CAPS ORIENTATION 2012 LANGUAGES DAY 3 1pas/2012

LANGUAGE STRUCTURES & CONVENTIONS pas/20122

OUTCOMES pas/20123 Participants will be able to demonstrate an understanding of:  What language structures and conventions need to be taught  Language structures and conventions as part of a systematic grammar programme  How language structures and conventions will be taught during the systematic grammar programme  Critical language awareness  Integration.

INTRODUCTION  A good knowledge of vocabulary and grammar provides the foundation for skills development.  Teaching of language structures and conventions happens in an integrated way.  When selecting listening, reading and writing text for each two weeks cycle, make sure that they contain some of language structure and convention items you want to cover. 4pas/2012

INTRODUCTION (CONT.)  Select some of the items your learners have difficulty with and give them a formal practice.  Thirty minutes (per week) is set aside for formal instruction and practice in language structures and conventions.  Language structures and conventions should be taught in context.  Read HL p12. pas/20125

Overview of language structures and conventions HL Pages FAL Pages SAL Pages pas/20126

CONTENT AND TEACHING PLAN (LAST COLUMN)  HL = Pp 36 – 87  FAL = Pp 33 – 92  SAL = Pp pas/2012

FEATURES OF LANGUAGE STRUCTURES Word level work Sentence level work Word meaning Spelling & punctuation pas/20128

GROUP ACTIVITY Refer to Activity 20 on page 63 In your groups discuss the following: What language structures and conventions need to be taught? How language structures and conventions will be taught during the systematic grammar programme What is critical language awareness? Provide examples How would you integrate language structures and conventions across the subject? 9pas/2012

10 WRITING & PRESENTING WRITING & PRESENTING pas/2012

OUTCOMES Participants will be able to understand:  the value of process writing across the curriculum  the role players in the various stages of process writing  when and how should language features be taught during the writing process pas/201211

INTRODUCTION Writing allows learners to construct and communicate thoughts & ideas coherently. Frequent writing practice enables learners to communicate functionally and creatively. Writing encourages learners to think about grammar and spelling and gives them the opportunity to present their work confidently and competently. Refer to the following pages in CAPS: HL- pp11-12; FAL- pp11-12 & SAL pg.13 12pas/2012

OVERVIEW OF SKILLS, CONTENT AND STRATEGIES  HL:= P 19  FAL: =P 18  SAL: =P 19 pas/201213

SUMMARY OF TEXT TYPES ACROSS THE PHASE A description of the range of text types, purpose, text structures and language features that should be taught  HL : =P 27 – 31  FAL : =P  SAL : =P 25 pas/201214

WRITING PROCESS planning/pre- writing revisingdraftingeditingproofreadingpresenting pas/201215

PROCESS APPROACH TO WRITING Refer to CAPS pp 11 & 12; 19 (regarding process) Groups 1 - Pre-writing Groups 2 - Drafting Groups 3 - Revision Groups 4 - Editing / Proofreading Groups 5 - Publishing / Presenting 16pas/2012

LENGTH OF TEXTS TASKGRADE 4GRADE 5GRADE 6 Essay words words words Short story words words words Summary40-60 words50-60 words60-70 words Short story Longer transactional text e.g. letter Refer to CAPS HL P 32 Shorter texts Comprehension text Refer to CAPS HL P 32 pas/201217

WRITING & PRESENTING ACTIVITY 21 p.65 Groups discuss the following: 1.the value of following the writing process? 2.the role players in the various stages of process writing 3.language structures and conventions during the process of writing 4. when and how should language features be taught during the writing process Report back and discussions 18pas/2012

WRITING AND PRESENTING Wrap up pas/201219

20 Thank you. “ We are not where we are going, and we are not yet where we want to be, but we are a long way from where we were” - Martin Luther King MASHA VHAKOLOLO/ nala dza vhathu: AA! AA! AA! AA! AA! AA! pas/2012