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.
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
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
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