texts
Grades 7-9
Conversations 5 – 10 minutes for group/class
Dialogues 1-2 minutes for a pair
Directions and instructions 1 minute
Prepared reading 1 minute
Prepared speeches 1 minute
Relating events Up to 2 minutes
Day-to-day oral communication, e.g. seeking assistance,
1 – 2 minutes
apologising

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Expressions used in conversation – Reference list

ASKING PERMISSION/REQUESTS INTERRUPTING

• Can I…..? • Excuse me, could I ...?
• May I….? • Sorry, do you think I could ...?
• Would it be possible for me…..? • Excuse me, do you know ...?
• Is it all right if….? • I beg your pardon, could you help me? (formal)
• Would it be ok if…?
• Do you mind if I …?
• Please let/permit/allow me to …
• Would you agree to …?
OFFERING HELP SEEKING ASSISTANCE
• May I help you? • Can I have help with…..?
• Can I help you? • Would you help me to…..?
• Are you looking for something? • I need help with …
• Would you like some help? • Please assist me … (formal)
• Do you need some help? • Please lend a hand with …
• What can I do for you today?
APOLOGISING COMPLAINING
• Sorry. • I’m sorry to have to say this, but...
• I’m sorry for…. • I’m sorry to bother you, but...
• I regret…… • Maybe you forgot to...
• Please forgive me for … • I think you might have forgotten to...
• I apologise for … • Excuse me if I’m out of line, but...
• Pardon me. • There may have been a misunderstanding about...
• Excuse me. • Don’t get me wrong, but ...
• I beg your pardon.
GIVING ADVICE STATING A PREFERENCE
• I don’t think you should …….. • Would you like to …?
• You ought to….. • I’d rather……
• You ought not to……... • Why don’t we...?
• If I were you, I’d ……. • Well, I’d prefer …….. What do you think?
• If I were in your position, I’d … • What do you think we should do?
• If I were in your shoes, I’d …. • If it were up to me, I’d …
• You had better …. • I think we should ….
• You shouldn’t…….
• Whatever you do, don’t…….

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GUESSING, INFERRING GIVING IMPRECISE INFORMATION

• I’d say he’s about ready to ... • There are about …
• It might need some … • There are approximately ...
• He could be ... • There are a large number of …
• It looks like ... • ……. predicts up to …
• Perhaps he needs some… • It’s kind of …
• Maybe they want to ... • It’s the type of …
• It’s difficult to say, but I’d guess that … • They’re the sort of …
• I’m not really sure, but I think … • It’s difficult to say, but I’d guess …
• I’m not really sure, but I think …
SAYING GOODBYE EVALUATING YOURSELF
Long trips, vacations, short outings • This worked well/was effective because …
• Have a good trip. • I did this well because …
• Enjoy your vacation. • It would have been better if I had ...
• Have a good journey. • This could be improved by …
• Enjoy your holidays. • Progress is/is not evident because …
• Enjoy!
• Have a good time at (destination place such as a
restaurant)
• Have a good time in (destination city)
GREETING AFTER A TRIP
• How was your vacation/holiday in…?
• Did you enjoy your time in (destination) ?
• How was your journey/flight/trip?

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ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9
3.2 Reading and Viewing

Reading/viewing combines two elements: 1) learning and applying strategies for decoding and understanding text 2)
learning and applying knowledge of text features. Both aspects should be present in reading/viewing instruction of
literary and non-literary texts.

Reading/viewing content is arranged in: 1) reading for comprehension and 2) extended independent reading.

Reading process

Reading instruction will usually involve working through elements of the reading process. This is a three-phase activity
which models independent reading strategies for decoding and understanding text. Not every step of the process will
be used on every occasion. For example, if learners are reading an unfamiliar text type or genre, they will need to do
a pre-reading activity which alerts them to surface features of this text type, and helps them make associations with
their own experience. Reading activities would help them analyse its structure and language features in more detail.
Post-reading might involve learners in trying to reproduce the genre in a written text of their own.

Reading and viewing process

1. Pre-reading introduces learners to the text. It activates associations and previous knowledge.

• Skimming and scanning text features: titles, headings, subheadings, captions, visual elements and graphic
information, e.g., layout, icons, illustrations, graphs, charts, diagrams, maps, key words, word searches,
pictures etc.

• Predicting using the information gained from skimming and scanning

• Dealing with any key vocabulary that may be unfamiliar to the learners

2. Reading involves making meaning of the text and paying close attention to its language features

• Actively making sense of the text

• Deducing the meaning of unfamiliar words and images by using word attack skills and contextual clues

• Using comprehension strategies: making connections, monitoring comprehension, adjusting reading speed
to text difficulty, re-reading where necessary, looking forward in the text for information that might help,
asking and answering questions (from lower to higher order) , visualizing, inferring, reading for main ideas,
attending to word choice and language structures, recognizing the text type by its structure and language
features

• Making notes or summarising main ideas.

3. Post-reading enables the learners to view and respond to the text as a whole.

• Answering questions on the text from lower order to higher order;

• Comparing and contrasting;

• Drawing conclusions and expressing own opinion

• Reproducing the genre in writing of their own (where appropriate)

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Examples of question types

Knowledge questions Who… ? What…? Where ?

Comprehension Who is the father…?
questions
Application questions Can you make a sentence with this verb? Can you make similar sentence with this word?
Analysis questions Is this similar to …? Is this different to …? Why does this character like …? True and False
Evaluation questions Which of these do you prefer?

Selecting a text-type or genre

Teachers should ensure that learners read a range of texts and genres during the year. There should be a balance
between reading texts for comprehension, communication and enjoyment.

INTENSIVE READING

1.1 Intensive reading of shorter written texts for COMPREHENSION at a word level

Learners apply a variety of strategies to decoding texts. They build vocabulary through word-attack skills
and exposure.

• Use dictionaries and other reference works to determine the meaning, spelling, pronunciation and parts of
speech of unfamiliar words

• Identify the meaning of common prefixes (e.g., bi-, un- or re-) and common suffixes (e.g. - ful) .

• Determine the meaning of words and their connection to word families using knowledge of common roots,
suffixes and prefixes

• Use textual context (e.g., in-sentence definitions) , cues (e.g., commas, quotes) and graphic cues (e.g. bold
face) to determine the meaning of unfamiliar words

• Recognize and use common, idioms and proverbs, e.g. the Midas touch.

• Identify the origin and use of new words, e.g. street slang, borrowed words (e.g. ubuntu, dorp, bunny chow) .

• Distinguish between commonly confused words: homophones, homonyms, synonyms, e.g. allusion/illusion;
complement/compliment; imply/infer

• Recognise some abbreviations

• Apply knowledge of grammar to decode meaning.

1.2 Intensive reading of shorter written texts for COMPREHENSION at sentence and paragraph level

Learners apply their grammatical knowledge to understand sentence construction and the organisation of
texts. Text study at this level provides an opportunity for integrated teaching of language structures.

• Identify and use the meaning and functions of language structures and conventions in texts.

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ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9
1.3 Intensive reading of shorter written texts for COMPREHENSION at a whole text level

Learners apply their knowledge of genre to understand the meaning, intention and effect of the whole text

• Relate the text to their own experience

• Draw conclusions; form own opinion

1.4 Intensive reading of shorter texts for SUMMARY AND NOTE TAKING.

Learners apply their understanding of text features to summarise text. See reading strategies above.

• Skim and scan for main ideas and theme

• List main ideas

1.5 Intensive reading of MULTIMODAL AND VISUAL TEXTS (Multimodal texts make use of visual and
written material in a single text e.g. advertisements, cartoons. They can also combine this with spoken
language and gesture.)

Learners apply their knowledge of images and visual elements to understand how these support writing in
multimodal texts.

Identify and discuss the purpose and message of visual texts created for enjoyment and entertainment, e.g. film,
cartoons, music videos, comic strips

READING OF LITERARY TEXTS/GENRES

Learners read to enjoy and appreciate literary texts/genres and they respond to questions of
comprehension. They understand the basic features of different literary forms, e.g. that a poem has
different characteristics from a short story.

EXTENDED INDEPENDENT READING/VIEWING

Learners practise the strategies modelled in intensive reading for pleasure. Teacher guidance on access and
level is crucial to this part of the reading.

• Access libraries and know book storage conventions

• Read/view a variety of whole texts, e.g. books, magazines, newspapers, websites and films after class.

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TEXTS USED FOR THE INTEGRATED TEACHING OF LANGUAGE SKILLS GRADES 7 - 9

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

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Length of written texts to be read for intensive reading/comprehension and summary

Disjunctive Conjunctive
Grades
orthography orthography
Text for reading aloud 200 – 250 words
7 40 – 70 words
5-6 sentences (1 par)
250 – 300 words
8 70 – 90 words
5-8 sentences (2 par)
300 – 350 words
9 90 – 110 words
5-10 sentences (3 par)
Comprehension 7 200 – 250 words 40 – 70 words
8 250 – 300 words 70 – 90 words
9 300 – 350 words 90 – 110 words
7 100 words 80 words
Summary 8 120 words 100 words
9 140 words 120 words

3.3 Writing and presenting: process, content, strategies and texts

Writing and presenting combines three elements: 1) using the writing process 2) learning and applying knowledge
of the structure and features of different text types 3) learning and applying knowledge of paragraph and sentence
structure and punctuation

Writing process

Writing instruction will usually involve working through the writing process. However, not every step of the process
will be used on every occasion. For example, if learners are writing a familiar text type, they will not need to analyse
its structure and language features in so much detail. There may also be occasions when teachers need to focus
on sentence structure or paragraph writing, or learners write texts without drafts in preparation for the examination.

Selecting a text-type

Teachers should ensure that learners write a range of texts during the year. There should be a balance between
different types of texts and writing for different purposes: transactional texts, creative, personal/interpersonal, texts
etc. Teachers should choose a text type and an appropriate topic to write about, for example, narrative/descriptive
paragraph on the topic: “My favourite food.”

Steps in process writing

Pre-writing

• Expose learners to relevant vocabulary and similar text type.

• Brainstorm ideas for the topic

Planning

• Create a plan for the text using the structure and ideas discussed in the pre-writing stage

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• Identify main ideas for example, by using a mind map

• Sequence ideas in a logical order so that they make sense

Drafting

• Write a rough first draft that takes into account purpose, audience, topic and text type

• Choose appropriate words.

• Organise ideas in a logical sequence so that a story makes sense

• Organise ideas and/or images

• Read drafts critically and get feedback from teacher

Revising, editing, proofreading and presenting

• Evaluate their own and others’ writing for improvement using set criteria

• Refine word choice, sentence and paragraph structure

• Work on the sequencing and linking of paragraphs

• Use grammar, spelling and punctuation correctly

• Prepare the final draft including layout

• Present the text

Learners apply their knowledge of language structures and conventions to writing texts

Word choice

• Know and use a range of vocabulary

• Know what part of speech a word is and how to use it in a sentence

• Know whether a word is formal, informal, or slang (or offensive) and how to use it appropriately (or not at all)

• Spell words correctly

• Use monolingual and bilingual dictionaries and thesauruses to expand vocabulary

• Keep a personal dictionary or vocabulary book to expand vocabulary

Sentence construction

• Write simple and compound sentences

• Use conjunctions to join clauses in compound sentences: e.g. and, but, or, so, then, yet

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ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9
Punctuation

• Know and be able to use the following punctuation marks appropriately and accurately: full stop, comma,
colon, semi-colon, hyphen, dash, apostrophe, question mark, exclamation mark, brackets, quotation marks

Paragraph writing

• Write paragraphs that are logically sequenced

Register

• Use an appropriate register.

Text types – structure and language features

The tables below describe the range of text types that learners should be taught to write in Grades 7 - 9; other texts
could also be included where appropriate.

Creative texts

Text type Purpose Text structure Language features

Narrative To entertain Logical development of paragraph Written in the first or third person
Written in the past or present tense
Events described sequentially
Could make use of dialogue
Descriptive To describe Description: e.g. What is happening May be written in present tense
something in a picture
Creates a picture in words
Uses adjectives, adverbs

Longer and Shorter Transactional texts

Text type Purpose Text structure Language features

Diary entries To record personal Usually written in a special book (a Usually written in present/past/
experience/plan diary or a journal) future tense
ahead
Entries written regularly (e.g. daily Informal in style but not offensive
or weekly)
The writer is writing for him or
Entries dated herself
Friendly letter To inform and Address, date and salutation Usually informal in style Language
maintain a features will vary according to
Structure of message will vary
relationship purpose of message
depending on purpose (e.g.
describing your family or house
Closing, signature
Dialogue Communication Introduction and conclusion Punctuation
Specific features of dialogue Direct speech
Question words
Present or Future tense

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Text type Purpose Text structure Language features

Invitation cards To invite someone May take the form of a personal Can be formal or informal in style
to an event or to do letter or use an invitation card.
Generally concise - brief and to the
something Includes:
point
Nature of the event
Where it will take place
Date and time
May include dress code
Name of invitee
May include RSVP
May have a visual, design element
Postcard/Message/ To inform and Salutation, address or email format Simple present/future tense/past
Email communicate tenses

Texts for enrichment

Text type Purpose Text structure Language features

For enrichment: Various e.g. to apply Will vary according to the purpose The person completing the form
for a library card e.g. Name, Address, Age, School should be concise, accurate, formal,
Filling in forms
neat (writing should be legible)
Flyer To persuade Small size e.g. A5 paper Speaks directly to the reader
someone to buy
Eye-catching headline Concise language
something or use a
service Brief description of product Language used to create an
List of benefits or offers Impact on the reader e.g. adverbs,
adjectives
Contact information e.g. website
May have a visual, design element
Advertisement To persuade Can take a variety of forms Impact on the reader e.g. adverbs,
someone to buy adjectives
Usually have a visual, design
something or use a
element Use of punctuation
service
Use advertising techniques
Use design to make the
advertisement eye-catching and
memorable
Giving instructions, To describe or instruct Logical set of instructions to achieve Written in the imperative e.g. Turn
directions and rules how something is a purpose. right at the shop In chronological
done through a series order e.g. First …. next …..
of sequenced steps
Use of numbers and bullet points to
signal order

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Length of written texts to be produced

Disjunctive Conjunctive
Texts Grades
orthography orthography

Paragraphs: narrative and 7 70- 100 words 30 - 50 words

descriptive
8 90- 120 words 50 - 70 words
9 110- 140 words 70 - 90 words

Longer Transactional texts:

7-9 70 - 90 words (content only) 50 - 70 words (content only)
Friendly letters/dialogue

Shorter transactional texts:

Advertisements/Diary entries/
40 – 60 words (content 30 – 40 words (content
Postcards/Invitation cards/Filling 7-9
only) only)
in forms/Directions/Instructions/
Flyers/Posters/emails/message

3.4 Language structures and conventions – reference list

The following language structures will be taught in the context of reading and writing, and also as part of a systematic
grammar programme. Some of the structures will have been introduced in earlier grades but may still need to be
revised.

NB: The unique features of the language must be taken into consideration. As a result, only features applicable to a
specific language should be given attention in the text below.

Nouns Countable (e.g. chair/chairs) and uncountable (e.g. furniture) nouns

Number (singular and plural) e.g. chair/chairs
Nouns with no change in number in the singular form e.g. scissors, trousers
Common (e.g. woman) and proper nouns (e.g. Thandi)
Abstract nouns e.g. love, fear, respect, honesty
Possessive forms of nouns e.g. Lesego’s desk, learners’ desks children’s toys
Collective nouns and classifiers e.g. a swarm of bees, a bar of soap
Determiners Indefinite article: a book, an apple
Definite article: the book, the furniture, the apples
Demonstratives: this, that, those, these (e.g. That book is mine.)
Quantity 1: all, some, most, no, none (e.g. Most learners understood the lesson.)
Quantity 2: both, either, neither (e.g. Both learners stood up.)
Quantity 3: much, little, many, few, more, less, fewer (e.g. The school has many learners.)
Quantity 4: some, any, another, other, each, every (e.g. Each learner received a book.)
Pronouns Personal pronouns as subject: I, you, he, she, it, we, they (e.g. She is reading the book.)
Personal pronouns as direct or indirect object: me, you, him, her, it, us, them (e.g. She gave it to me.)
Reflexive pronouns: myself, yourself, himself, herself, ourselves, yourselves, themselves (e.g. He
washed himself with soap.)
Relative pronouns: which, who, that, whose, where (e.g. The man who is standing by the window is my
teacher.)
Interrogative pronouns: who, what, which, whose, whom (e.g. Whose book is this?)

30 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9

Adjectives Position of adjectives e.g. The old man (before a noun) ; The boy was mischievous (after a verb)
Adjectives ending in –ing e.g. amazing, boring, exciting (e.g. The lesson was boring.)
Adjectives ending in –ed e.g. amazed, bored, excited (e.g. The student was bored.)
Comparison of adjectives e.g. happy, happier, happiest; intelligent, more intelligent, most intelligent (e.g.
It was the happiest day of my life./She is the most intelligent student in the class.)
Adverbs Adverbs of manner e.g. quietly, carefully, politely, softly, quickly
Adverbs of time e.g. yesterday, tomorrow, last year, last week, the other day
Adverbs of frequency e.g. always, usually, often, sometimes, never
Adverbs of probability e.g. certainly, definitely, maybe, perhaps, possibly
Adverbs of duration e.g. still, yet, any more
Adverbs of degree e.g. completely, strongly, totally, quite, rather
Adverbial phrases e.g. in the garden, on the table
Prepositions Place and direction e.g. above, below, in, under, at, on, behind, between, beside
Adjective + preposition e.g. afraid of, ashamed of, bored with, impatient with, rude to
Noun + preposition e.g. invitation to, approach to, reason for, respect for, comment on
Verbs Transitive and intransitive verbs e.g. He bought a pen./The girl laughed.
Verbs with two objects (direct and indirect) e.g. He gave me the book.
Verb tenses Simple present tense e.g. I play tennis every week./Snakes are reptiles.
Present progressive (or continuous) tense e.g. She is watching television at the moment.
Present perfect tense e.g. I have lived in Durban all my life.
Present perfect progressive (or continuous) tense e.g. He has been studying hard the whole week.
Simple past tense e.g. He woke up early and got out of bed.
Past progressive (or continuous) tense e.g. The family were sleeping, when the fire broke out.
Past perfect e.g. He went home because he had forgotten his keys.
Past perfect progressive (or continuous) e.g. I had been waiting for two hours by the time he finally
arrived.
Expressing future time:
Will/shall + infinitive e.g. Mrs Molefe will teach the Grade 10 class./I am sure you will enjoy the movie.
Going to + infinitive e.g. They are going to visit her grandparents./I think it is going to rain tomorrow.
Simple present tense used to talk about the future e.g. Tomorrow is a holiday.
Future progressive (or continuous) e.g. I will be working the whole of next week.
Future perfect e.g. By next week I will have finished the job.
Future perfect progressive (or continuous) e.g. Next year I will have been teaching at this school for
twenty years.
Concord Subject-verb agreement e.g. He has just arrived./They have just arrived; I was going./They were going.
Modals To express ability/inability e.g. I can speak German./I can’t speak French./He is able to return to work./
He is not able to return to work.
To express permission e.g. May I use the bathroom? Could I leave early? Can I ask a question? Yes,
of course you can.
To express instructions/requests: Would you open the window, please./Could you let me in.
To express possibility/impossibility e.g. This can cause difficulty./You can’t be serious./You could be
right./He couldn’t know.
To express probability/improbability e.g. We should arrive in Jo’burg at 10 p.m./We ought to arrive in
Jo’burg at 10 p.m./There shouldn’t be any problem/There ought not to be any problem.
To express certainty e.g. They must have forgotten.

CAPS 31
ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9
Conditional First conditional to express a real possibility e.g. If it rains, we will cancel the trip.
sentences
Second conditional to express something that is unlikely or improbable e.g. If I won the lottery, I would
buy my mother a house with ten bedrooms.
Third conditional to express something that is hypothetical e.g. If I had worked harder at school, I would
have passed matric.
Passive and Simple present tense e.g. The gate is locked at 6 o’clock every night.
active voice
Present progressive (continuous) tense e.g. The room is being cleaned at the moment.
Present perfect tense e.g. A new supermarket has been opened this year.
Simple past tense e.g. The library was closed for the holidays.
Past progressive (or continuous) e.g. They had to wait because the car was still being cleaned.
Past perfect e.g. He had been poisoned by his girlfriend.
Future time: e.g. Next year the class will be taught by Mr Dube./Next year a new library is going to be
built.
Reported speech Reported questions e.g. She asked me why I was so late./He asked me what kind of music I liked.
‘That’ clauses: She said that she didn’t know./He told me that he had lost the book.
Sentence Statement
structures
Questions
Command/imperative
Spelling Spelling patterns, spelling rules and conventions, abbreviations, acronyms
Vocabulary Synonyms, antonyms, one word for a phrase
development
Figures of speech (simile, metaphor, personification, contrast, irony, sarcasm, anti-climax, pun)
and figurative
language (Enrichment: oxymoron, metonymy, onomatopoeia, hyperbole, symbol, euphemism, litotes, oxymoron,
paradox, understatement, synecdoche)
Idiomatic expressions/idioms/proverbs
Borrowed words
Punctuation Hyphen, colon, semi-colon, apostrophe, quotation marks, parentheses, ellipses

32 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9
3.5 Spread of texts table

Weeks Grade 7 Grade 8 Grade 9

Term 1

1&2 Information text e.g. dialogue Information text e.g. dialogue Dialogue

3&4 Song or poem Rhyme, song, poem Rhyme, poem/song

Information text: visual, e.g. Information text e.g. pictures Information text – filling in a form
5&6
calendar
Information text: dialogue Visual text, e.g. Visual text - pictures
7&8
pictures, cartoon

9 & 10 Reading text Information text Information text – dialogue/speech

Term 2

Information text: dialogue Information text e.g. picture Instruction, e.g. giving direction
1&2
Short story/folklore
Information text, e.g. map Information text e.g. schedule/ Information text, e.g. giving
3&4
diary/ timetable direction
Information text: visuals Information text e.g. pictures Information text – Weather report,
5&6
map, poem, song
Poem or song Information text e.g. games and Information text – Weather report,
7&8
dialogue map, poem, song

9 & 10 SUMMATIVE ASSESSMENT

Term 3

1&2 Transactional text, e.g. letter Vocabulary text Comprehension and reading text
Visual text, e.g. picture Instructional text, e.g. recipe Visual text
3&4 dialogue

Information text, e.g. dialogue Information text e.g. radio/TV Visual text
5&6
programme
Information text, e.g. map Information text e.g. dialogue Information text, e.g. dialogue,
7&8 pictures
Poem, short story, novel or drama
Story, poems, songs, cartoon, Short story / poems / songs / short Short story/songs/ drama/ novel/
9 & 10
drama and novel drama / short novel poem

Term 4

1&2 Visual text Vocabulary text Visual text

Information text poem / song / story Information text, e.g. dialogue

3&4

Information text Visual text, poem Vocabulary text

5&6

7&8 Song, poem Creative and transactional texts Song, poem

9 & 10 SUMMATIVE ASSESSMENT

CAPS 33
ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9
3.6. TEACHING PLANS

This document suggests that each cycle will include one or more units focused on each of the skills: listening,
speaking, reading, viewing, writing, presenting and language. Each cycle will provide activities for learners to study,
read or view a series of oral, written and visual texts. In each cycle the activities would draw learners’ attention
to correct grammar and text types. Over a year, approximately 18 of these cycles would cover all aspects of the
curriculum in 36 weeks. In addition, the level of difficulty in all areas would increase from term to term and year to
year in the Senior Phase. Progression therefore also becomes part of the organizing of learning programmes. This
structure gives learners and teachers the opportunity to build context, to consolidate vocabulary, and to become
familiar with language structures over two weeks before moving on to other skills. At the same time it offers variety
and can be tailored to the interests of a group. For example, “Clothes” is a common teaching theme, but could be
followed by a cycle on weather.

Integrated language teaching: the teaching cycle

In practice, integration suggests variety: variety of forms, of activities, of texts and themes (see Suggested Themes
– Reference List below) . When designing an integrated two-week cycle, the teacher may cluster activities around
a topic e.g. Sport. The sequence of lessons in a two-week cycle can follow any order, e.g. a cycle might start with
reading, and progress to role play (speaking) which is followed by writing. Any text can be used for the activities
outlined below.

The teacher should choose a literary text for study. This may be poems, a short novel, a short story or a short drama
(see “Texts used for integrated teaching of language skills.”) The teacher may choose to teach any order for teaching
texts. If the teacher chooses a longer continuous text such as short novel or short drama it is suggested that it is
taught continuously so that learners do not forget details of the message. If a short novel or short drama is chosen,
the teacher will need to divide the text into as many units as there is time available. Additional sections of the work
will be read as homework or part of the extended reading.

This curriculum presents an explicit grammar focus. In practice language will take about an hour every two weeks,
with half taught in context with writing and reading, and half taught explicitly. In addition to planned grammar teaching
there will be remedial teaching or revision of language drawn from learners’ writing errors.

Suggested Themes – Reference List

• Animals • House
• Body • Likes and dislikes
• Clothes • Music
• Colours • Nature/environment
• Days and Months • Places
• Emotions • School
• Family • Sport
• Food • Time
• Greetings • Transport
• Hobbies • Weather and seasons

34 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9
Turning the Teaching Plan into teaching and learning activities

An example based on TEACHING PLAN Grade 7, Term 1, Weeks 1 and 2 (6 x 40 minute lessons) = 4 hours teaching

GRADE 7 TERM 1
Language structures
Listening & Speaking Reading & Viewing Writing & Presenting and conventions
Weeks
1 hour 1 hour 1 hour 1 hour (integrated and
explicit)
Listening for specific Reading for Creative: A few simple adjectives
information: comprehension on a
Descriptive paragraph Use of the simple present
word and sentence
Teach features of tense
level: e.g. Write a descriptive
listening for information paragraph Vocabulary in context
E.g. Dialogues between
Class listens to e.g. a people greeting each Introduce process writing
recording of a dialogue on other for the first time, stages:    
meeting and greeting asking who they are and
• Planning
how they are doing
Informal speaking:
• Drafting
1 and 2

Class practise to meet

• Proofreading
and greet in pairs
• Editing and rewriting
• Presenting
Write sentences practising
how to introduce and
describe someone to
others – then make a
descriptive paragraph
using these sentences in
a logical order.

Cycle theme: Meeting and greeting

Lesson 1: (Mainly listening and speaking)

• Introduction: Greet class and introduce yourself. Teach learners how to introduce themselves.

• Vocabulary relevant to the theme.

• Teach features of listening for information

Lesson 2: (Mainly listening and speaking)

• Listen various times to a dialogue of people greeting each other.

• Learners practise in pairs to meet and greet.

Lesson 3: (Mainly reading)

• View pictures, titles and headings of dialogues.

• Learners read silently, after which teacher repeats reading aloud, while learners try to understand dialogues.

• Teacher explains grammar and vocabulary

• Homework: Learners reread the dialogues and answer questions, e.g. true/false.

CAPS 35
ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9
Lesson 4: (Mixed)

• Some integrated grammar features of the text

• Explain the writing process

• Learners read examples of descriptive paragraphs

• Homework: Learners practise writing simple sentences introducing and describing someone, using grammar
as explained.

Lesson 5: (Mainly writing)

• Learners write the descriptive paragraph

Lesson 6: (Writing)

• Learners edit and rewrite the first draft of their paragraph

On the following pages Teaching Plans are provided for grades 7, 8 and 9. Please note that these are only EXAMPLES
of how to organise the teaching of the Second Additional Language over the period of a year.

36 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 3.6.1 Grade 7

GRADE 7 TERM 1

CAPS
Listening & Speaking Reading & Viewing Writing & Presenting Language structures and conventions
Weeks
1 hour 1 hour 1 hour 1 hour (integrated and explicit)
Listening for specific information: Reading for comprehension on a Creative: A few simple adjectives
word and sentence level:
Teach features of Descriptive paragraph Use of the simple present tense
E.g. Dialogues between people greeting
listening for information Introduce process writing stages:     Vocabulary in context
each other for the first time, asking who
Class listens to e.g. a recording of a they are and how they are doing • Planning
dialogue on meeting and greeting
• Drafting
Informal speaking:
• Proofreading
Class practise to meet and greet in pairs

1 and 2
• Editing and rewriting
• Presenting
Write a descriptive paragraph
Write sentences practising how to
introduce and describe one to others –
then make a descriptive paragraph using
these sentences in a logical order.
Listen for appreciation: Literary text: Longer Transactional: Direct speech
Listen to a song/poem of the alphabet. Read poem/song e.g. the same as used Introduce process writing stages:     Interrogatives
Use this to spell certain words that in listening for comprehension
• Planning Punctuation
they can record as part of a listening
and appreciation
comprehension. • Drafting Introduce new verb (s)

3 and 4
Formal Speaking: • Proofreading Remedial grammar from learners’ writing
E.g. Role play on meeting and greeting • Editing and rewriting Vocabulary in context
• Presenting
Write a dialogue

37
ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9
 Listening & Speaking Reading & Viewing Writing & Presenting Language structures and conventions
Weeks
1 hour 1 hour 1 hour 1 hour (integrated and explicit)

38
Listening for information and Reading for comprehension at a word Creative text: Nouns
comprehension: and sentence level: E.g. Make own timetable in target Verbs
E.g. the days of the week, months of the Introduce features of visual text language/Fill in a form according to Telling Time
year and numbers. View and discuss various visual texts listening exercise
Vocabulary in context
Information to be filled in on a form e.g. e.g. a picture, photograph
a calendar, E.g. View a school timetable
Days of the week,

5 and 6
and
Months of the year E.g. read a text on the theme “School”
Informal Speaking and group work:
Groups ask each other questions and
answers using e.g. a visual text such as
a calendar
Listening for comprehension Reading for comprehension: Creative: Verbs
E.g. listen to a dialogue of learners E.g. Read a text of learners expressing E.g. Write sentences using the Adjectives
expressing which subjects they like/ their favourite subjects vocabulary in context. Write a dialogue Remedial grammar from learners’ writing
dislike and about the subjects they prefer.
Vocabulary in context

7 and 8
Formal speaking and presenting: E.g. Answer comprehension questions
E.g. Learners introduce themselves and on the text.
say which subjects they prefer

Listening for appreciation/specific Reading for comprehension: Creative/Transactional: Verbs, adjectives

information: E.g. Read a text on chosen theme E.g. Sentence writing/ Simple conjunctions
E.g. Listening comprehension on chosen Label pictures on the chosen theme and Reinforcement of grammar covered in
theme explain the preferred picture first term.
Informal Speaking and group work: Remedial grammar from learners’ writing

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

E.g. Saying why they like a certain

9 and 10
Vocabulary: in context
ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9

subject
or
Prepared reading aloud of text on e.g.
chosen theme

Formal assessment tasks in Term 1

Task 1 Task 2 Task 3

Oral: Listening comprehension/Prepared Speaking/ Writing: Creative (Narrative/Descriptive) paragraph (s) / Test 1: Comprehension and
Prepared Reading aloud Transactional (Shorter or longer) text Language
 GRADE 7 TERM 2
Listening & Speaking Reading & Viewing Writing & Presenting Language structures and conventions
Weeks
1 hour 1 hour 1 hour 1 hour (integrated and explicit)

CAPS
Listening for specific information Reading for comprehension on Shorter Transactional: Prepositions
sentence level:
E.g. Listen to a dialogue of learners Process writing stages:     Punctuation
saying where they come from E.g. Read dialogues between people
• Planning Basic Conjunctions
coming from different places/countries
Speaking for specific purposes/
• Drafting Negatives
Formal speaking and presenting
(Prepared Reading aloud) • Proofreading Vocabulary in context

1 and 2
E.g. Prepared Reading aloud on the • Editing and rewriting
chosen theme
• Presenting
E.g. Learners write a narrative
paragraph to tell where they come from
Listening for specific information: Reading for comprehension on word Short Transactional: Remedial grammar from learners’ writing
and sentence level:
E.g. use visual text such as a map to E.g. Writing for a specific purpose Adjectives
listen to, ask and answer questions. E.g. Read a text in which nationalities of
Process of writing a prepared speech. Punctuation
different people are evident.
Formal speaking and presenting:
Process writing stages:     Basic Conjunctions
Discuss the features of prepared speech
• Planning Prepositions

3 and 4
• Drafting Negatives
• Proofreading Vocabulary in context
• Editing and rewriting
• Presenting
Prepared speech
Listening for specific information: Intensive reading of Visual Texts: Creative: Imperative
Listening Comprehension View and interpret the features of e.g. a E.g. Draft a descriptive paragraph on a Present Tense
picture of the classroom chosen picture, following the process
Informal speaking New verbs
writing approach – group activity

5 and 6
Informal Speaking: E.g. classroom Remedial grammar from learners’ writing
discussion on interpretation of pictures
Vocabulary in context

39
ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9
 Listening & Speaking Reading & Viewing Writing & Presenting Language structures and conventions
Weeks
1 hour 1 hour 1 hour 1 hour (integrated and explicit)

40
Listening for appreciation: Reading for comprehension: Shorter Transactional: Negative
E.g. listen to a poem/song dedicated to Read a text based on a family or family E.g. Write a descriptive paragraph about Articles
a family relationships their family
Plurals
Informal speaking and group work: Process writing stages:    
Abbreviations
E.g. • Planning
Possessives

7 and 8
Discuss their family • Drafting
Identify and reinforce the different
• Proofreading language structures and conventions.
• Editing and rewriting Remedial grammar from learners’ writing
• Presenting Vocabulary in context

Mid-year examinations

9 and 10
Formal assessment tasks in Term 2

Task 4 Task 5 Task 6

Oral: Listening comprehension/Prepared Speaking/ Literature: Contextual questions Mid-year examinations: Comprehension, language,
Prepared Reading aloud
literature and writing

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9
 GRADE 7 TERM 3
Listening & Speaking Reading & Viewing Writing & Presenting Language structures and conventions
Weeks
1 hour 1 hour 1 hour 1 hour (integrated and explicit)

CAPS
Listening for appreciation Intensive reading of text for Longer Transactional: Prepositions.
E.g. Listen to sounds around a theme comprehension on paragraph level Introduce and discuss the features Word order
e.g. transport E.g. Read text on specific theme and of writing a friendly letter/note/email/ Articles
Formal speaking and presenting answer comprehension questions narrative/descriptive paragraph
Present Tense
Prepared Reading aloud with focus on And Write a friendly letter/note/email/
narrative/descriptive paragraph on e.g. Salutation for friendly letter/note/email
fluency, pronunciation and tone Example of a friendly letter or paragraph
Where I am going today Vocabulary in context
e.g. text on theme

1 and 2
Focus on process writing:
• Planning
• Drafting
• Proofreading
• Editing and rewriting
• Presenting
Listening for interaction: Reading for comprehension: Longer Transactional: (continue) Possessives
E.g. Listen to text/questions related to E.g. Viewing visual text on the theme for Introduce and discuss the features Prepositions.
visual stimulus (where is the dog?) comprehension and answer questions. of writing a friendly letter/note/email/ Word order
Informal Speaking and group work: narrative/descriptive paragraph
Articles
E.g. Responding to oral questions Write a friendly letter/note/email
narrative/descriptive paragraph on e.g. Present Tense
related to visual stimulus
Where I am going today Salutation for friendly letter/note/email

3 and 4
Focus on process writing: Vocabulary in context
• Planning
• Drafting
• Proofreading
• Editing and rewriting
• Presenting

41
ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9
 Listening & Speaking Reading & Viewing Writing & Presenting Language structures and conventions
Weeks
1 hour 1 hour 1 hour 1 hour (integrated and explicit)

42
Listening for comprehension Intensive reading of Visual Texts: Creative: Adjectives
E.g. listen to acoustic impulses View picture on chosen theme – e.g. the Make sentences with new vocabulary Interrogatives
And city And New verbs and nouns
Listen to a dialogue on a new theme e.g. Write a descriptive paragraph on e.g. a Spelling
where I live picture based on theme Remedial grammar from learners’ writing
Informal Speaking and group work: Focus on process writing: Vocabulary in context

5 and 6
E.g. Use vocabulary of new theme, • Planning
speak about the acoustic impulses and • Drafting
practise saying sentences
• Proofreading
• Editing and rewriting
• Presenting
Listening for information Reading for comprehension on Creative: New verbs and nouns
E.g. Listen to identify different countries paragraph level Label a map and Numbers
of the world/provinces in South Africa E.g. Peer reading of descriptive write sentences using new vocabulary. Spelling
Informal Speaking paragraphs written in previous cycle (for
enjoyment) Describe a place of interest in the map Plurals
Role play on theme e.g. different and how one may access it, for example,

7 and 8
or Prepositions
countries of the world/provinces in South means of transport, landmarks and
Africa Literary text tourist attraction areas. Articles

E.g. Reading for enjoyment e.g. poem/ Remedial grammar from learners’ writing
short story/short drama/short novel Vocabulary in context

Listening for appreciation Literary text Creative: Reinforcing all grammar done this term
E.g. Listening to part of/complete story/ E.g. Read story/poems/songs/cartoon/ E.g. Write captions for a picture story Vocabulary in context
poems/songs/cartoon/short drama/short short drama/short novel and respond to based on theme and language covered
novel comprehension questions to reinforce grammar learned throughout

9 and 10
the term.

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

Reading aloud
ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9

Work on e.g. pronunciation, intonation,

pace, fluency and body language

Formal assessment tasks in Term 3

Task 7 Task 8 Task 9
Oral: Listening comprehension/Prepared Speaking/ Writing: Creative (Narrative/Descriptive) paragraph (s) / Test 2: Comprehension and
Prepared Reading aloud Transactional (Shorter or longer) text) language OR
Literature: Contextual questions
 GRADE 7 TERM 4
Listening & Speaking Reading & Viewing Writing & Presenting Language structures and conventions
Weeks
1 hour 1 hour 1 hour 1 hour (integrated and explicit)

CAPS
Listening for comprehension Intensive reading of Visual Texts: Creative: Negative
Listen to a dialogue e.g. on a new theme View and read pictures on the theme Practise question and answer sentences Adjectives and adverbs
– my body e.g. different body parts on the selected theme.
Possessives
Informal Speaking Label pictures used.
Spelling
Respond to questions after viewing and Longer Transactional:
Plurals
reading Visual Text
Write a letter to your friend what you
Vocabulary in context
have learnt e.g. how to take care of my
body

1 and 2
Focus on process writing:
• Planning
• Drafting
• Proofreading
• Editing and rewriting
• Presenting
Listening for specific information Reading for comprehension Transactional: Remedial grammar from learners’ writing
E.g. Listening comprehension on theme E.g. Reading of learners’ written Write e.g. a prepared speech on “My Negative
selected in previous cycle. paragraphs body”
Interrogatives
Formal Speaking and presenting: Or
Conjunctions
E.g. Prepared speech written in this and E.g. A selected text on the theme
Articles
previous cycle.
Adjectives and adverbs

3 and 4
Possessives
Spelling
Plurals
Vocabulary in context
Remedial grammar from learners’ writing

43
ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9
 Listening & Speaking Reading & Viewing Writing & Presenting Language structures and conventions
Weeks
1 hour 1 hour 1 hour 1 hour (integrated and explicit)

44
Listening for specific information Intensive reading of Visual Texts: Creative: Interrogatives
E.g. Learners listen for new vocabulary Learners view and read text e.g. a E.g. Learners draw own pictures in Adjectives
by using a visual text - Introduce new picture of different colours and dialogue different colours, label them and then
Spelling
theme e.g. colours on the same theme
practise writing sentences which
Plurals
Informal Speaking describe the picture .
Present Tense
Practise saying questions and answers And
e.g. What colour is the book? Negatives
E.g. Write a descriptive paragraph to
describe a multicoloured picture. Demonstratives

5 and 6
Focus on process writing: Possessives
• Planning Vocabulary in context
• Drafting Remedial grammar from learners’ writing
• Proofreading
• Editing and rewriting
• Presenting
Listening for appreciation Reading for comprehension Examination preparation. Revise sentence constructions and
language conventions learnt
E.g. Listen to a song/poem/descriptive E.g. Text selected on theme with Reinforce the process of writing in
paragraphs written by learners in comprehension questions to be different text types such as dialogues, Remedial grammar from learners’ writing
previous cycle answered descriptive/narrative paragraphs
Vocabulary in context

7 and 8
Informal speaking
E.g. Reinforcement of the questions and
sentences done orally

10
End of year examinations

9 and

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9

Formal assessment tasks in Term 4

Task 10
End of year examinations
Paper 1: *Orals
Paper 2: Language in context, Literature and Writing
*Oral: Oral year mark from cumulative speaking, listening and reading. Final mark should include at least one prepared speaking task, one listening task and one prepared reading
aloud.
 3.6.2 Grade 8

GRADE 8 TERM 1

CAPS
Listening & Speaking Reading & Viewing Writing & Presenting Language structures and conventions
Weeks
1 hour 1 hour 1 hour 1 hour (integrated and explicit)
Listening for interaction and dialogue: Reading for comprehension: Shorter transactional text: Sentence structure (Subject – verb -
Information object) ,
E.g. Listen to dialogue between two Teach features of filling in forms.
people e.g. read a dialogue between two people Common communicative phrases.
E.g. Fill in a form with information
and answer some basic comprehension
Informal speaking and group work: emanating from listening exercise. Questions words
questions.
Pupils identify questions and answers in Update personal dictionary by writing in Express basic feelings.
Use dictionary to look up new words.
the dialogue and then practice them in new nouns and verbs.
Use of the simple present tense
pairs
Vocabulary from texts
Personal pronouns

1 and 2
Positive/negative
Concord
Spelling
Punctuation
Singular/plural
Nouns and verbs
Use of personal dictionary

45
ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9
 Listening & Speaking Reading & Viewing Writing & Presenting Language structures and conventions
Weeks
1 hour 1 hour 1 hour 1 hour (integrated and explicit)

46
Listen for appreciation: Literary text 1: Longer transactional text: Sentence structure (Subject – verb -
object) ,
Listen to a rhyme/song/poem E.g. Read rhyme (s) /poem (s) /song (s) Revise features of the dialogue/
for comprehension descriptive/narrative paragraph Common communicative phrases.
Informal Speaking and group work:
and appreciation Write a dialogue/descriptive/narrative Questions words
E.g. Memorise rhyme/song and present
paragraph with given information e.g.
it in groups or pairs. Answer basic questions on the above Express basic feelings.
Personal details of two characters.
text/s.
Pupils work on pronunciation, tone, Use of the simple present tense
(could be assessed)
rhythm, etc. Use bilingual dictionary to look up new
Vocabulary from texts dealt with
words. Introduce process writing stages:    
Personal pronouns
• Planning

3 and 4
Positive/negative
• Drafting
Concord
• Proofreading
Spelling
• Editing and rewriting
Punctuation
• Presenting
Singular/plural
Update personal dictionary
Remedial grammar from learners’
writing/form filling.
Use of personal dictionary
Listening for information and Reading for comprehension at a word Short transactional/Creative text: Introduction of new vocabulary: eg
interaction: and sentence level: emotions and feelings.
E.g. learners complete a dialogue by
E.g. Learners listen to audio or teacher E.g. Read sentences related to feelings filling in the missing parts. Focus on Use of personal pronouns
describing the feelings of different and emotions. using language and new vocabulary
Spelling and punctuation
people. Pupils listen and try and match covered, e.g. expressing emotions.
Use bilingual dictionary to look up new
description with a set of pictures Positive
words. Reinforce the features of a dialogue.

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

indicating different feelings (sad, happy,
Negative
ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9

busy etc) . Update personal dictionary.

5 and 6
Remedial grammar from learners’
(could be assessed)
writing/dialogue/descriptive/narrative
Informal Speaking and group work: paragraph.
Learners use pictures to ask each
other how someone is feeling. Learners
respond with new vocabulary to practice
expressing feelings/emotions.
 Listening & Speaking Reading & Viewing Writing & Presenting Language structures and conventions
Weeks
1 hour 1 hour 1 hour 1 hour (integrated and explicit)
Listening for appreciation: Intensive reading of Visual Texts: Creative text: Punctuation

CAPS
Learners listen to a song/poem or rhyme Introduce features of visual text Teach features of a descriptive or Prepositions
based on a new theme. New vocabulary narrative paragraph.
E.g. Picture/cartoon accompanied by Spelling
is introduced.
written text. E.g. Learners write a paragraph based
Question words
Informal speaking and group work: on a visual text.
Answer comprehension questions on
Conjunctive
Learners read new words aloud and cartoon/picture. Process writing stages:    
practice with a partner. Present tense positive and negative
(could assess) • Planning
Listening for specific information: Vocabulary in context
Use bilingual dictionary to look up new • Drafting
Learners listen to a passage for specific words.

7 and 8
• Proofreading
information e.g. They listen for words
that show specific location. • Editing and rewriting
Informal speaking and group work: • Presenting
Learners respond to “where” questions Write new words in sentences/match
based on listening to the passage. sentences to visual stimulus/write
captions/label pictures/do a crossword/fill
in personal dictionary.
(could be assessed)
Listening for appreciation/specific Intensive reading for comprehension Transactional: Remedial grammar from learners’
information: at paragraph level: completion of written paragraphs and
E.g. Written exercise based on current
exercises.
E.g. Listen to creative paragraphs in E.g. learners read each others’ theme requiring learners to use
pairs and whole class. paragraphs/an additional text based on vocabulary and grammar covered during Revise grammar covered as well as
the theme chosen. the term. vocabulary.
Prepared Speaking and presenting:

9 and 10
Update personal dictionary.
E.g. learners read own paragraphs
aloud.
(could be assessed)

Formal assessment tasks in Term 1

Task 1 Task 2 Task 3

Oral: Listening comprehension/Prepared Speaking/ Writing: Creative (Narrative/Descriptive) paragraph (s) / Test 1: Comprehension and
Prepared Reading aloud Transactional (Shorter or longer) text
language

47
ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9
 GRADE 8 TERM 2
Listening & Speaking Reading & Viewing Writing & Presenting Language structures and conventions

48
Weeks
1 hour 1 hour 1 hour 1 hour (integrated and explicit)
Listening for appreciation Literary text: Short Transactional: Punctuation
E.g. Listen to simple short story/folktale Reading of simple short story/folktale. Writing for a specific purpose. Imperative
Informal speaking and group work: Introduce basic features of short story/ E.g. Retelling the story using pictures as Basic Conjunctions
folktale. stimulus.
Learners respond orally to picture Prepositions
story/questions related to the listening. • pre-reading Process writing stages:    
Present tense
Learners can also practice reading
• reading • Planning
aloud. Positive
• post-reading • Drafting

1 and 2
Negatives
Answer questions on story. • Proofreading
Vocabulary in context
(could be assessed) • Editing and rewriting
Spelling
Extended reading (another short story • Presenting
Concord
for learners to read independently)
(could be assessed)
Update personal dictionary.
Listening for specific information: Intensive reading of visual and written Short transactional text: Remedial grammar from learners’
text: writing/retelling
Listen to new vocabulary and Learners introduced to features of short
Learners read visual text eg. a timetable. transactional texts. Punctuation
listen to text for specific information. E.g.
They then answer questions.
A weekly schedule/diary of somebody – Eg. Learners can write a diary/list Imperative
a school theme (could be assessed) containing activities planned for the
Question words
coming week. Could use present or
Informal speaking and group work.

3 and 4
future tense. Time words like when, what time, on
Learners respond orally to questions what day etc.
(could be assessed)
based on the listening passage and then
Present tense
questions relating to themselves.
Future tense

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9

Vocabulary in context
Listening for specific information: Reading for comprehension on Transactional: Express likes and dislikes related to new
sentence and paragraph level: theme.
Listening Comprehension E.g. Written exercise based on current
Use visual stimulus/paragraph as theme requiring learners to use new Remedial grammar from learners’ writing
(could be assessed)
reading exercise on new theme. Answer vocabulary and grammar covered – the diary/list
Formal speaking and presenting: questions based on paragraph. school and future tense.
Present/future tense

5 and 6
Prepared speech. Learners talk about (could be assessed) (integrated grammar and writing) .
New time related words
what they will do next week.
(could be assessed)
Question words
Update personal dictionaries.
Vocabulary in context
 Listening & Speaking Reading & Viewing Writing & Presenting Language structures and conventions
Weeks
1 hour 1 hour 1 hour 1 hour (integrated and explicit)
Listening for appreciation/specific Reading for comprehension: Creative: Location phrases like between, inside,

CAPS
information/interaction: left, right, behind etc.
E.g. Read dialogue based on current Learners write a descriptive paragraph
E.g. pupils listen to a song introducing theme and new grammar concept. based on visual text. E.g. photograph/ Question words
new vocabulary/play game by listening Answer comprehension questions. picture.
Plurals
to and carrying out instructions involving
(could be assessed) . Process writing stages:    
location phrases. Punctuation
Use of bilingual dictionary to look up new • Planning
Informal speaking and group work: Vocabulary in context
words.
• Drafting
Respond orally to questions related to
visual stimulus. Pair work and whole • Proofreading

7 and 8
class.
• Editing and rewriting
• Presenting.
(could be assessed)
Revision – writing of sentences
incorporating new vocabulary and
grammar.
(integrated grammar and writing) .

Mid-year examinations

9 and 10
Formal assessment tasks in Term 2

Task 4 Task 5 Task 6:

Oral: Listening comprehension/Formal prepared speaking/ Literature: Contextual questions Mid-year examinations:
Prepared Reading aloud
Comprehension, language, literature and writing

49
ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9
 GRADE 8 TERM 3
Listening & Speaking Reading & Viewing Writing & Presenting Language structures and conventions

50
Weeks
1 hour 1 hour 1 hour 1 hour (integrated and explicit)
Listening for appreciation: Intensive reading of text for Longer Transactional: Infinitive
comprehension on paragraph level
Listen to new words and sounds related Discuss features of a dialogue. Punctuation
to a new theme e.g. food. E.g. Read text on specific theme and
Learners write a dialogue using new Expressing likes and dislikes.
answer comprehension questions.
Informal speaking in groups: vocabulary and grammar.
Spelling
(could assess)
Practice new words and use simple Focus on process writing:
Commonly confused words
sentences to describe pictures related to Use bilingual dictionary.
• Planning
new theme. Focus on pronunciation and Vocabulary in context
tone. • Drafting

1 and 2
• Proofreading
• Editing and rewriting
• Presenting
(could assess)
Update personal dictionary.
Listening for appreciation: Intensive reading for comprehension Short transactional text: Remedial grammar from learners’ writing
at sentence and paragraph level: of dialogue.
E.g. Listen to dialogues being read by Introduce and discuss the features of
peers Reading of specific instructions related writing a short transactional text for Firstly, secondly, lastly, after that, then,
to new theme e.g. How to make a specific purposes. etc.
Formal speaking and presenting:
particular dish or drink.
Write instructions e.g. For making your Imperative
E.g. Learners read dialogues aloud.
own favourite dish or drink.
Sequential commands
(this activity could be assessed)
Focus on process writing:
Infinitive

3 and 4
• Planning
Punctuation

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

• Drafting
Spelling
ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9

• Proofreading
Commonly confused words
• Editing and rewriting
Correct use of concord.
• Presenting
Vocabulary in context
(could assess)
 Listening & Speaking Reading & Viewing Writing & Presenting Language structures and conventions
Weeks
1 hour 1 hour 1 hour 1 hour (integrated and explicit)
Listening for appreciation: Intensive reading of Visual Texts: Short transactional text: Remedial grammar from learners’ writing

CAPS
for specific purposes.
Learners listen to peer presentations. View audio visual text based on current Label picture of e.g. a cooking scene.
E.g. How to make favourite meal. theme. E.g. Cooking programme on TV. Firstly, secondly, lastly, after that, then
Write a shopping list for ingredients.
etc.
Formal speaking and presenting: Answer questions after viewing.
Focus on process writing:
Imperative
Learner presents prepared speech. E.g.
• Planning
giving instructions to complete a specific Sequential commands
task. • Drafting
Infinitive

5 and 6
(can be assessed) • Proofreading
Punctuation
• Editing and rewriting
Spelling
• Presenting
Commonly confused words
Update personal dictionaries.
Correct use of concord.
Vocabulary in context
Listening for information/ Reading for comprehension on Transactional: Forms of address
appreciation: paragraph level
Fill in information based on listening to Polite requests
Listen to dialogue. E.g. Customer and E.g. Read descriptive paragraph on dialogue. E.g. Items bought by customer
Prepositions
shopkeeper. current theme and answer questions. and prices.
Question words like where, do you have,
Informal speaking and group work. (could assess comprehension) Write sentences/captions for a picture
how many, how much etc.
based on theme and language covered.
Respond to questions related to
New verbs and nouns
listening.
Numbers

7 and 8
Modals
Abbreviations
Spelling
Plurals
Vocabulary in context

51
ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9
 Listening & Speaking Reading & Viewing Writing & Presenting Language structures and conventions
Weeks
1 hour 1 hour 1 hour 1 hour (integrated and explicit)

52
Listening for appreciation Literary text Creative: Remedial grammar from learners’
writing.
E.g. Listening to part of/complete story/ E.g. Read story/poems/songs/ E.g. Write captions for a picture story
poems/songs/short drama/short novel short drama/short novel and answer based on theme and language covered Reinforcing all grammar done this term.
comprehension questions. to reinforce grammar learned throughout
Informal speaking and group work Vocabulary in context.
the term.
(could assess)
E.g. Respond orally/make predictions
(could assess)

9 and 10
about title/pictures.
Formal speaking and presenting:
Prepared reading aloud. E.g. Story/
poem/song etc.

Formal assessment tasks in Term 3

Task 7 Task 8 Task 9

Oral: Prepared reading aloud/listening comprehension/ Writing: Creative (Narrative/Descriptive) paragraph (s) / Test 2: Comprehension and language OR
prepared speaking Transactional (Shorter or longer) text
Literature: Contextual questions

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9
 GRADE 8 TERM 4
Listening & Speaking Reading & Viewing Writing & Presenting Language structures and conventions
Weeks
1 hour 1 hour 1 hour 1 hour (integrated and explicit)

CAPS
Listening for comprehension: Intensive reading of Texts at word Short Transactional: Forms of address
level:
Introduce new vocabulary on theme Practise writing new words into personal Polite requests
through acoustic impulses. E.g. Sounds View and read new words on theme. dictionaries/do a crossword/label
Imperatives
of different modes of transport. pictures/write captions for pictures.
And
Question words
Informal Speaking
Intensive reading of Texts at sentence
Conjunctives
Respond to questions after listening and paragraph level:
to acoustic impulses eg. Modes of Quantity
Read dialogue on the selected theme
transport.
e.g someone wanting to get from A to B Spelling
using a particular mode of transport.
Plurals

1 and 2
Answer comprehension questions on the
Abbreviations
dialogue.
Adjectives and adverbs
Present tense
Future tense
Times and days of the week.
Modals
Vocabulary in context
Listening for appreciation: Reading for comprehension: Creative Text: Punctuation
Listening to poem/song/stroy based on Literary text Learners write a creative text based on Spelling
theme. visual stimulus eg. Town scene.
Learners can read additional poems/text Prepositions
Informal speaking and group work: on selected theme. Focus on process writing:
Present and future tense
Learners learn and sing song or perform Answer comprehension questions on • Planning
Positive and negative

3 and 4
poem. text.
• Drafting
Location phrases
Focus on pronunciation, rhythm, body Look up new vocabulary in bilingual
• Proofreading
language and gestures. dictionary. Adjectives and adverbs
• Editing and rewriting
Vocabulary in context
• Presenting

53
ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9
 Listening & Speaking Reading & Viewing Writing & Presenting Language structures and conventions
Weeks
1 hour 1 hour 1 hour 1 hour (integrated and explicit)

54
Listening for appreciation: Intensive reading of Visual Texts: Creative text: Remedial grammar from learners’
Learners listen to creative pieces read Learners can view visual texts and Learners write captions for a picture creative writing.
by peers. match sentences to these visual texts. story. Do exercise on aspects of grammar
Formal speaking and presenting: Focus on process writing: covered.

Learner read prepared creative texts or • Planning Interrogatives

a poem. • Drafting Adjectives

• Proofreading Colours

• Editing and rewriting Polite requests

5 and 6
• Presenting Spelling
Plurals
Present Tense
Negatives
Demonstratives
Possessives
Vocabulary in context
Listening for information/interaction: Reading for comprehension Creative and transactional texts: Revision of language structures and
Revision through discussion of topics Selected text for revision of Revise and reinforce the process conventions as well as vocabulary.
covered in the year. comprehension techniques. of writing different text types such Remedial grammar from learners’
as dialogues, descriptive/narrative writing. Captions for picture story.

7 and 8
Informal speaking Revision of literary texts.
paragraphs and short transactional texts.
Learners respond to questions based on
work covered.

10
End of year examinations

9 and

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9

Formal assessment tasks in Term 4

Task 10

End of year examinations:

Paper 1: *Orals
Paper 2: Language in Context, Literature and Writing
*Orals: Oral year mark from cumulative speaking, listening and reading. Final mark should include at least one prepared speaking task, one listening task and one prepared reading
aloud task.
 3.6.3 Grade 9

GRADE 9 TERM 1

CAPS
Listening & Speaking Reading & Viewing Writing & Presenting Language structures and conventions
Weeks
1 hour 1 hour 1 hour 1 hour (integrated and explicit)
Listening for interaction and dialogue: Reading for comprehension: Creative text/Longer transactional Sentence structure (Subject – verb -
Information text: object) ,
Pair and whole class:
e.g. a description about someone/a Paragraph/dialogue Use of the simple present tense
Introduce a class-mate using the
picture of someone
information provided: e.g. e.g. Write a descriptive paragraph/ Vocabulary from texts dealt with
dialogue
Nationality
Giving information in a logical order
Name
Process writing stages:    
Age

1 and 2
• Planning
Grade
• Drafting
Origin
• Proofreading
Formal speaking and presenting:
• Editing and rewriting
Prepared reading aloud
• Presenting
Listen for appreciation Literary text : Creative text: Introduce new verbs
Informal Speaking and group work: E.g. Read rhyme (s) /poem (s) /song (s) Write a narrative paragraph Remedial grammar from learners’ writing
for comprehension
E.g. Memorise rhyme/song and present Introduce process writing stages:     Vocabulary in context
it in groups and appreciation
• Planning
Discuss text
• Drafting

3 and 4
• Proofreading
• Editing and rewriting
• Presenting

55
ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9
 Listening & Speaking Reading & Viewing Writing & Presenting Language structures and conventions
Weeks
1 hour 1 hour 1 hour 1 hour (integrated and explicit)

56
Listening for information and Reading for comprehension at a word Short transactional/Creative text: Nouns
comprehension: and sentence level:
E.g. Fill in a form Verbs
Informal Speaking and group work: E.g. Start a new theme:
according to listening exercise Vocabulary in context
Teach features of Read a text on “My home”
E.g. Write a narrative paragraph of
listening for information learners’ own home
E.g. information to be filled in on a form: Process writing stages:    

5 and 6
Number of bedrooms • Planning
Garden • Drafting
Kitchen • Proofreading
Bathroom • Editing and rewriting
• Presenting
Listening for interaction Intensive reading of Visual Texts: Short transactional:
and information Introduce features of visual text E.g. Teach features of a dialogue/ Punctuation Prepositions
prepared speech
Speaking for specific purposes/ E.g. Picture of a home with text Interrogatives
Informal speaking Write a dialogue/prepared speech
Direct speech
E.g. Picture of a home as used in Process writing stages:    
Remedial grammar from learners’ writing
reading:
• Planning

7 and 8
Vocabulary in context
Asking questions about picture and
• Drafting
responding to the questions
• Proofreading
• Editing and rewriting
• Presenting

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9
 Listening & Speaking Reading & Viewing Writing & Presenting Language structures and conventions
Weeks
1 hour 1 hour 1 hour 1 hour (integrated and explicit)
Listening for appreciation/specific Reading for comprehension: Creative/Transactional: Verbs, adjectives and nouns - revision

CAPS
information: integrated with reading and writing
E.g. Read a paragraph E.g. Sentence writing/
E.g. Listening comprehension Translation of sentences to assess
View and discuss various visual texts Label pictures
grammar taught
Prepared Speaking and presenting: e.g. a picture, photograph
Explain meaning of verbs, adjectives and
E.g. Dialogue or Prepared speech
nouns in use

9 and 10
Reinforcement of grammar covered in
first term.
Remedial grammar from learners’ writing
Vocabulary: in context

Formal assessment tasks in Term 1

Task 1 Task 2 Task 3

Oral: Listening comprehension/Prepared Speaking/ Writing: Creative (Narrative/Descriptive) paragraph (s) / Test 1: Comprehension and
Prepared Reading aloud Transactional (Shorter or longer) text
language

57
ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9
 GRADE 9 TERM 2
Listening & Speaking Reading & Viewing Writing & Presenting Language structures and conventions

58
Weeks
1 hour 1 hour 1 hour 1 hour (integrated and explicit)
Listening for specific information Reading for comprehension on Shorter Transactional: Punctuation
sentence level:
E.g. Listen to instructions/directions Process writing stages:     Imperative
given Read examples of instructions or
• Planning Basic Conjunctions
directions
Speaking for specific purposes/
• Drafting Logical connectors that signal cause
Formal speaking and presenting
(e.g. because, so, therefore) and time
(Prepared Reading aloud) • Proofreading
(e.g. then, next, after)

1 and 2
E.g. Give instructions or directions (how • Editing and rewriting
Prepositions (revision)
to get from A to B) in groups/individual
• Presenting
Negatives
or
E.g. Write directions or instructions
Vocabulary in context
Prepared Reading aloud - examples of
instructions or directions
Listening for specific information: Reading for comprehension on word Short Transactional: Remedial grammar from learners’ writing
and sentence level:
E.g. Listening to directions/instructions E.g. Writing for a specific purpose Punctuation
for listening comprehension/to the Read to identify and discuss the use of
Process of writing a prepared speech. Imperative
prepared speeches e.g. imperative, prepositions introduced
Process writing stages:     Basic Conjunctions
Formal speaking and presenting:
• Planning Logical connectors that signal cause
Discuss the features of prepared speech
(e.g. because, so, therefore) and time
• Drafting

3 and 4
Prepared speech (e.g. then, next, after)
• Proofreading
E.g. giving directions/making something Prepositions (revision)
(instructions) • Editing and rewriting
Negatives
• Presenting
Vocabulary in context
Prepared speech (for enrichment)

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9

listening for specific information: Reading for comprehension on Transactional: Phrase and sentence structures and
sentence and paragraph level: conventions
Listening Comprehension E.g. label a weather report/weather
Read and interpret the features of e.g. symbols/pictures Present/future tense
Informal speaking
cartoons, weather map/weather report/
New verbs
Informal Speaking: E.g. weather poem/song

5 and 6
Idioms
Remedial grammar from learners’ writing
Vocabulary in context
 Listening & Speaking Reading & Viewing Writing & Presenting Language structures and conventions
Weeks
1 hour 1 hour 1 hour 1 hour (integrated and explicit)
Formal speaking and presenting: Reading for comprehension: Transactional: Identify and reinforce the different

CAPS
language structures and conventions.
E.g. Peer reading of weather reports/ E.g. Write weather report/dialogue
dialogues Plurals
Role play/report on the weather Process writing stages:    
Abbreviations
Listening for appreciation: • Planning
Remedial grammar from learners’ writing
E.g listen to the weather report/role play • Drafting

7 and 8
Vocabulary in context
• Proofreading
• Editing and rewriting
• Presenting .

Mid-year examinations

9 and 10
Formal assessment tasks in Term 2

Task 4 Task 5 Task 6

Oral: Listening comprehension/Formal prepared speaking/ Literature: Contextual questions Mid-year examinations: Comprehension, language,
Prepared Reading aloud literature and writing

59
ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9
 GRADE 9 TERM 3
Listening & Speaking Reading & Viewing Writing & Presenting Language structures and conventions

60
Weeks
1 hour 1 hour 1 hour 1 hour (integrated and explicit)
Listening for appreciation Intensive reading of text for Longer Transactional: Prepositions.
comprehension on paragraph level
E.g. Listen to sounds around a theme Introduce and discuss the features Word order
e.g. farm E.g. Read text on specific theme and of writing a friendly letter/narrative/
Possessives
answer comprehension questions descriptive paragraph
Formal speaking and presenting
Adjectives and adverbs
Write a friendly letter/narrative/
Prepared Reading aloud with focus on
descriptive paragraph on e.g. my visit to Comparisons
fluency, pronunciation and tone
the farm
Punctuation
e.g. text on theme
Focus on process writing:

1 and 2
Concord
• Planning
Agreement of verb and subject/adjective
• Drafting
Present/past future/tense
• Proofreading
Salutation for friendly letter
• Editing and rewriting
Vocabulary in context
• Presenting
Listening for interaction: Reading for comprehension: Longer Transactional: (continue) Prepositions.
E.g. Listen to questions related to visual Reading of literary text for information Introduce and discuss the features Word order
stimulus (picture of farm) and comprehension of writing a friendly letter/narrative/
Possessives
descriptive paragraph
Informal Speaking and group work: Or
Adjectives and adverbs
Write a friendly letter/narrative/
E.g. Responding to oral questions Example of a friendly letter or paragraph
descriptive paragraph on e.g. my visit to Comparisons
related to visual stimulus
the farm
Punctuation
Focus on process writing:

3 and 4
Concord
• Planning

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

Agreement of verb and subject/adjective
ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9

• Drafting
Present/past future/tense
• Proofreading
Vocabulary in context
• Editing and rewriting
• Presenting
 Listening & Speaking Reading & Viewing Writing & Presenting Language structures and conventions
Weeks
1 hour 1 hour 1 hour 1 hour (integrated and explicit)
Listening for comprehension Intensive reading of Visual Texts: Creative:

CAPS
E.g. listen to acoustic impulses View picture on chosen theme – e.g. the Label picture of e.g. the garage Remedial grammar from learners’ writing
garage
And Or Polite requests
Listen to a dialogue on a new theme e.g. Transactional: Revision of imperative
garage or shop
Filling in missing information based on Interrogatives
Informal Speaking and group work: listening dialogue
New verbs and nouns
E.g. Use vocabulary of new theme, And
Modals
speak about the acoustic impulses and
Write a descriptive paragraph on e.g. a
practise saying sentences Spelling

5 and 6
picture based on theme
Vocabulary in context
Focus on process writing:
• Planning
• Drafting
• Proofreading
• Editing and rewriting
• Presenting
Listening for appreciation Reading for comprehension on Creative: Remedial grammar from learners’ writing
paragraph level
Listen to role play of learners Write sentences/captions for a picture Polite requests
E.g. Peer reading of descriptive based on theme and language covered.
Formal Speaking and presenting Revision of imperative
paragraphs written in previous cycle (for
role play on theme e.g. the garage enjoyment) Interrogatives
or New verbs and nouns
Literary text Numbers

7 and 8
E.g. Reading for enjoyment e.g. poem/ Modals
short story/short drama/short novel
Abbreviations
Spelling
Plurals
Vocabulary in context

61
ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9
 Listening & Speaking Reading & Viewing Writing & Presenting Language structures and conventions
Weeks
1 hour 1 hour 1 hour 1 hour (integrated and explicit)

62
Listening for appreciation Literary text Creative: Reinforcing all grammar done this term
E.g. Listening to part of/complete story/ E.g. Read story/poems/songs/short E.g. Write captions for a picture story Vocabulary in context
poems/songs/short drama/short novel drama/short novel and respond to based on theme and language covered
comprehension questions to reinforce grammar learned throughout
Informal speaking and group work
the term.
E.g. Respond orally/make predictions to
title/pictures

9 and 10
And
Reading aloud
Work on e.g. pronunciation and fluency

Formal assessment tasks in Term 3

Task 7 Task 8 Task 9

Oral: Prepared reading aloud/listening comprehension/ Writing: Creative (Narrative/Descriptive) paragraph (s) / Test 2: Comprehension and language OR
prepared speaking Transactional (Shorter or longer) text
Literature: Contextual questions

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9
 GRADE 9 TERM 4
Listening & Speaking Reading & Viewing Writing & Presenting Language structures and conventions
Weeks
1 hour 1 hour 1 hour 1 hour (integrated and explicit)

CAPS
Listening for comprehension Intensive reading of Visual Texts: Creative: Negative
Listen to a dialogue e.g. on a new theme View and read pictures/a menu on the Practise question and answer sentences Interrogatives
– someone orders food in a restaurant theme e.g. different food types on the selected theme.
Polite requests
Informal Speaking And Label pictures used.
Likes and dislikes
Respond to questions after viewing and Read dialogue (s) on the selected theme Transactional:
Conjunctions
reading Visual Text e.g. a restaurant scene or buying food.
Write a dialogue on e.g. a restaurant
Forms of address
Answer comprehension questions on the scene
dialogue. Articles
Focus on process writing:
Modals
• Planning
Expressions of Quantity

1 and 2
• Drafting
Adjectives and adverbs
• Proofreading
Possessives
• Editing and rewriting
Demonstratives
• Presenting
Spelling
Plurals
Abbreviations
Vocabulary in context

63
ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9
 Listening & Speaking Reading & Viewing Writing & Presenting Language structures and conventions
Weeks
1 hour 1 hour 1 hour 1 hour (integrated and explicit)

64
Listening for specific information Reading for comprehension Transactional: Remedial grammar from learners’ writing
E.g. Listening comprehension on theme E.g. Reading of learners’ written Write e.g. dialogue for three in a Negative
selected in previous cycle. dialogues restaurant – waiter and two customers
Interrogatives
Formal Speaking and presenting: Or
Polite requests
E.g. Dialogues/role play as written in this E.g. A selected text on the theme
Likes and dislikes
and previous cycle.
Conjunctions
Forms of address
Articles
Modals

3 and 4
Expressions of Quantity
Adjectives and adverbs
Possessives
Demonstratives
Spelling
Plurals
Abbreviations
Vocabulary in context

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9
 Listening & Speaking Reading & Viewing Writing & Presenting Language structures and conventions
Weeks
1 hour 1 hour 1 hour 1 hour (integrated and explicit)
Listening for specific information Intensive reading of Visual Texts: Creative: Interrogatives

CAPS
E.g. Learners listen for new vocabulary Learners view and read text e.g. a E.g. Label pictures; Adjectives
by using a visual text - Introduce new picture of different people wearing Practise writing descriptive sentences. Colours
theme e.g. clothes different types of clothing. They can e.g.
match text to the pictures. Practise writing questions and answers Polite requests
Informal Speaking e.g. What is she wearing? How much Spelling
Practise saying questions and answers does this dress cost?
e.g. What is she wearing? How much Plurals
And
does this dress cost? Present Tense
E.g. Write a descriptive paragraph to
describe what someone is wearing or Negatives

5 and 6
buying Demonstratives
Focus on process writing: Possessives
• Planning Vocabulary in context
• Drafting
• Proofreading
• Editing and rewriting
• Presenting
Listening for appreciation Reading for comprehension Examination preparation. Revise sentence constructions and
E.g. Listen to a song/poem/descriptive E.g. Text selected on theme with Reinforce the process of writing different language conventions learnt
paragraphs written by learners in comprehension questions to be text types such as dialogues, descriptive/ Remedial grammar from learners’ writing
previous cycle answered narrative paragraphs Vocabulary in context

7 and 8
Informal speaking
E.g. Reinforcement of the questions and
sentences done orally this term

10
End of year examinations

9 and
Formal assessment tasks in Term 4
Task 10
End of year examinations:
Paper 1: *Orals
Paper 2: Language in Context, Literature and Writing

65
*Orals: Oral year mark from cumulative speaking, listening and reading. Final mark should include at least one prepared speaking task, one listening task and one prepared reading aloud.
ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9
ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9
SECTION 4: Assessment in Second Additional Language

4.1 INTRODUCTION

Assessment is a continuous planned process of identifying, gathering and interpreting information about the
performance of learners, using various forms of assessment. It involves four steps: generating and collecting evidence
of achievement; evaluating this evidence; recording the findings and using this information to understand and thereby
assist the learner’s development in order to improve the process of learning and teaching.

Assessment should be both informal (Assessment for Learning) and formal (Assessment of Learning) . In both cases
regular feedback should be provided to learners to enhance the learning experience.

The assessment of language skills should be integrated. The assessment of a comprehension passage should be
linked with language use. The assessment of writing should incorporate topics about things that happen in real life
situations.

4.2 Informal or daily assessment

Assessment for learning has the purpose of continuously collecting information on a learner’s achievement that can
be used to improve their learning.

Informal assessment is a daily monitoring of learners’ progress. This is done through observations, discussions,
practical demonstrations, learner-teacher conferences, informal classroom interactions, etc. Informal assessment
may be as simple as stopping during the lesson to observe learners or to discuss with learners how learning is
progressing. Informal assessment should be used to provide feedback to the learners and to inform planning for
teaching, but need not be recorded. It should not be seen as separate from learning activities taking place in the
classroom. Learners or teachers can mark these assessment tasks.

Self assessment and peer assessment actively involves learners in assessment. This is important as it allows learners
to learn from and reflect on their own performance. The results of the informal daily assessment tasks are not formally
recorded unless the teacher wishes to do so. The results of daily assessment tasks are not taken into account for
promotion and certification purposes.

4.3 Formal assessment

All assessment tasks that make up a formal programme of assessment for the year are regarded as Formal
Assessment. Formal assessment tasks are marked and formally recorded by the teacher for progression and
certification purposes. All Formal Assessment tasks are subject to moderation for the purpose of quality assurance
and to ensure that appropriate standards are maintained.

Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in a
grade and in a particular subject. Examples of formal assessments include tests, examinations, writing tasks, oral
presentations, demonstrations, performances, etc. While preparations for formal assessment tasks could be done
outside the classroom, the final version should be done under controlled conditions, in the classroom.

Formal assessment tasks form part of a year-long formal Programme of Assessment in each grade and subject.

The following tables provide the formal assessment requirements for Second Additional Languages:

66 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

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Table 1: Grades 7 - 9

Formal Assessment

During the Year End-of-Year Examination

40% 60%
School Based Assessment (SBA) – End-of-Year Exam Papers
40% 35% 25%
• 2 tests Written examinations Oral Assessment Tasks: Listening
• 6 tasks Language in context, writing and Prepared speaking
literature (1½ hours)
• 1 examination (mid-year) Prepared reading aloud
The oral tasks undertaken during the
course of the year constitute the end-
of-year internal assessment.

The forms of assessment used should be age and developmental level appropriate. The design of these tasks should
cover the content of the subject and include a variety of tasks designed to achieve the objectives of the subject.

Formal assessments must cater for a range of cognitive levels and abilities of learners as shown below:

Table 2

Cognitive Percentage
Activity
Levels of Task
Literal Questions that deal with information explicitly stated in the text.
(Level 1) • Name the things/people/places/
• Identify the persons
Reorganisation • List the facts/names
(Level 2) • Describe the place/person/
• Who was the person ……?
• What did the person …..?
Levels 1 and 2:
• Why did the person ……?
80%
• When did it happen …..?
• Where did it happen ……?
Questions that require organization of information explicitly stated in the text.
• List two main points/ideas
• Identify the person/persons ……
• Explain what happened …….
• Describe the situation/environment/people …..
Evaluation These questions deal with judgements concerning value and worth. These include
judgements regarding reality, credibility, facts and opinions, validity, logic and
(Level 3)
reasoning, and issues such as the desirability and acceptability of decisions and
actions in terms of moral values.
• Do you agree with the character’s behavior/statement?
Level 3: 20%
• Is the character’s attitude/behaviour/action acceptable to you? Give a reason for
your answer.
• Criticise the character’s behaviour.
• Select words that describe the person’s character the best …

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4.4 Programme of Assessment

The Programme of Assessment is designed to spread formal assessment tasks in all subjects in a school throughout
a term

4.4.1 Overview of requirements

The following tables provide an overview of the Programme of Assessment requirements for each term for Second
Additional Languages:

Table 4.1: Grades 7 - 9

Programme of Assessment
End of the year
Grades SBA per Term
exams
Term 1: Term 2: Term 3: Term 4:
1 Written Test 2 Tasks 1 Written Test 1 Internal end-of- year
7-9 examination
+ + +
2 Tasks 1 Mid-year 2 Tasks
examination
Grades The structure of Examination papers
1 Paper 1 Internal end-of-
year examination
Language in context
comprising
- comprehension,
language, literature 2 Papers:
and writing
7-9 Paper 1: Orals
Paper 2: Language
in context -
comprehension,
language, literature
and writing
Grades 7-9
Term Mark (Terms 1 – 3) :
• Each term, add raw marks and totals and convert to % for term mark.
Promotion Mark:
• Add raw marks and totals for SBA tasks from term 1 to term 3 and convert to 40%,
• Convert Oral mark (Paper 1) to 25%
• Convert Paper 2 to 35%

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Table 4.2: Grades 7-9

Programme of Assessment

Formal assessment tasks in Term 1

Task 1 Task 2 Task 3

Oral: Listening comprehension/ Writing: Creative (Narrative/ Test 1: Comprehension and

Prepared Speaking/Prepared Reading Descriptive) paragraph (s) /
language
aloud Transactional (Shorter or longer) text

Formal assessment tasks in Term 2

Task 4 Task 5 Task 6

Oral: Listening comprehension/ Literature: Contextual questions Mid-year examinations:

Prepared Speaking/Prepared Reading
Language in context – comprehension,
aloud
language, literature and writing

Formal assessment tasks in Term 3

Task 7 Task 8 Task 9:

Oral: Listening comprehension/ Writing: Creative (Narrative/ Test 2: Comprehension and language
Prepared Speaking/Prepared Reading Descriptive) paragraph (s) / OR
aloud Transactional (Shorter or longer) text
Literature: Contextual questions
Formal assessment tasks in Term 4

Task 10

End of year examinations:

Paper 1: *Orals
Paper 2: Language in context - comprehension, language, literature and writing

*Orals: Learners should do one prepared speaking task, one listening task, and one prepared reading aloud task
during the year.

Note:

A test in the Programme of Assessment should not be made up of several smaller tests. Each test should cover a
substantial amount of content and should be set for 30 – 60 minutes each and reflect the different cognitive levels as
set out for the examination paper.

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4.4.2 Examinations: Grades 7 – 9

Format of Examination Paper 1

PAPER SECTION TIME

A: Comprehension
1. Language in context, literature

(A range of texts can be used including visual and or graphic texts)

B: Language
• Language structures and conventions (words and sentences) should be assessed in context
and writing.

using a variety of texts. . Grades

7-9
C. Literature
1½ hours
Any one of the following:
Poetry/short stories/short novel/short drama (Contextual questions)
D Writing
Creative (Narrative/Descriptive) paragraph (s) /Transactional (Shorter or longer) text

Content to be covered

Assessment addresses the content as set out in this document. Due to the conceptual progression of the content
across the grades, content and skills from Grades 7 –9 will be assessed in the papers at the end of each year.

Oral Assessment Task: Paper 2

The oral assessment tasks undertaken during the course of the year constitute the end-of-year internal assessment.
The details for the oral tasks, which are administered during the year, are as follows:

Paper 2 DETAILS
*Orals will be internally set, internally assessed and internally moderated.
• Reading
Prepared reading aloud
Assess: Understanding of text, conveying meaning, use of voice, correct pronunciation
• Speaking:
Orals

Prepared speaking
Assess: Planning and organisation of content, tone, speaking, and presentation skills, audio-visual aids,
correct language
• Listening
Listening Comprehension
Assess: Listen for comprehension and information

*Orals: Oral year mark from cumulative speaking, listening and reading. Final mark should include at least one
prepared speaking task, one listening task and one prepared reading aloud task.

The tasks that are used for formal assessment are recorded and are used to determine whether a learner should
progress or be promoted to the next grade.

The teacher must plan and submit the annual formal Programme of Assessment to the School Management Team
(SMT) before the start of the school year. This will be used to draw up a school assessment plan in each grade. The
school assessment plan should be provided to learners and parents in the first week of the first term.

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4.5 Recording and reporting

Recording is a process in which the teacher documents the level of a learner’s performance in a specific assessment
task. It indicates learner progress towards the achievement of the knowledge as prescribed in the Curriculum and
Assessment Policy Statements. Records of learner performance should provide evidence of the learner’s conceptual
progression within a grade and her/his readiness to progress or being promoted to the next grade. Records of learner
performance should also be used to verify the progress made by teachers and learners in the teaching and learning
process.

Reporting is a process of communicating learner performance to learners, parents, schools, and other stakeholders.
Learner performance can be reported in a number of ways. These include report cards, parents’ meetings, school
visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters, etc. Teachers in all
grades report in percentages against the subject. The various achievement levels and their corresponding percentage
bands are as shown in the Table below.

CODES AND PERCENTAGES FOR RECORDING AND REPORTING

RATING CODE DESCRIPTION OF COMPETENCE PERCENTAGE

7 Outstanding achievement 80 – 100
6 Meritorious achievement 70 – 79
5 Substantial achievement 60 – 69
4 Adequate achievement 50 – 59
3 Moderate achievement 40 – 49
2 Elementary achievement 30 – 39
1 Not achieved 0 - 29

Teachers will record actual marks against the task by using a record sheet; and report percentages against the
subject on the learners’ report cards.

4.6 Moderation OF ASSESSMENT

Moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable. Moderation
should be implemented at school, district, provincial and national levels. Comprehensive and appropriate moderation
practices must be in place for the quality assurance of all subject assessments.

4.6.1 Formal Assessment

• Grades 7 and 8 tests and examination are internally moderated. The subject advisor/appointed provincial/
district official must moderate a sample of these tasks during his/her school visits to verify the standard of
tasks and the internal moderation.

• Grade 9 tests and examinations must be moderated at district and provincial level. This process will be
managed by the provincial education department.

• Subject advisor/appointed provincial/district official must moderate samples of tests and examination papers
before they are written by learners to verify standards and guide teachers on the setting of these tasks.

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4.6.2 Oral Assessment Tasks

• Grade 7 - 9: Each oral task which is to be used as part of the Programme of Assessment should be
submitted to the head of department or subject head for moderation before learners attempt the task.
Teachers should then assess the oral assessment tasks.

• The subject advisor or an assigned provincial moderator must moderate a sample of oral assessment tasks
during his/her school visits to verify the standard of tasks and the internal moderation.

• A moderator delegated by the department of basic education must moderate a sample of oral assessment
tasks for grade 9.

4.7 GENERAL

This document should be read in conjunction with:

4.7.1 The National policy pertaining to the programme and promotion requirements of the National Curriculum
Statement, Grades R – 12; and

4.7.2 The National Protocol for Assessment Grades R – 12.

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GLOSSARY

Active listening – when a person tries to put themselves in the place of the speaker and listens seriously to what
he or she has to say.

acronym -a pronounceable word formed from the first letter or letters in phrase or name, e.g. ANA (Annual National
Assessment) , SONA (State of the Nation Address) , SASA (South Africa’s Schools Act)

additional language - (also see home language) - a language learned in addition to one’s home language

additive multilingualism - when a person learns a language (or languages) in addition to his or her home language.
This language does not replace the home language but is learned alongside it. In an additive multilingual programme,
the home language is strengthened and affirmed while any further language learned is seen as adding value (e.g. all
Additional Languages, including the Language of Learning and Teaching are taught alongside the home language
but do not replace it)

aesthetic - 1. sensitive to the beauty of language and thus sensitive to and appreciative of the lasting value of texts

2. an aesthete is a person sensitive to artistic beauty. “Aesthetic” refers to the beauty to be found in a work of art. One
can discuss the aesthetics of a work, or make aesthetic judgements

alliteration -a pattern of sound that includes the repetition of consonant sounds. The repetition can be located at the
beginning of successive words or inside the words.

ambiguity - double meaning created by the way in which words are used; when used unintentionally, ambiguity
obscures the meaning (e.g. ‘General flies back to front’ or ‘Short children’s stories are in demand’)

analogy - 1.finding similarities in things that are usually seen as different.

2. finding similarities in things that are usually seen as different, a way of explaining or illustrating something, but
not a proof. One must be alert to false analogy. There should be accurate correspondence between the thing that is
explained and the details of the analogy

anecdotes - narratives of small incidents or events told for the purpose of information, entertainment, humour,
malice, or to reveal character

animation – the technique of using a series of still pictures to create an illusion of movement or life

anticlimax – when an expectation of some high point of importance or excitement is not fulfilled or the seriousness
of a literary plot is suddenly lost as a result of a comical, digressive or meaningless event

antithesis – the expression of two opposed or different ideas in balanced contrast (e.g. ‘more haste, less speed’)

antonym – a word that is opposite in meaning to another word in the same language (e.g. ‘happy’ and ‘sad’)

Aphesis – In this case, you have dropped the unstressed vowel at the beginning of the word. These are often
unintentional and casually spoken versions of the words. Perhaps the best example is ’cause instead of because.

appropriacy – if language is appropriate it is suitable in terms of the context in which it is used (e.g. the greeting
‘Good morning, Mr Jones’ would be appropriate in a formal work situation whereas ‘Hi, Jo’ would be appropriate
between friends)

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ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9
assessment – a continuous structured process of gathering information on learner competence in many different
ways

assonance – 1. repetition (mostly) of vowel sounds in two or more words e.g. “ It is June and the world is all in tune”

2. Add. The vowel sounds do not have to be precisely the same: assonance could consist of a series of vowel sounds
that create a certain effect

audience – 1. the intended reader (s) , listener (s) or viewers of a particular text; in planning a piece of writing
speakers/writers must take into the consideration the purpose and audience when choosing an appropriate form of
writing

2. Add. In particular, an audience is those attending a live performance of music or drama.

authentic texts – texts which have a practical function and are not literary (e.g. magazine and newspaper articles,
recordings from radio and television, advertisements, product labels, travel brochures, government forms, examples
of real letters)

bias – 1. a tendency to favour one thing, idea, attitude or person over another which makes it difficult to make a fair
assessment

2. Add. In the game of bowls, the “wood” or bowl has a weight on one side which makes it turn towards that side

caption – a title or comment attached above or below an article, a picture, a photo and so on

caricature – 1.an exaggerated portrayal (written or visual) of a character which is achieved by mocking personality
traits or appearance

2. Add. The drawings of cartoonists in newspapers are usually intended to be caricatures and work by exaggerating
or distorting features of appearance with a view to being comic or satirical

cause (see also effect) - that which gives rise to an action or condition

cinematographic techniques – devices used in the construction of a film (e.g. composition, lighting, type of shot)

clarify- making the meaning of the text clear to the reader

clause – Put in the right place. “The man who was wearing a red shirt ran away.” The main sentence is “The man ran
away.” The words “who was wearing a red shirt” is a subordinate clause. It cannot stand by itself, although the verb
is complete (finite) . Subordinate clauses start with a conjunction (when, because) or a relative pronoun (who, which)
. The conjunction links the clause to some part of the main sentence. “The man wearing a red shirt ran away.” In this
sentence “wearing a red shirt” is not a clause but a phrase. The verb is not complete (it is participle) .

climax – the most exciting, effective or important part of the story; this important part is not necessarily at the end

Clipped – Similar to truncation in that you are using a part of the word to form the abbreviation, but in this case you’re
using either the middle or end. Common clipped abbreviations include phone (telephone) , cell (cellular phone) and
fridge (refrigerator) .

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coherence – 1. the underlying logical relationship which links ideas together and gives a passage or paragraph unity

2. Add. It may also imply adequate grammar to convey the meaning, or orderly sentence structure. Chaotic grammar
may make a statement incoherent.

cohesion – the linking if sentences or paragraphs by means of logical connectors such as conjunctions, pronouns
or repetition

colloquialism (see also slang) – language belonging to ordinary or familiar conversation but not used in formal
language

comparative (see also superlative) – degrees of comparison as found in adjectives and adverbs are positive,
comparative or superlative (e.g. ‘long’ (positive) , ‘longer’ (comparative) , ‘longest’ (superlative)

compare (see also contrast) – to assess the way in which things are similar

conflict – the struggle that arises between characters or between individuals and their fate or circumstances; conflict
in literature can also arise from opposing desires or values in a character’s own mind

conjunction – a word used to join two clauses, words, phrases or sentences

connotative meaning (see also denotative) – both the positive and negative associations that a word collects
through usage that go beyond the literal (primary) meaning

context – a text is always used and produced in a context; the context includes the broad and immediate situation
including aspects such as social, cultural and political background; the term can also refer to that which precedes or
follows a word or text and is essential to its meaning

context clues Context clues is using words surrounding an unknown word to determine its meaning. This reading
strategy can be taught in conjunction with vocabulary.

contrast (see also compare) – to consider the way in which things differ

conventions – accepted practices or rules in the use of language. Some conventions help to convey meaning (e.g.
the rules of grammar, punctuation, typefaces, capital letters) ; some assist in the presentation of content (e.g. table
of contents, general layout, headings, footnotes, charts, captions, lists, pictures, index) ; and others reflect a pattern
of language that has become formulaic (e.g. greetings, small talk)

continuous assessment – it involves assessment activities that are undertaken throughout the year

critical language awareness - the analysis of how meaning is constructed with understanding of power relations in
and between languages; it empowers the learner to resist manipulation and to use language sensitively

debate - in debating, two opposing teams compete with one another. They aim to convince the adjudicator and the
audience that their viewpoint about a given topic is more reasonable and justifiable than that of the opposing team

denotative meaning (see also connotative meaning) – the literal or primary meaning of a word

derivative – a word derived from another or from a root; usually formed by adding a prefix or suffix (e.g. ‘quickly from
‘quick’)

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ENGLISH SECOND ADDITIONAL LANGUAGE GRADES 7-9
dialect – a form of a language adapted by a particular community; it is significantly different from other forms of the
same language in terms of words, structures and/or pronunciation

dramatic irony – occurs when the audience/reader/viewer knows more about the situation and its implications than
the characters involved; it heightens the tension, enjoyment and audience participation

dramatic structure – 1. the special literary style in which plays are written

2. the arrangement of plot, acts, scenes, characters and possibly also features of language in a play.

drawing conclusions - using written or visual clues to figure out something that is not directly stated in the reading.

editing – the process of drafting and redrafting a text, including correcting grammatical usage, punctuation and
spelling errors and checking writing for coherence of ideas and cohesion of structure; in media, editing involves the
construction, selection and lay-out of texts

effect (see also cause) – the result or consequence of an action or condition

emotive language – language which arouses strong feelings

euphemism – a mild or vague expression substituted for a thought or word which is felt to be too harsh or direct

explicit (as opposed to implicit) - meaning which is clearly or directly stated

external assessment – assessment conducted by a body outside the institution, e.g. ANA, NSC, provincial paper

evaluate - form opinions, make judgments and develop ideas from reading

figurative (as opposed to literal) - words or phrases used in ac non-literal way to create a desired effect; literal texts
often make concentrated use of figurative language (e.g. simile, personification, metaphor)

fluency – 1. the word comes from the flow of a river and suggests a coherence and cohesion that gives language
use quality of being natural, easy to use and easy to interpret

2. Add. And with a fair degree of grammatical control (though perhaps not total grammatical accuracy) .

font – the type and size of the letters used when writing, typing or printing (e.g. 12pt (size) Times New Roman (style
of lettering)

foregrounding (as opposed to backgrounding) – used literally, it means the positioning of a subject in or near the
front of the frame; used figuratively, it refers to emphasising or focusing on one point of aspect more than another

forum - team speaking or forum debate may be used against other schools, or in the classroom by dividing learners
into teams of four, each of whom will speak on a different aspect of the same topic. An adjudicator decides on the
winning team

genre – the types or categories into which texts are grouped, e.g. novel, drama, poetry, business letter, personal
letter.

gesture – a movement of the face or body which communicates meaning (e.g. nodding of head to indicate agreement)

graphics – products of the visual and technical arts (e.g. drawing, designing)

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home language (see also additional language) – the language first acquired by children through immersion at
home; the language in which we think

homonym – a word which has both the same sound and spelling as another but has a different meaning (e.g. the
noun ‘the bear’ and the verb ‘to bear’)

homophone – a word which sounds the same as another but is spelled differently and has a different meaning (e.g.
‘one’ and ‘won’)

hyperbole – a deliberate exaggeration (e.g. to describe something in such a way that it seems much bigger than it
really is: ‘He gave me a mountainous plate of food.’)

image – a picture or visual representation of something

imagery – words, phrases and sentences which create images in our minds such as similes, metaphors, personification

implicit (as opposed to explicit) – something implied or suggested in the text but not expressed directly

implied (as opposed to direct meaning) – meaning suggested by the text but not directly stated

inclusivity – the principle that education should be accessible to all learners whatever their learning styles,
backgrounds and abilities

infer – to pick up meaning behind what is stated and to deduce all the implications

Initialism – Also called alphabetism, this is a group of letters, each pronounced separately, used as an abbreviation
for a name or expression. Examples include: SA, CD, TV, DBE, UK.

initiate – to start (e.g. to initiate conversation)

innuendo – something unpleasant which is hinted at rather than clearly stated

interview - task of gathering information or a face-to-face discussion between people, directed toward some specific
purpose.

intonation – 1.the pattern of the pitch or the melody of an utterance which marks grammatical structures such as
sentences or clauses

2. Add. And distinguishes between statements and questions and indicates the speaker’s attitude or feelings

irony – a statement or situation that has an underlying meaning different from its literal or surface meaning. Irony is
related to tone.

jargon – special terms or expressions used in a trade or profession or by any specific group (e.g. computer users
would refer to a ‘CPU’, ‘RAM’ and so on) ; when jargon is used to exclude listeners/readers from an interaction it is
potentially hurtful or even harmful

language varieties –.language varieties found when minor adaptations in terms of vocabulary, structure and/or
pronunciation have been made; can vary from one region or country to another

literacies –different kinds of literacy (e.g. critical, visual, graphic, computer, media, socio-cultural

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literacy (see also literacies) – the ability to process and use information for a variety of purposes and contexts and
to write for different purposes; the ability to decode texts, allowing one to make sense of one’s world. The capacity
to read and write

literal (as opposed to figurative) – the plainest, most direct meaning that can be attributed to words

malapropism –the mistaken and muddled use of long words to impress; although these words sound almost right,
they are incorrect enough to bring about humour e.g. conversation and conservation. From a certain Mrs Malaprop,
a comic character in a drama

manipulative language – language which is aimed at obtaining an unfair advantage or gaining influence over others
e.g. advertisements, sales talk, political speeches

meta-language – the language used to talk about literature and language and grammatical terms; it includes
terminology such as ‘context’, ‘style’, ‘plot’ and ‘dialogue’

metaphor – using one thing to describe another thing which has similar qualities (e.g. ‘Education is the key to
success.’)

mind map – a representation of a theme or topic in which key words and ideas are organised graphically

mode – a method, a way or manner in which something is presented; a way of communicating (e.g. the written
mode, the spoken or oral mode, the visual mode (which includes graphic forms such as charts) ) ; information can be
changed from one mode to another (e.g. converting a graph into a passage)

mood – atmosphere or emotion in written texts; it shows the feeling or the frame of mind of the characters; also refers
to the atmosphere produced by visual, audio or multi-media texts

multi-media – an integrated range of modes that could include written texts, visual material, sound, video and so on

narrative – a spoken or written account of connected events in order of occurrence, a story

narrative voice/point of view – . the voice of the person telling the story (e.g. a distinction can be made between
first person narrative –‘I’ – who is often a character in the story, or third person narrative in which the narrator refers
to characters as ‘he’, ‘she’ or ‘they’)

onomatopoeia – the use of words to recreate the sounds they describe

oxymoron – a combination of words with contradictory meanings, used deliberately for effect; usually formed by
using an adjective to qualify a noun with an opposite meaning (e.g. an open secret)

panel discussion - groups are formed to discuss a topic, answer questions and respond to tasks

paradox – an apparently self-contradictory statement or one that seems in conflict with logic; lying behind the
superficial contradiction, there is logic or reason

paraphrase – a restatement of an idea or text in one’s own words

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paronym – word formed from a foreign word

personification – attributing human characteristics to non-human things

plot – the interrelatedness of the main events in a text; plot involves more than a simple sequence of events as it
suggests a pattern of relationships between events and a web of causation

point of view – the perspective of a character in relation to issues in a novel or play

Portmanteau – The blending of two or more words will give you a portmanteau. The examples include liger (lion
and tiger) , brunch (breakfast and lunch) , Gautrain, spork (spoon and fork) , skort (shorts and skirt) , and brinner
(breakfast and dinner) .

prejudice – intolerance of or a pre-judgement against an individual, a group, an idea or a cause

projection- the placement and delivery of volume, clarity and distinctness of voice for communicating to an audience

pun – a play on words which are identical or similar in sound in order to create humour (e.g. ‘Seven days without
water makes one week/weak.’)

redundancy – the use of words, phrases and sentences which can be omitted without any loss of meaning

register – the use of different words, style, grammar, pitch and tone for different contexts or situations (e.g. official
documents are written in a formal register and friendly letters are usually written in an informal register)

report - (formal and informal) Giving exact feedback of a situation, e.g. accident

re-reading - Rereading is a reading strategy that gives the reader another chance to make sense out of a challenging
text.

restating - Restating is a reading strategy where the reader will retell, shorten, or summarize the meaning of a
passage or chapter, either orally or in written form.

rhetoric device – device such as pause and repetition, used by a speaker to effectively persuade or convince. Some
devices may be manipulative

rhetorical question – a question asked not to get a reply but for emphasis or dramatic effect (e.g. ‘do you know how
lucky you are?’)

rhyme – words or lines of poetry that end with the same sound including a vowel

rhythm – a regular and repeated pattern of sounds

sarcasm – an ironic expression or tone of voice which is used in order to be unkind or offensive or to make fun of
someone

satire – the use of ridicule, sarcasm and irony to comment critically on society or individual or a situation

scan – to run one’s eyes over a text in order to find specific information (e.g. scan a telephone directory for a name
and number)

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simile – comparing one thing directly with another, a word such as ‘like’ or ‘as’ is used to draw attention to the
comparison

skim – to read a text very quickly to get an overview (e.g. skim the newspaper headlines for the main news)

slang – informal language often used by a group of people, such as teenagers, who use terms like ‘cool’ and
‘awesome’; the difference between colloquial language and slang is that slang has not yet been accepted in polite or
formal conversation, whereas colloquialisms (e.g. ‘Good show!’) have been

stereotype – a fixed conventional (and often biased) view about what role a particular person is expected to play

strategy – a certain broad procedure or plan used to tackle a problem

stress (in a word or sentence) – to give force to a particular syllable in a word or a word in a sentence

style – The distinctive and unique manner in which a writer arranges words to achieve particular effects. Style
essentially combines the idea to be expressed with the individuality of the author. These arrangements include
individual word choices as well as such matters as length and structure of sentences, tone and use of irony.

subplot – subsidiary action which runs parallel with the main plot of a play or a novel

symbol – something which stands for or represents something else

synonym (as opposed to antonym) – a word which has the same meaning or almost the same meaning as another
word in the same language. Synonyms in English tend to have important differences in connotation

synthesise – the drawing together of ideas from a variety of sources; a clear summary of these combined ideas

text – a statement or creation in any written, spoken or visual form of communication

theme – the central idea or ideas in a text; a text may contain several themes and these may not be explicit or obvious

tone – quality and timbre of the voice that conveys the emotional message of a spoken text. In written text, it is
achieved through words that convey the attitude of the writer. In film, tone can be created through music or visual
effects

transactional writing – functional writing (e.g. letters, minutes of meetings, reports, faxes)

Truncation – This type of abbreviation consists only of the first part of a word. These are most often used when
referring to proper titles such as months of the year or days of the week, e.g., Mon., Fri., Apr., Oct.

turn-taking conventions – the customs which govern the flow of conversation between people such as allowing
others to give their opinion, restating to clarify meaning, intervening to redirect focus, asking for clarification

understatement – express something in restrained terms rather than giving the true or full facts, usually for emphasis,
possibly as a form of evasion, possibly as a form of humour

verbosity – language using more words than are needed

visual texts – visual representations which can be seen and which convey messages (e.g. film images, photos,
computer graphics, cartoons, models, drawing, paintings)

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voice – the author’s persona: who the author is; when reading or viewing one gains an impression of the author and
his/her intentions. See narrative voice

wit – the unexpected, quick and humorous combining of contrasting ideas or expressions

word-attack skills - strategies used when reading an unknown word (e.g. breaking it into syllables or looking at the
meaning of the prefixes or suffixes

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82 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)