English First Additional Language

The English First Additional Language (FAL) curriculum is designed to equip learners with the language skills necessary for effective communication in both social and academic contexts. While the primary focus is on developing proficiency in listening, speaking, reading, and writing, the curriculum also aims to foster an understanding of the cultural and contextual nuances of the language. The FAL level emphasizes the development of learners’ cognitive academic language proficiency, essential for success across various subjects in the curriculum.

Listening and Speaking: 

Listening and speaking skills in FAL are crucial for learners to engage meaningfully in discussions, express their ideas clearly, and comprehend spoken information in diverse settings. These skills enable learners to participate in communicative activities, both informally within the classroom and formally in structured activities such as presentations and debates. Instruction in FAL integrates listening and speaking with other language skills, reinforcing learners' ability to analyze and respond to spoken language critically and effectively.

Reading and Viewing:

 Reading and viewing are central components of the FAL curriculum, allowing learners to engage with a wide range of texts, including literary, informational, and visual texts. The curriculum encourages learners to develop critical reading skills, enabling them to analyze the purpose, audience, and context of various genres. Through reading, learners enhance their comprehension, vocabulary, and critical thinking abilities, which are vital for academic achievement and personal growth.

Writing and Presenting:

 Writing in FAL serves as a key tool for learners to articulate their thoughts, ideas, and arguments clearly and coherently. The curriculum emphasizes regular writing practice across different contexts, guiding learners to produce well-structured texts for various purposes. By providing scaffolding through writing frames and models, learners develop the competence to write creatively and functionally, preparing them to communicate effectively in both written and multimedia formats.

Language Structures and Conventions: 

Understanding language structures and conventions is fundamental in FAL, as it enables learners to use language accurately and appropriately in different contexts. The curriculum focuses on developing a metalanguage that helps learners to analyze and critique texts, enhancing their ability to produce clear, precise, and effective communication. Through this knowledge, learners can experiment with language, build meaning, and apply their understanding of language conventions to a range of texts.

Grade 10

Link to resources >>

Term 1:

• • Listening & Speaking 

• • • Listen for information Pair and whole class: Introduce a class-mate using the information provided OR View the documentary 

    • Listen for opinion. Give opinion to the whole class (on literary text) 

    • Giving opinions. In groups, each learner gives an opinion of a photograph or picture which includes an unusual detail, e.g. a fashion photograph with a tattoo 

    • Reading comprehension of a character-driven conversation, dialogue or drama for listening comprehension 

    • Listen to the song/words of the song. 

    • Listening comprehension 

• • Reading & Viewing 

• • • Informative text. A simple summary of important facts Fact and opinion 

    • Intensive reading.

    •  Text giving opinion/ attitude, e.g. from a magazine or newspaper article.

    • Creating character in a novel/short story/drama/rhetorical devices in a poem. 

    • Visual text related to music, e.g. a graph, diagram, photograph Intensive reading. 

    • Essay 

• • Writing & Presenting 

• • • Write an informative paragraph.

    • Write an imaginative paragraph/essay in response to the issues explored in the literary text, e.g. a poem, diary or letter

    • Fill in a form for a competition. Write a letter OR write a dialogue 

    • Write a narrative essay based on a personal encounter 

    • Write a review of a song/ music video Create a poster/ brochure/flyer for a musical event 

    • Longer transactional text 

• • Language structures and conventions 

• • • Statements, sentence structure (Subject-verb object ) 

    • Expressing emotions: adverbs and adjectives (revision)

    • Emotive language, generalizing, stereotyping. 

    • Direct and indirect speech to create character.

    • Verbs

    • Comprehension Summary Language structures and conventions 

Term 2:

• • Listening & Speaking 

• • • Explain a visual text in groups, tables, pie charts etc. Use others’ explanations to transfer information to another text form (e.g. into a mind map, fill in a table etc.) 

    • Formal researched speech on an aspect of choice. 

    • Tell, listen and respond to jokes 

    • Panel discussion/interview Listen for attitude and position 

    • Prepared speech 

• • Reading & Viewing 

• • • Intensive reading. Explanation from a textbook (NB. not instructions)

    • Intensive reading. 

    • Read for critical awareness.

    • Contextual questions 

• • Writing & Presenting 

• • • Write an explanation of how a common object (e.g. bicycle, cell phone, pen …) is operated or works Write an explanation of your actions (e.g.) a letter of excuse 

    • Short paragraph on set work, e.g. describe a character and justify, describe the setting and its effect, identify theme and effect 

    • Personal recount: Describe an amusing incident. 

    • Create an advertisement that includes visual elements. Simple persuasion techniques Write a recommendation for a book from the Extended Reading program

• • Language structures and conventions 

• • • Conjunctions Logical connectors that signal cause 

    • Concord in context examples from listening practice or literary texts five and six 

    • Conditional sentences integrated with writing. 

    • Figurative language and rhetorical devices used to catch attention and persuade

Term 3:

• • Listening & Speaking 

• • • Prepared reading aloud of a text which gives viewpoints in support of an argument 

    • Speaking and Listening: Introduction to a formal debate procedure 

    • Formal prepared/ researched speech 

    • Listen to radio drama/ recorded speech/ role play/ play reading 

    • Meeting procedures 

    • Prepared reading aloud/unprepared speech/informal speaking in group 

• • Reading & Viewing 

• • • Read for summary: a simple argument for or against an issue 

    • Intensive reading on a specific topic. 

    • Intensive reading. Creating character in a novel, story or drama; rhetorical devices in a poem  

    • Intensive reading. Explore themes further. Compare or contrast. Enrichment text, e.g. fantasy, dream, science fiction in any medium 

    • Shorter transactional text 

• • Writing & Presenting 

• • • Write an argument: list of points for or against a proposal/ motion Business letter: complaint with reasons to support the complaint 

    • Write an argument: paragraph/s with supporting detail/ evidence of viewpoint Creative descriptive writing 

    • Write an email. Write an invitation (formal or informal)

    • Write opinion and justify 

    • Write a notice of a meeting, agenda and minutes of a meeting

• • Language structures and conventions 

• • • Revise logical connectors and conjunctions. 

    • Generalization and stereotype. 

    • Paragraph structure: topic sentence and supporting details Verb tenses 

    • Abbreviations, texting symbols, e.g. layout, font, script, decorative elements as visual communication, e.g. in a formal invitation 

    • Tone, voice, effect Modal verbs 

    • Meta-language for meeting procedures, e.g. chairperson, scribe, etc. Remedial grammar from learners’ writing Vocabulary related to reading text 

    • Comprehension. Summary Language structures and conventions OR Literature

Term 4:

• • Listening & Speaking 

• • • Critical listening of recorded or read text for bias and prejudice 

    • Listening: note-taking practice. Listening for main points, examples, anecdotes etc. 

    • Listening for appreciation, e.g. music, recorded reading, songs, recitation of poetry 

    • Revision: informal class and group discussion during examination preparation 

• • Reading & Viewing 

• • • Reading for Critical Language Awareness, e.g. biased reporting Critical reading issues: Who gains from this text? Who loses? How? 

    • Intensive reading. Revision/summary/ concluding lesson/ enrichment text 

• • Writing & Presenting 

• • • Write a letter to the press. 

    • Write notes in full sentences. Summary writing Revision, e.g. full sentences, using synonyms and own words

    • Letter of appreciation/ thanks/expressing enjoyment 

    • Examination preparation. Write from a choice of creative forms choosing a topic and brainstorming/ mind mapping

• • Language structures and conventions 

• • • Passive and active voice.

    • Denotation and connotation 

    • Polite forms and stock phrases of thanks. Culturally appropriate forms of address 

    • Dictionary work/practice Idioms/proverbs/sayings 

Grade 11

Link to resources >>

Term 1:

• • Listening & Speaking 

• • • Listening comprehension for information OR View TV documentary 

    • Unprepared reading aloud of paragraph from extended reading program Group discussion on visual texts such as cartoons 

    • Listen for the summary: short informative text. 

    • Prepared reading aloud a passage from setwork OR Prepared reading of a poem OR Script of a drama 

    • Listen to different texts and discuss, e.g. a song Present extended reading project 

    • Listening comprehension 

• • Reading & Viewing 

• • • Informative written or visual text Simple summary of important facts Fact and opinion Make inferences 

    • Intensive reading. Identify and discuss plot in drama/novel/ short story; imagery in a poem and how these relate to issues

    • Summary from informative text Identify important and less important details. 

    • Creating character in a novel, short story or drama; rhetorical devices in a poem

    • Intensive reading. Compare and contrast the message/style, rhythm etc. of two songs.

    • Essay 

• • Writing & Presenting 

• • • Write an informative paragraph. 

    • Write an imaginative paragraph/essay in response to the issues explored in the literary text, e.g. a poem, drama, novel, short stories, diary or letter 

    • Write point form summary Extend notes into a full text, e.g. paraphrasing main ideas from a text or interview 

    • Write a narrative in which characters meet and speak 

    • Draw up/fill in a table of contrasting features Write an interview/ dialogue/letter to the press 

    • Longer transactional writing 

• • Language structures and conventions 

• • • Statements, sentence structure (Subject-verb object) 

    • Expressing emotions: adverbs and adjectives (revision)

    • Direct and indirect speech to create character. Punctuation of direct and indirect speech (revision) 

    • Sound devices, e.g. rhyme, refrain, rhythm, alliteration, stock phrases and rhymes 

    • Language in context: Comprehension Summary, Language structures and conventions 

Term 2:

• • Listening & Speaking 

• • • Explain a visual text in groups, charts, plans, photos, tables, diagrams, etc. 

    • Formal researched speech 

    • Role play meeting procedures in class with topics drawn from reading text. 

    • Debate (procedures) Listen for attitude and position 

• • Reading & Viewing 

• • • Directions from a literary text, indicating proportion, distance etc. Visual text in a place of public interest 

    • Intensive reading. Explore themes and characters further. Compare or contrast. 

    • Informative text, e.g. newspaper on a community issue, e.g. water shortages, rubbish removal Extended reading and viewing. 

    • Read for critical awareness. Text which gives viewpoint/attitude/ assumptions from literary or media source, e.g. political cartoon, advertisement

• • Writing & Presenting 

• • • Write directions to a place of public interest/ local landmark 

    • Paragraphs on setwork, folk tale or myth.

    • Write the agenda of a community meeting in response to the reading text 

    • Create an advertisement that includes visual elements. Persuasive techniques 

• • Language structures and conventions 

• • • Prepositions (revision) Adjectives 

    • Concord in context examples from listening practice or literary texts five and six 

    • Paragraph structure: topic sentence and supporting details 

    • Figurative language and rhetorical devices used to catch attention and persuade, e.g. simile, alliteration, repetition 

Term 3:

• • Listening & Speaking 

• • • Panel discussion/interview 

    • Discuss an issue related to the literary text studied or a visual text 

    • Formal prepared/ researched speech. 

    • Listen to enrichment text for pleasure/ appreciation 

    • Prepared reading aloud of letters to the press 

• • Reading & Viewing 

• • • Read for summary. Discursive text which balances argument

    • Intensive reading. Mass media shorter texts: notices, classified advertisements, brochures, obituaries 

    • Intensive reading. Creating character in a novel, short story or drama; rhetorical devices in a poem 

    • Critical language awareness, of letters to the press (purpose and audience facts and opinions) 

• • Writing & Presenting 

• • • Write an argument: for and against a proposal/ motion 

    • Writing: Descriptive/ narrative/ reflective/ discursive writing 

    • Write a notice or announcement 

    • Write a shorter text in response to a photograph or other image, e.g. a poem, descriptive paragraph, diary entry 

    • Write a letter to the press in response to reading text. 

• • Language structures and conventions

• • • Revise logical connectors and conjunctions 

    • Verb tenses

    • Vocabulary related to reading text 

    • Format related to writing.

    • Image, symbol, literal and figurative meaning 

    • Denotation and connotation 

Term 4:

• • Listening & Speaking 

• • • Critical listening of recorded or read text for bias and prejudice 

    • Listening: note-taking practice of procedure. 

    • Listening for appreciation to oral texts

    • Revision: informal class and group discussion during examination preparation 

• • Reading & Viewing 

• • • Reading for critical language awareness, e.g. political speech, biased reporting. 

    • Intensive reading 

    • Revision/summary/ concluding lesson/ enrichment text 

• • Writing & Presenting 

• • • Rewrite a text to remove prejudice and bias/Write an argumentative essay 

    • Write a procedural text, e.g. instructions related to new technology 

    • Revision of any forms for end-of-year examination 

• • Language structures and conventions 

• • • Passive and active voice 

    • Verbs

    • Chronological order 

    • Polite forms and stock phrases of thanks. Culturally appropriate forms of address 

    • Dictionary work 

    • Idioms/proverbs/sayings 

Grade 12

Link to resources >>

Term 1:

• • Listening & Speaking 

• • • Group discussion: Discuss the features of literary texts/newspaper or magazine articles 

    • Listen for research: a project in which learners ask questions of others and the public and write it into an information report 

    • Listening comprehension: an autobiographical interview, a reading from an autobiography, a video clip of an autobiographical interview 

    • Reading aloud of a literary text OR a text from the internet 

• • Reading & Viewing 

• • • Intensive reading. Summary revision using text on newspapers/ reporting/media 

    • Intensive reading appropriate to the text 

    • Reading of an autobiographical narrative 

    • Visual text for information related to the set work-study 

    • Intensive reading of multimodal text for research

• • Writing & Presenting 

• • • Write an autobiographical incident (narrative) 

    • Write an essay: narrative/ reflective/ descriptive/ argumentative/discursive 

    • Writing an email (address/ subject/ message) 

    • Write a letter of request, e.g. donation, sponsorship, etc. 

• • Language structures and conventions 

• • • Formal structures 

    • Revision: Passive voice, Indirect speech 

    • Revision: Verb tenses, concord 

    • Paragraph structure in discursive writing. Logical connectors that signal cause 

    • Jargon words 

    • Dictionary practice 

Term 2:

• • Listening & Speaking 

• • • Listen to a job interview/ text about a job interview and take notes 

    • Job interview role play. 

    • Formal researched speech on an aspect of visual media 

    • Informal class and group discussion used in examination preparation 

• • Reading & Viewing 

• • • Intensive reading. An advertisement for a prospective job, bursary or tertiary institution 

    • Intensive reading of information text on interviews from magazine/internet etc.

    • View a scene from a film OR read a review of a film/ documentary/TV series 

• • Writing & Presenting 

• • • Write a covering letter and a CV, e.g. for a job or bursary or university application in response to an advertisement 

    • Summary revision: Write a summary on texts used for specific topics, e.g. interview 

    • Write a persuasive letter or paragraph recommending the film you have watched OR write a film review 

• • Language structures and conventions 

• • • Passive voice 

    • Revision: modal verbs to prepare for role play of job interview-implications of different modal verbs in use 

    • Revision: Emotive writing 

    • Adjectives and adverbs 

Term 3:

• • Listening & Speaking 

• • • Read a drama/ dialogue aloud. 

    • Share extended reading experience 

    • Listen to a radio/TV newscast for bias 

    • Discussion of issues related to set work-study 

    • Listening to texts for appreciation and pleasure 

• • Reading & Viewing 

• • • Intensive reading. A dialogue/ drama which contains language varieties 

    • Intensive reading appropriate to the text, e.g. figurative language, structure, character etc. 

    • Intensive reading for Critical Language Awareness, e.g. political speech, and biased reporting. 

• • Writing & Presenting 

• • • Write an argument: list of points for and against a proposal/motion 

    • Writing: Write a shorter transactional text-diary entry, flyers, posters, directions, instructions, and advertisement 

    • Write a formal letter justifying/excusing/ apologizing for a behaviour 

    • Write an essay -argumentative/ reflective/ discursive/narrative/ descriptive 

    • Design a poster/CD cover 

• • Language structures and conventions 

• • • Revise logical connectors and conjunctions 

    • Generalization and stereotype 

    • Presentation of project, e.g. format, illustrations 

    • Use of pronouns and names

    • Formal style elements: vocabulary, longer sentences, no contractions 

    • Style elements related to written work 

Term 4:

• • Informal class and group discussion used in examination preparation 

• Use previous examination papers to revise formal text study and intensive reading strategies in preparation for the external examination