CURRICULUM AND ASSESSMENT POLICY STATEMENT

NATIONAL ORIENTATION WORKSHOPFOR

LANGUAGES

MethodologySession 2.4: Language structures and conventions

GRADE 12 2013

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Activity 1 Refer to excerpts from Diagnostic Reports 2011 and 2012. • Pay special attention to performance in the grammar component. • Suggest reasons why there is poor performance in this section of Paper 1 .

• Report back and discussion

Teaching language structures and conventions in context

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• Language structures and conventions should be taught purposefully .

• Attention should be given to meaning as well as form.• These structures should be taught as required in the

context of different types of texts.

• The curriculum presents an explicit grammar focus in FAL.

• In HL teaching of grammar is infused in the teaching of other skills.

Teaching language structures and conventions in context (continued)

TAKE NOTE“The table in appendix 1 lists the language structures and conventions that learners may use during ... processes. These structures should be taught as required in the context of different types of oral, visual and written texts.” HL p.41• One lesson per week may be used for this purpose.• A teacher may also choose to dedicate one or more lessons to formal grammar as required.

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Teaching language structures and conventions in context (continued)

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Components of language structures andconventions (refer to HL CAPS, pp. 40-41 and

appendix 1, pp. 93-94).• Vocabulary development and language use• Sentence structures and conventions• Critical language awareness

Teaching language structures and conventions in Teaching language structures and conventions in context (continued)context (continued)

Based on the Diagnostic Report , the following are recommended:• Sufficient formal teaching of grammar including: vocabulary (use of synonyms, antonyms, etc) to enable learners to express themselves efficientlycorrect use of prepositions, word order, verb tenses in sentences, direct and indirect speech, etc.exposure to language conventions and correct application thereofemphasis on critical language awareness, e.g. facts and opinions; denotation and connotation, etc.

Approaches to teaching language structures and conventions

Communicative Approach Text Based ApproachProcess Approach

NOTE: The teaching of language structures and conventions should be integrated with other skills.

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Suitable texts for teaching and assessing language structures and conventions:

• A variety of authentic and interesting texts, e.g. prose, cartoon or poem

• Texts should provide the context for the activity to follow

• Texts should have at least three or four instances of the structure or convention to be taught and to provide enough opportunities

• Texts where language structures are repeated / seen in context and in its relation to other structures

• Texts with high frequency or transparent vocabulary (that identifies a particular writer’s style e.g. biased or emotive texts for critical language awareness)

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Types of activities

• Contextualisation• Cloze • Fill in sentences• Explicit grammar questions• Scenario• Communication drills – form, meaning and use • Dialogues

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Assessing language structures and conventionsFormal assessment - tests and examinations:

• A variety of texts (advertisements, cartoons, prose texts) should be used to test language structures. •According to Circular E2, 2012

For HL, no more than 5 different texts should be used. For FAL ,no more than 6 different texts should be used.

• Questions should follow the sequence of the text. • The three (HL & FAL) four (SAL) components as outlined in the CAPS must be addressed.

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HL & FAL SAL

Vocabulary and language useSentence structuresCritical language awareness

Vocabulary and language useSentence structuresCritical language awarenessEditing

Activity 2

• Refer to the Teaching Plan on pp. 69-76 for FAL and pp.63-73 for HL

• Focus on (weeks 3 & 4 FAL and weeks 5 & 6 HL) • Using a newspaper /magazine article design an

activity on how you will integrate teaching passive voice and indirect speech in the cycles suggested.

• Refer to task 4 in FAL p.71 and task 5 in HL, p.65 and design questions on passive voice and indirect speech.

THAT’S IT

TOWARDS GREATER PERFORMANCE IN LANGUAGES

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