Grade 8 English HL Term 1-4 Atp

REVISED ANNUAL TEACHING PLAN 2021- 2023
(GRADE 8 - ENGLISH HL - TERM 1-4)

GRADE 8 - TERM 1
Skills Listening and Speaking Reading and Viewing Writing and presenting Language structures and
conventions
Standardised Baseline Assessment and Orientation to be conducted during the first 3 days of the term in Week 1 – Day 1 to 3. Data is captured so that
competency is determined and learning gaps identified. This information should be used to inform subsequent teaching and learning activities.
Week Listening and Speaking Read a brochure Transactional texts Reinforcement of language
1-2 strategies about visual, • Key features of text: format, target Write/design a brochure structures and conventions covered
/multimedia text audience, layout, language usage, • Features of the text in previous weeks
purpose • Language use Word level:
Read Aloud an article on • Register and style idiophones/ interjectives
a brochure (an informative paper document – can • Introduction and conclusion
• Organize information be folded into a template, pamphlet or Sentence level: simple sentences;
coherently leaflet; usually folded and only Write/design a brochure based simple present tense; simple past tense;
• Identify correct vocabulary includes summary information that is on visual stimulus adjectives and adverbs; bias; prejudice;
and language structures promotional in nature) Focus on process writing stereotypes
• Respond to text • Planning Word meaning: proverbs; contextual;
• Effective introduction and Reading process: • Drafting literal; denotative; connotative
ending • Pre-reading (Introduce text) • Revision Punctuation: comma; full stop;
Class Discussion (teacher • During reading (features of text) • Editing quotation marks; exclamation marks;
leads) based on a • Post-reading (answer questions, • Proof-reading and presenting apostrophe; ellipsis
brochure compare, contrast, evaluate)
• Features of the text Vocabulary in context
• Conventions and structure Reading strategies:
of Skimming, scanning, fact and opinion, Remedial grammar from learners'
the text main and supportive ideas, inferences writing
• Diction and conclusions
• Register and style
FORMAL ASSESSMENT TASK 1
ORAL:
 Reading Aloud (20 marks)
Commence with this task in term 1 and conclude in term 2 when the mark will be recorded.
conventions
Week Listening and Speaking Reading/viewing of written/visual Transactional texts Reinforcement of language
3-4 strategies text for comprehension E.g. an Write an email structures and conventions covered
Listen to/view and email • Requirements for format, style in previous weeks
discuss a visual, audio- • Skimming and Scanning and point
visual/multimedia text • Intensive reading of view Word level: adverbs of manner, time;
(E.g. video/ pre-cording • Purpose and target group • Target audience, purpose and definite and indefinite articles. Infinite
on how to write an email • Inferring meaning and conclusions context verbs; gerunds
or create an email • Identify manipulative language • Features of the text Adjectives: comparative, superlative
account) • Influence of selection and • Language use and word choice
• Activate background omission on the meaning of text (critical Sentence level: sentence structure;
knowledge • How language and images reflect language awareness) adjectival and adverbial clauses, and
• Estimate purpose of the and shape values and attitudes • Introduction and conclusion phrases; negation; statement.
text • Impact of use of font types and
• Seek for meaning sizes, headings and caption on Write an email based on visual Word meaning: synonyms, antonyms,
• Understand text meaning stimulus literal, figurative
• Take notes AND Focus on process writing Punctuation: full stop, comma
• Understand message Literary text like poetry/folklore • Planning
• Tone and register • Key features of literature text: • Drafting Vocabulary in context
• Targeted audience such as character, • Revision
characterization, plot, conflict, • Editing Remedial grammar from learners'
Listening Comprehension background, setting, narrator, • Proof-reading and presenting Writing
(sound only) theme
• Record main and Reading process:
supporting • Pre-reading (Introduce text)
ideas by making notes, • During reading (features of text)
checklists, summaries, • Post-reading (answer questions,
paraphrasing and retelling compare, contrast, evaluate)
Poetry/Folklore
Reconstruct scenes: • Key features of poem
• Agree on the • Internal structure of a poem,
version/meaning seen figures of speech/imagery, rhyme,
• Role-play what happened rhythm
in • external structure of a poem,
the two scenes etc. lines, stanzas, typography
• figurative meaning
• mood
• theme and message
Week Listening and Speaking Literary text like youth novel Write an essay: Reinforcement of language
5-6 strategies: • General discussion on the key Narrative/reflective structures and conventions covered
Discussion (teacher leads) - features like character, essay in previous weeks
brainstorming; select characterization, plot, conflict, • Word choice,
relevant ideas; sequence background, setting, narrator, • Personal voice and style Word level:
main ideas theme • Vivid description Adverbs of place and degree
• Tone Pronouns: personal, relative, reflexive
Listening comprehension Reading strategies • Main and supporting ideas and possessive
in preparation for Pre-reading strategies • Mind-maps to organise
summary writing Introduce learners to: coherent ideas Sentence level: subject and predicate,
• Record main and • Text features - titles, headings, • Present essay for assessment subject verb agreement, main clause,
supporting captions, illustrations, dependent clause
ideas by making notes, • Parts of a book - title page, table Focus on process writing
• Share ideas and of contents, chapters, glossary, • Planning Word meaning: synonyms, antonyms,
experiences index, appendix, footnote, etc. • Drafting literal, figurative
and show understanding • Revision Punctuation: full stop; comma; question
of Reading process: • Editing mark; quotation marks; exclamation
concepts • Pre-reading (Introduce text) • Proof-reading and presenting mark
• Identify • During reading (features of text)
persuasive/manipulative • Post-reading (answer questions, Write an essay following the Vocabulary in context
techniques compare, contrast, evaluate) process
• Answer questions approach to writing Remedial grammar from learners’
Teacher teaches summary writing writing
skills by exposing learners to the Summary writing – learners
basic principles of summarizing. summarise one of the
chapters based on the novel
FORMAL ASSESSMENT TASK 2: WRITING

 Essay: (During the course of the Term)
Narrative or Reflective (30 marks)
conventions
Week Listening and Speaking Read/ viewing for information (use Transactional text e.g. Reinforcement of language
7–8 strategies texts such as a newspaper article/ newspaper article structures and conventions covered
Oral: newspaper investigative report/editorial /investigative in previous weeks
article/investigative • Key features report/ editorial
report/editorial • Format • Purpose, target group and Word level: Regular - irregular Verbs;
• Research topic • Language use format main verbs; auxiliary verbs
• Organise material Reading process: • Paragraph conventions
coherently • Pre-reading (Introduce text) • Conjunctions for cohesion Sentence level: statement; sentence
support with examples. • During reading (features of text) • Use a variety of sentence structure; present and past tenses; bias;
• Identify and choose the • Post-reading (answer questions, types, prejudice and stereotypes;
correct vocabulary, compare, contrast, evaluate) lengths and structures
language Reading strategies • Formal style Word meaning: synonyms, antonyms,
and conventions • Skimming and Scanning contextual; denotative; connotative
• Prepare effective • Intensive reading Focus on process writing Vocabulary in context
introduction • Purpose and target group • Planning
and conclusion • Inferring meaning and conclusions • Drafting Remedial grammar from learners'
Listening comprehension • Identify manipulative language • Revision Writing
• Recording main and • Influence of selection and • Editing
supporting ideas by omission on the meaning of text • Proof-reading and presenting
making • How language and images reflect
notes, and shape values and attitudes Write an investigative report/
• Sharing ideas and • Impact of use of font types and editorial
experiences and show sizes, headings and caption on
understanding of concepts meaning
• Identify Write a comprehension test
persuasive/manipulative
techniques
• Answer questions
FORMAL ASSESSMENT TASK 3: RESPONSE TO TEXTS (50 MARKS)

 (Literary / non-literary text) – 20 marks)
 (Visual text) – 10 marks)
 (Language structures and conventions) – 20 marks
Activities for this task do not have to be written in one session
conventions
Week Listening and Speaking Reading/viewing of written/visual Transactional text e.g. Write Reinforcement of language
9 - 10 strategies: text for comprehension an obituary structures and conventions covered
Listen to prepared speech Read an obituary in previous weeks
by a former • Identify and discuss key features • Purpose, target group and Word level: Nouns - compound, gerund,
president/influential • Analyse language use format diminutives, augmentatives
member of the society • Identify and discuss emotive use • Paragraph conventions Verbs: finite; non-finite verbs;
• Discuss features of of language • Conjunctions for cohesion Prepositions
prepared • Analyse introduction and • Use a variety of sentence Adjectives: comparative, superlative
speech conclusion types,
• Identify and explain lengths and structures Sentence level: verb phrase; verb
language • Formal style clause; supporting sentences, topic
use Reading process: sentence; noun phrase; noun, adjectival
• Identify and discuss • Pre-reading (Introduce text) Focus on process writing and adverbial clause; conjunctions;
features • During reading (features of text) • Planning emotive and manipulative language
in the speech • Post-reading (answer questions, • Drafting
compare, contrast, evaluate) • Revision Word meaning: synonyms, antonyms,
Prepared speech • Editing literal, figurative
• Choose appropriate topic Reading strategies: • Proof-reading and presenting
• Organise information • Skimming and Scanning Punctuation: exclamation mark;
coherently • Intensive reading Write an obituary question mark; comma; full stop
• Identify correct vocabulary • Purpose and target group Abbreviations - initialism, acronym,
and language structures • Inferring meaning and conclusions clipped, truncation, aphesis,
• Prepare effective • Identify emotive language portmanteau
introduction • Influence of selection and
and ending omission on the meaning of text Vocabulary in context
• Practice • How language and images reflect
• Present and shape values and attitudes Remedial grammar from learners'
• Impact of use of font types and writing
sizes, headings and caption on
meaning
FORMATIVE ASSESSMENT ACTIVITIES
Listening and Speaking Reading and Viewing activities Writing and Presenting Language Structures and
activities  Reading Process activities Conventions activities
 Variety of Listening  Reading aloud activities  Writing Process  Variety of Language
and Speaking  Reading Comprehension  Paragraphing Structures and Convention
activities activities  Transactional Texts activities
 Listening and  Literature activities based on  Essay
Speaking activities the three prescribed genres for  Creative Writing
that comply with the the semester
Covid-19 conditions
GRADE 8 ENG HL SUMMARY OF FORMAL ASSESSMENT TASKS: TERM 1
FORMAL ASSESSMENT FORMAL ASSESSMENT TASK 2 WRITING FORMAL ASSESSMENT TASK 3 (50
TASK 1 ORAL  Essay: (30 marks) MARKS)
 Reading Aloud (20 Narrative / Reflective RESPONSE TO TEXTS:
marks) (During the course of the Term)  Literary or non-literary (20
Commence with this task marks)
in term 1 and conclude in  Visual text (10 marks)
term 2 when the mark will  Language structures and
be recorded. conventions (20 marks)
Activities for this task do not have to
be written in one session
REVISED ANNUAL TEACHING PLAN 2021- 2023 (GRADE 8 - ENGLISH HL - TERM 2)
GRADE 8 - TERM 2
conventions
Week Listening and Speaking Literary text like novel Descriptive essay based on a novel Word level work:
1-2 strategies • Key features of literature text: • Correct format and features Adverbs of place and frequency
Listening comprehension such as character, action, • Organize content (mind map)
• Listening process dialogue, plot, conflict, • Main and supporting ideas
• Writing response background, setting, narrator, • Paragraph conventions Sentence level: correct word order;
theme • Logical progression of paragraphs to question forms; euphemisms; sentence
ensure coherence structures; mood; voice
Listen to /view an extract • Conjunctions for cohesion
from a novel Reading process: • Language conventions
• Teach features and • Pre-reading (Introduce text) Word meaning: figurative; literal;
conventions • During reading (features of contextual; pun
• Choose style, register and text) Focus on process writing
vocabulary • Post-reading (answer • Planning
• Take turns questions, • Drafting Punctuation and spelling:
• Use persuasion compare, contrast, evaluate) • Revision abbreviations; question marks;
techniques • theme and message • Editing exclamation marks; full stop; comma
• Proof-reading and presenting
Write a descriptive essay

conventions
Week Listening and Speaking Literary text like recorded Write a speech based on a social Word level work:
3-4 strategies speech on television/radio issue Finite Verbs
Prepared speech based based on a social issue Paragraph conventions
on a social issue • Key features of the text • Format Sentence level: simple present
• Listen to speech • Language use • Introductory sentences tense; simple past tense; emotive and
• Take notes • Format • Main and supporting ideas manipulative use; sentence structure;
-- Language and power • Role players • Order and cohesion negation; question form
-- Tone Reading process: • Word choice and punctuation
-- Mood • Pre-reading (Introduce text) Language conventions Word meaning: literal; synonyms;
-- Introduction and • During reading antonyms; homophones; homonyms;
conclusion (features of text) Focus on process writing
• Answer questions • Post-reading (answer • Planning Punctuation and spelling: spelling
questions, compare, contrast, • Drafting rules and conventions
Discussion: evaluate) • Revision
• Indicate roles Poetry • Editing
• Speakers take turns • Key features of poem • Proof-reading and presenting
• Explain view points and • internal structure of a poem,
reach consensus figures of speech/ imagery, Write a speech
• Use appropriate language, rhyme, rhythm
style and register • external structure of a poem,
• Present lines, words, stanzas,
• typography
• mood

ORAL:
 Reading aloud (20 marks)
Commence with the oral task in term 1 and conclude in term 2 when the mark will be recorded.
conventions
Week Listening and Speaking Non-fictional text such as Write a review based on a Word level work:
5-6 strategies newspaper article newspaper article Prefixes and suffixes
Listening comprehension • Key features of literature text: • Structure of the text
(non-fictional text e.g. such as character, action, • Features and conventions Sentence level: sentence structure;
Newspaper articles) dialogue, plot, conflict, • Diction sentence types; tenses; statement;
• Listen for comprehension background, setting, narrator, • Register euphemism; proverbs
• Take notes theme • Audience
• Answer questions Reading process: • Tone Word meaning: synonyms, antonyms;
• Pre-reading (Introduce text) homonyms; paronyms
Discussion (teacher • During reading (features of Focus on process writing
leads) text) • Planning Punctuation and spelling:
• Indicate roles • Post-reading (answer • Drafting acronyms
• Speakers take turns questions, compare, contrast, • Revision
• Explain view points and evaluate) • Editing
reach consensus Reading strategies for • Proof-reading and presenting
• Use appropriate language, comprehension
style and register • Purpose and target group Write a review
• Making inferences
• Give own opinion
• Distinguish between facts and
opinions
• Direct and implied meaning
Poetry
• Key features of poem
• internal structure of a poem,
figures of speech/ imagery,
rhyme, rhythm
• external structure of a poem,
lines, words, stanzas,
• typography
• mood
FORMAL ASSESSMENT TASK 4:
 Transactional writing: (2 short or 1 long: 10 marks)
Written before the controlled test
conventions
Speaking and Listening Reading/viewing for Transactional texts: Reinforcement of language structures
Week strategies comprehension (visual text Advertisement/poster and conventions covered in previous
7–8 Discussion (teacher such as advertisement/ • Correct format weeks
leads): Listen to/watch an poster) • Purpose
advertisement and • Skimming • Text features Word level work:
discuss) • Scanning • Language use • Spelling and spelling patterns
• Tone • Intensive reading • Register • Abbreviations
• Pacing • Make inferences (characters,
• Emotive and manipulative setting, milieu, message) Focus on process writing Sentence level work:
language use • Infer meaning of unfamiliar • Planning • Sentence structure Nouns, adjectives,
• Font size words by word attack skills • Drafting pronouns, concord, simple tenses
• Body language • Emotive language • Revision
• Body language • Editing Vocabulary in context
Listening comprehension: • Use of punctuation and font • Proof-reading and presenting
advertisement Reading process: Remedial grammar from learners'
• Record main and support • Pre-reading Write an advertisement/poster writing
ideas by making notes • During reading
• Share ideas and (features of text)
experiences and showing • Post-reading
understanding of concepts (answer questions, compare,
• Identify contrast, evaluate)
persuasive/manipulative Reading strategies
techniques • Skimming
• Answer questions • Scanning
• Intensive reading
. • Summarising
• Visualising
• Inferring meaning and
conclusions
Week FORMAL ASSESSMENT TASK 5
9 - 10 CONTROLLED TEST
RESPONSE TO TEXTS (60 MARKS)
 Question 1: Literary / non-literary text (20 marks)
 Question 2: Visual text (10 marks)
 Question 3: Summary (10 marks)
 Question 4: Language structures and Conventions (20 marks)
Listening and Speaking Reading and Viewing Writing and Presenting activities Language Structures and
activities activities  Writing Process Conventions activities
 Variety of Listening  Reading Process  Paragraphing Variety of Language Structures and
and Speaking  Reading aloud activities  Transactional Texts Convention activities
activities  Reading Comprehension  Essay
Listening and Speaking activities Creative Writing
activities that comply with Literature activities based on
the Covid-19 conditions the three prescribed genres
for the semester
FORMAL ASSESSMENT FORMAL ASSESSMENT FORMAL ASSESSMENT TASK 5
TASK 1: ORAL: TASK 4: CONTROLLED TEST
 Reading aloud (20  Transactional writing: RESPONSE TO TEXTS (60 MARKS)
marks) (2 short or 1 long: 10  Question 1: Literary / non-literary text (20 marks)
Task started in Term 1 marks)  Question 2: Visual text (10 marks)
and continued in Term 2 Written before the controlled  Question 3: Summary (10 marks)
test  Question 4: Language structures and Conventions (20 marks)
GRADE 8 - TERM 3
conventions
Week 1-2 Listening and Speaking Literary text such as short story Write a literary text: short story Reinforcement of language
strategies • Key features of literature • Correct format structures and conventions covered
Listening for information text: such as character, action, • Purpose in previous weeks
• Listen to an informative dialogue, plot, conflict, • Main and supporting ideas
text background, setting, narrator, • Logical order of sentences Word level work: Common and proper
• Listen to presentation, theme • Use conjunctions to ensure nouns. Prepositions with a variety of
language use, tempo and Reading process: cohesion phrasal verbs
voice projection • Pre-reading (Introduce text) • Use a variety of sentences types,
• Listen to story line • During reading (features of lengths Sentence level: tenses; sentences;
• Discuss with partner text) and structures proverbs and idiomatic expressions;
• Story telling • Post-reading (answer adjectival and adverbial clauses;
• Choose a story questions, compare, contrast, Focus on process writing
• Do planning and research evaluate) • Planning Word meaning: synonyms; antonyms;
• Choose style, register and Poetry • Drafting homonyms;
vocabulary • Key features of poem • Revision
• Present a story • internal structure of a poem, • Editing Punctuation and spelling: spelling
figures of speech/imagery, • Proof-reading and presenting patterns; ellipsis; punctuation of
rhyme, rhythm abbreviations and contractions
• external structure of a poem, Create own story following the
lines, words, stanzas, process outlined Best story Vocabulary in context
• typography ‘published’/read in class.
• figurative meaning Remedial grammar from learners'
• mood writing
Reading comprehension: (text
from prescribed literature)
• Skimming, scanning,
visualization
• Intensive reading
• Making inference
• Meaning of words
• View point of writer
• Fact and opinion
• Implied meaning
conventions
Week 3-4 Listening and Speaking Literary text like drama / play Descriptive essay based on a Word level work:
strategies • Key features of literature text: drama/play Adverbs of place and frequency
Listening comprehension such as character, action, • Correct format and features
• Listening process dialogue, plot, conflict, • Organize content (mind map) Sentence level: correct word order;
• Writing response background, setting, narrator, • Main and supporting ideas question forms; euphemisms; sentence
theme • Paragraph conventions structures; mood; voice
Listen to /view an extract Reading process: • Logical progression of paragraphs
from a drama/play • Pre-reading (Introduce text) to Word meaning: figurative; literal;
• Teach features and • During reading (features of text) ensure coherence contextual; pun
conventions • Post-reading (answer questions, • Conjunctions for cohesion
• Choose style, register and compare, contrast, evaluate) • Language conventions Punctuation and spelling:
vocabulary • theme and message abbreviations; question marks;
• Take turns Read through the instructions for Focus on process writing exclamation marks; full stop; comma
• Use persuasion the Literature Project: • Planning
techniques Reading strategies • Drafting
- Skimming • Revision
Discussion (teacher - Scanning • Editing
leads) – Research based - Intensive reading for • Proof-reading and presenting
on Literature Project meaning
- Methodology / the Learners start with their research Write a descriptive essay
process based on the selected topic
- Purpose Two-fold:
- Approach 1) Introduction and initial
- Instructions stage commence in class
and guided by the teacher
FORMAL ASSESSMENT TASK 6: CREATIVE WRITING PROJECT

Stage 1: Research (Learners do research on their project)
(20 marks)
conventions
Week 5-6 Write-up – Literature ProjectRead for information Writing based on selected genre / Reinforcement of language
Discussion (teacher Layout of the different project project topic structures and conventions covered
leads) – Research based topics / items E.g. a PowerPoint Write-up of the actual project – in previous weeks
on Literature Project presentation, rap song, review, etc. • Correct format and features
- Methodology / the Key features such as character, • Organize content (mind map) Word level work: Common and proper
process action, dialogue, plot, conflict, • Main and supporting ideas nouns. Prepositions with a variety of
- Purpose background, setting, narrator, • Paragraph conventions phrasal verbs
- Approach theme • Logical progression of paragraphs
- Instructions and Revision/recap of genres and text to Sentence level: tenses; sentences;
expectations types (literary / non-literary) ensure coherence proverbs and idiomatic expressions;
learners were exposed to during • Conjunctions for cohesion adjectival and adverbial clauses;
the 1st semester (Term 1 and 2) • Language conventions
Reading process: Word meaning: synonyms; antonyms;
• Pre-reading (Introduce text) Focus on process writing homonyms;
• During reading (features of text) • Planning
• Post-reading (answer questions, • Drafting Punctuation and spelling: spelling
compare, contrast, evaluate) • Revision patterns; ellipsis; punctuation of
• theme and message • Editing abbreviations and contractions
Reading strategies: • Proof-reading and presenting
• Skimming, scanning, Vocabulary in context
visualization
• Intensive reading Remedial grammar from learners'
• Making inference writing
• Meaning of words
• View point of writer
• Fact and opinion
• Implied meaning
FORMAL ASSESSMENT TASK 6: CREATIVE WRITING PROJECT
Stage 2: Writing (Learners engage in the write-up of their project)
(30 marks)
 Planning/pre-writing of the creative writing project
 Drafting
 Revising
 Editing
 Proofreading
 Presenting
conventions
Week 7-8 Oral presentation on the Reading linked to the Oral Learners present what they have Reinforcement of language
project – the nature presentation captured in the writing (write-up) structures and conventions covered
dependent on the based on the Creative Writing in previous weeks
school’s context Reading process: Project
Listening and Speaking • Pre-reading (Introduce text) Word level work: Common and proper
strategies • During reading (features of text) nouns. Prepositions with a variety of
Listens to and discusses • Post-reading (answer questions, phrasal verbs
current news based on compare, contrast, evaluate)
newspapers and magazine • theme and message Sentence level: tenses; sentences;
articles proverbs and idiomatic expressions;
• Use of tone, pace and Reading strategies: adjectival and adverbial clauses;
intonation • Skimming, scanning,
• Use of manipulative/ visualization Word meaning: synonyms; antonyms;
emotive/ persuasive • Intensive reading homonyms;
language • Making inference
• Use of cues • Meaning of words Punctuation and spelling: spelling
• Adherence to conventions • View point of writer patterns; ellipsis; punctuation of
• Appropriate body • Fact and opinion abbreviations and contractions
language • Implied meaning
• Attention-grabbing Vocabulary in context
introduction and a strong
conclusion Remedial grammar from learners'
• Purpose, target group and writing
context
CREATIVE WRITING PROJECT
Stage 3: Oral presentation (Learners do the Oral presentation of their project)
(20 marks)
 Uses appropriate structure: introduction, body and conclusion
 Presents central idea and supporting details
 Shows evidence of research/ investigation
 Uses appropriate body language and presentation skills, e.g. makes eye contact, volume
 Participates in a discussion
 Gives constructive feedback
 Maintains discussion
 Shows sensitivity to the rights and feelings of others
Commence with the oral task in term 3 and conclude in term 4 when the mark will be recorded.
conventions
Week Listening and Speaking Read the lyrics of a song / text Write a song / diary entry Reinforcement of language
9 – 10 strategies based on a musical concert • Correct format • Purpose structures and conventions covered
Listen to/view and • Format • Main and supporting ideas in previous weeks
discuss a visual, audio- • Language use • Logical order of sentences
visual/multimedia text • Text features • Use conjunctions to ensure Word level work: Singular and plural;
Listening comprehension • Sequencing cohesion gender; diminutives
(such as listening to the • Use a variety of sentences types, Sentence level work: Direct and
lyrics of a song / extract Reading process: lengths and structures reported speech; question forms; fact
from a musical concert) • Pre-reading (Introduce text) and opinion; sentence structure;
• identify main and • During reading (features of Focus on process writing sentences; ambiguity; voice; gerund
supporting ideas text) • Planning Word meaning: synonyms; antonyms;
• write notes • Post-reading (answer • Drafting euphemism; homonyms; literal and
• share ideas and questions, compare, contrast, • Revision figurative meaning
experiences and show evaluate) • Editing
understanding of concepts • Proof-reading and presenting Punctuation and spelling: quotation
• identify marks; spelling patterns
persuasive/manipulating Write a song / diary entry
techniques where Vocabulary in context
applicable Remedial grammar from learners'
• answer questions writing

RESPONSE TO LITERATURE (30 MARKS)
 Poem (10 marks)
 Drama (10 marks)
 Short Stories (10 marks)
Listening and Speaking Reading and Viewing activities Writing and Presenting activities Language Structures and
activities  Reading Process  Writing Process Conventions activities
 Variety of Listening  Reading aloud activities  Paragraphing  Variety of Language Structures
and Speaking  Reading Comprehension  Transactional Texts and Convention activities
activities activities  Essay
 Listening and  Literature activities based  Creative Writing
Speaking activities on the three prescribed
that comply with the genres for the semester
Covid-19 conditions
FORMAL ASSESSMENT FORMAL ASSESSMENT TASK 7 FORMAL ASSESSMENT TASK 8
TASK 6: CREATIVE CREATIVE WRITING PROJECT RESPONSE TO LITERATURE
WRITING PROJECT  Oral presentation of the project (20 marks) (30 MARKS)
 Research & write- Commence with the oral task in term 3 and conclude in term 4 when  Poem (10 marks)
up of the project the mark will be recorded.)  Drama (10 marks)
(20 + 30 = 50 mark  Short Stories (10 marks)
GRADE 8 - TERM 4
Skills Listening and Speaking Reading and Viewing Writing and presenting Language structures and conventions
Week 1-2 Listening and Speaking Read information text with Transactional text e.g. Directions Word level work:
strategies visuals, e.g. maps, landmark, / Adjectives: comparative, superlative;
Listening scales Instructions common and proper nouns; conjunctions
comprehension: • Format • Correct format
• Listen to instructions / • Language use • Organize content (mind map) Sentence level: topic sentences;
directions • Features • Main and supporting ideas statement; tenses; main and supporting
• Take notes • Paragraph conventions statements; simple and compound
• Answer questions Reading process: • Logical progression of paragraphs sentences
Different kinds of oral • Pre-reading (Introduce text) to
communication • During reading (features of ensure coherence Word meaning: synonyms; antonyms;
e.g. A unprepared news text) • Conjunctions for cohesion contextual;
presentation / speech • Post-reading (answer • Language conventions
questions, compare, contrast, Punctuation and spelling: spelling
Giving directions: evaluate) Focus on process writing patterns: full stop, comma
• Features of the text • Planning
• Language and Reading / Viewing visual text • Drafting
conventions • Scanning • Revision
• Body language • Intensive reading • Editing
• Make inferences • Proof-reading and presenting
• Make a summary (use mind Write an instructional text

maps)
Week 3-4 Listening and Speaking Reading/viewing for Long/short transactional texts: Reinforcement of language structures
strategies information (use text such as newspaper article and conventions covered in previous
Listens to and discusses Newspaper articles/ magazine • Requirements of format, style weeks
current news based on articles/written speeches • Target audience purpose and
newspapers and • Skimming for main ideas context Word level: abstract nouns; concrete
magazine articles • Scanning for supporting details • Word choice and language nouns Prepositions Adjectives:
• Use of tone, pace and • Making predictions structures comparative, superlative
intonation • Facts and opinions
• Use of manipulative/ • View point of author Focus on process writing Sentence level: Chronological (sequential)
emotive/ persuasive • Inferring the meaning of • Planning order; order of importance; description
language unfamiliar words and images • Drafting paragraph, persuasive and emotive
• Use of cues • Formal/informal language • Revision language; bias and prejudice; stereotypes;
• Adherence to conventions • Direct/implied meaning • Editing rhetoric devices.
 Appropriate body • Figures of speech • Proof-reading and presenting
language Word meaning: synonyms, antonyms,
• Attention-grabbing Write a comprehension test literal, figurative
introduction and a strong Punctuation: quotation marks; exclamation
conclusion Write a newspaper article marks; comma; full stop; question marks;
• Purpose, target group and ellipsis
context
Prepared/unprepared Vocabulary in context
reading a newspaper
article aloud Remedial grammar from learners' writing
• Use of tone, pace and
intonation
• Observing punctuation
marks for good effect
• Appropriate body
Language

ORAL: (20 marks)
 Oral presentation of the project
Teachers start to administer this task during term 3 to ensure that all learners are assessed by the end of the term
Week 5-6 Listening and Speaking Read an questionnaire / form Transactional text e.g. Reinforcement of language structures
strategies • Key features of report and conventions covered in previous
Oral: Filling in a • Format • Purpose, target group and format weeks
questionnaire/ form • Language use • Paragraph conventions Word level:
• Research topic • Conjunctions for cohesion Regular - irregular verbs; main verbs;
• Organise material Reading process: • Use a variety of sentence types, auxiliary verbs
coherently support with • Pre-reading (Introduce text) lengths and structures
examples. • During reading (features of • Formal style Sentence level: statement; sentence
• Identify and choose the text) structure; present and past tenses; bias;
correct vocabulary, • Post-reading (answer Focus on process writing prejudice and stereotypes;
language and conventions questions, • Planning
• Prepare effective compare, contrast, evaluate) • Drafting Word meaning: synonyms, antonyms,
introduction and • Revision contextual; denotative; connotative
conclusion Poetry • Editing
• Key features of poem • Proof-reading and presenting Vocabulary in context
Listening • internal structure of a poem,
comprehension figures of speech/imagery, Complete a questionnaire / form Remedial grammar from learners' writing
• Recording main and rhyme, rhythm
supporting ideas by • external structure of a poem,
making notes, lines, words, stanzas,
• Sharing ideas and • typography
experiences and show • figurative meaning
understanding of concepts • mood
• Identify persuasive/ • theme and message
manipulative techniques
• Answer questions
FORMAL ASSESSMENT TASK 9: WRITING

 Transactional writing: (2 short or 1 long: 10 marks)
Written before the controlled test
Week 7-8 Prepare for examination Prepare for examination Prepare for examination Word level work:
Speaking: Reading Writing: Revision
• Conversation • Reading comprehension • Essays
• Prepared speech • Summary • Long transactional texts Sentence level work:
• Unprepared speech • Visual Literacy • Short transactional texts Revision
Listening
• Listening comprehension Word meaning: revision
Punctuation and spelling: revision

Week FORMAL ASSESSMENT TASK 10
9-10 CONTROLLED TEST
RESPONSE TO TEXTS (60 MARKS)
 Question 1: Literary / non-literary text (20 marks)
 Question 2: Visual text (10 marks)
 Question 3: Summary (10 marks)
 Question 4: Language structures and Conventions (20 marks)
Listening and Speaking Reading and Viewing Writing and Presenting activities Language Structures and Conventions
activities activities  Writing Process activities
 Variety of Listening  Reading Process  Paragraphing Variety of Language Structures and
and Speaking  Reading aloud activities  Transactional Texts Convention activities
activities  Reading Comprehension  Essay
Listening and Speaking activities Creative Writing
activities that comply Literature activities based on
with the Covid-19 the three prescribed genres
conditions for the semester
FORMAL ASSESSMENT FORMAL ASSESSMENT TASK FORMAL ASSESSMENT TASK 10
TASK 7 9: WRITING CONTROLLED TEST
ORAL: (20 marks)  Transactional writing: RESPONSE TO TEXTS (60 MARKS)
 Oral presentation of
(2 short or 1 long: 10  Question 1: Literary / non-literary text (20 marks)
the project
Teachers start to administer
marks)  Question 2: Visual text (10 marks)
this task during term 3 to Written before the controlled  Question 3: Summary (10 marks)
ensure that all learners are test  Question 4: Language structures and Conventions (20 marks)
assessed by the end of term
4.

Grade 8 English HL Term 1-4 Atp

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Grade 8 English HL Term 1-4 Atp

Uploaded by

Copyright:

Available Formats

REVISED ANNUAL TEACHING PLAN 2021- 2023

(GRADE 8 - ENGLISH HL - TERM 1-4)

FORMAL ASSESSMENT TASK 2: WRITING

FORMAL ASSESSMENT TASK 3: RESPONSE TO TEXTS (50 MARKS)

Write a descriptive essay

FORMAL ASSESSMENT TASK 1

FORMAL ASSESSMENT TASK 6: CREATIVE WRITING PROJECT

FORMAL ASSESSMENT TASK 8

• Make a summary (use mind Write an instructional text

FORMAL ASSESSMENT TASK 7

FORMAL ASSESSMENT TASK 9: WRITING

Punctuation and spelling: revision

You might also like