1. CURRICULUM AND ASSESSMENT POLICY STATEMENT NATIONAL ORIENTATION WORKSHOP FOR LANGUAGES Methodology Session 2.4: Language structures and conventions GRADE 12 2013 1

2. 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

3. Teaching language structures and conventions in context 3 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.

4. 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. 4

5. Teaching language structures and conventions in context (continued) 5 Components of language structures and conventions (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

6. Teaching language structures and conventions in 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 efficiently correct use of prepositions, word order, verb tenses in sentences, direct and indirect speech, etc. exposure to language conventions and correct application thereof emphasis on critical language awareness, e.g. facts and opinions; denotation and connotation, etc.

7. Approaches to teaching language structures and conventions Communicative Approach Text Based Approach Process Approach NOTE: The teaching of language structures and conventions should be integrated with other skills. 7

8. 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) 8

9. Types of activities Contextualisation Cloze Fill in sentences Explicit grammar questions Scenario Communication drills – form, meaning and use Dialogues 9

10. Assessing language structures and conventions Formal 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. 10 HL & FALSAL Vocabulary and language use Sentence structures Critical language awareness Vocabulary and language use Sentence structures Critical language awareness Editing

11. 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.

12. THAT’S IT TOWARDS GREATER PERFORMANCE IN LANGUAGES 12