Programme of work
for the first semester
Rules
of engagement:
2. Every Thursday class will start with a grammar presentation for which you need to group yourselves. (See the guidelines in a separate post: Timetable for grammar presentations.) Peer-assessment of these presentations will be done.
3. Please remember to always bring the textbook and your interactive notebook to class.
4. You are advised to start (re)reading the chosen Shakespeare text as soon as possible.
5. Three to five voluntary workshops may be presented, dependent on interest and availability. There will be an opportunity in class to sign up for these potential workshops as they are finalised.
Topics
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Dates
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Preparation
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Introduction
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2 Feb
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Lesson planning
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6 Feb
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Read sections 4.8, 4.9 and 4.10 in Chapter 4 of L2T.
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English in the world and World Englishes
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9, 13 Feb
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·
For 09 Feb, study chapter 1
of L2T
· For 13 Feb, read Chapter 2 in L2T and the article Of shoes-and ships-and sealing-wax.
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Language learning and the Communicative Language
Teaching approach
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16, 20 Feb
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· Read Chapter 3 and focus on 3.3.
· Study section 2.3 in the CAPS documents for English HL and FAL.
What are the differences between HL and FAL? Do these documents support
communicative language teaching? (1/2 a page, 10 credits)
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These topics form the
theoretical backbone of the module.
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Listening comprehension
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23, 27 Feb
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· 23/2: Read Chapter 6, 6.1 and 6.2.
· 27/2: Study the criteria for successful listening practice (L2T ch
6, 6.3.1) and evaluate the exercise in 6.4.2. Do you think this is an
authentic, communicative exercise?[i]
Why (not)? (1/2 a page, 10 credits)
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Grammar presentations start and will take place on
2, 9, 16, 23 and 30 March; 6 and 20 April; 4 and 11 May.
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Reading comprehension
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6 March
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Read 7.1, 7.3 and 7.5 (L2T). Make sure you know the terms
skimming and scanning; bottom-up and top-down processing. Find/ devise a
rubric for assessing learners’ ability to read aloud. Be prepared to defend
it in class.
(Possible
workshop on reading strategy instruction.)
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Developing reading comprehension exercises
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13 March
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Continue development of reading comprehension
exercises.
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Start re-reading the
Shakespeare play that we chose during the recess.
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Teaching literature, teaching Shakespeare
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24 March (Monday timetable)
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Study 8.1 – 8.4 in L2T.
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Reading poetry and short stories
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27 March
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· Read 8.1 – 8.3 and 8.5
(Poetry), 8.6 (Drama), 8.7 (Novel) and 8.8 (Short stories).
· Bring along the lyrics of a popular song that you regard as
poetic. It should be suitable for grade 10 boys to be presented on a Friday,
the last two periods of the week. Indicate at least 3 poetic conventions that
you can teach with your song (L2T 8.5.7.)
(Possible
workshop on visual literacy.)
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Scheduled mid-semester test on 3 April
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Reading longer and extended literary texts
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24 April
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Question-setting on literary texts, developing a
memorandum.
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Extended writing (Intro)
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3 May
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Read 10.6 and
10.7.
(Possible workshop on creative writing.)
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Extended writing and error analysis
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8 May
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· Study 10.11 in L2T.
· Do the marking task on SUNLearn under Extended Writing.
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Developing rubrics
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15 May
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Class work
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Interactive notebook to be submitted on 26 May.
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[i] Please do not get hung up on the fact that the nursery rhyme Mary had a little lamb is used as an
example. The intention is NOT to suggest that this should be used with
secondary school learners. It is just an example!
Second semester: School visit (Term 3)
Second semester: School visit (Term 3)
