2023/24 ANNUAL TEACHING PLANS: ENGLISH FIRST ADDITIONAL LANGUAGE: GRADE 6

2023/24 ANNUAL TEACHING PLANS: ENGLISH FIRST ADDITIONAL LANGUAGE: GRADE 6 (TERM 1)

TERM 1
LANGUAGE STRUCTURES AND
WEEK LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING
CONVENTIONS
Baseline Assessment (set internally by the school) 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.
Listens to radio or newspaper reports and Reads newspaper articles Writes a summary of the newspaper article Word level work
discusses current issues Reading for meaning • Identifies key points/ facts Common and abstract nouns, personal and
Introductory activities • Pre-read: Makes predictions based on • Sequence points/ facts demonstrative pronouns
• Makes predictions title and/or graphics • Writes in own words Sentence level work
• Listens for specific details in radio and • Identifies and discusses both the • Reflects on and evaluates writing and Subject-verb agreement,
television programmes intended and hidden cultural messages creative work simple tenses: past, present and future
• Identifies how stereotypes are created Reading strategies • Writes neatly and legibly Spelling and punctuation
• Asks critical questions that challenge and - Skims for main ideas Uses the writing process Word division, dictionary use,
seek alternative explanations - Scans for supporting details • Planning/ pre-writing Drafting
• Listens for information in a variety of oral full stop, comma, colon, semi-colon, question
Comprehension strategies • Revising mark, exclamation mark
texts, reports and summarises main • Editing
- Visualises parts of the text
ideas • Proofreading
- Makes connections to own life
• Develops a balanced argument on • Presenting
relevant and challenging issues • Discusses how the message may be
1-2 manipulated Records words and their meanings in a
• Expresses an opinion and supports it
with solid evidence • Discusses how the techniques used by personal dictionary or word wall.
writers, graphic designers and Uses a dictionary for spelling and vocabulary
• Listens actively and with sensitivity
photographers construct views of the development.
• Acknowledges opinions that conflict with
world Uses reading log/ card to manage reading
own and responds appropriately in the
• Invents and describes preferred results progress.
context
or endings
• Discusses the validity of information by
• Hypothesises and offers alternatives
comparison with other sources
when trying to solve a problem
Reading methodologies
Read aloud/ Drop all and read/ group guided/
shared/ paired/ independent reading of
novelette
Assessment for Learning – in preparation
for Read Aloud
Reading for enjoyment

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2023/24 ANNUAL TEACHING PLANS: ENGLISH FIRST ADDITIONAL LANGUAGE: GRADE 6

TERM 1
LANGUAGE STRUCTURES AND
WEEK LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING
CONVENTIONS
Novel/ reader to be read daily for at least 30
minutes
Discusses novelette/ novella/ novel/ reader Reads a novel Writes an essay on characters/ themes of Word level work
Introductory activities Reading for meaning novelette/ novella/ novel/ reader Interrogative, demonstrative and indefinite
Makes predictions, skims and scans • Pre-reading: Predicts from title • Pre-writing: Listens to extracts from a pronouns
Listens to teacher read an extract from • Discusses related themes/ content novel Sentence level work
novelette/ novella/ novel/ reader Reading strategies • Selects content appropriate for the Simple present, past and future tense
• Predicts what is going to happen purpose Spelling and punctuation
- Infers meaning of unfamiliar words and
• Explains author and reader’s point of • Uses appropriate language and text
images Dictionary use, word division, synonyms and
view structure
- Reviews to promote understanding antonyms
• Stays on topic • Uses the correct format
Comprehension strategies
• Explains logically • Organises content logically – uses
- Makes predictions about the text chronology
• Discusses main ideas and specific - Asks questions about the text
details • Uses appropriate grammar, spelling and
Literature study punctuation, including subject-verb
• Asks relevant questions and responds
appropriately • Identifies and explains the central idea concord
• Discusses the characters • Uses a dictionary for spelling and
Participates in a group discussion
• Identifies and discusses feelings vocabulary development
• Takes turns
3-4 expressed Uses the writing process
• Stays on topic
• Discusses suspense and twist • Planning/ pre-writing
• Asks relevant questions
• Relates events and characters to own • Drafting
• Maintains discussion life
• Responds to others’ ideas with empathy • Revising
• Discusses the structure, language use, • Editing
and respect purpose and audience • Proofreading
• Uses a dictionary for vocabulary • Presenting
development
Records words and their meanings in a
• Reflects on texts read independently personal dictionary or word wall.
Post reading Uses a dictionary for spelling and vocabulary
• Retells story or main ideas in 5-10 development.
sentences (summary) Uses reading log/ card to manage reading
• Expresses emotional response to texts progress.
read
• Relates to own life
• Compares books/ texts read
Reading methodologies
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2023/24 ANNUAL TEACHING PLANS: ENGLISH FIRST ADDITIONAL LANGUAGE: GRADE 6

TERM 1
LANGUAGE STRUCTURES AND
WEEK LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING
CONVENTIONS
Read aloud/ Drop all and read/ group guided/
shared/ paired/ independent reading of
novelette
Assessment for Learning – in preparation
for Read Aloud
Reading for enjoyment
Novel/ reader to be read daily for at least 30
minutes.
FORMAL ASSESSMENT TASK 1: ORAL
• Read Aloud (20 marks)
Commence with this task in Term 1 and conclude in Term 2 when the mark will be recorded.
FORMAL ASSESSMENT TASK 2: WRITING
• Essay (20 marks)
Narrative or Descriptive
4-6 paragraphs
During the term
Listens to a persuasive text, e.g., radio Reads a persuasive text Writes a persuasive text, e.g., a speech Word level work
advertisement Reading for meaning with visuals/ advertisement Conjunctions, articles
Introductory activities • Pre-reading activities, e.g., prediction • Evokes emotional responses Sentence level work
• Makes predictions based on title and or graphics • Makes promises Direct and indirect speech
• Asks thought-provoking questions using Reading strategies • Stirs the audience Word meaning
appropriate language • Brainstorms ideas for a topic and
• Skims for main ideas Idioms and proverbs
• Identifies opinions which differ from own develops ideas
• Scans for supporting details
• Contrasts opposing perspectives and • Reflects on and evaluates writing and
• Makes predictions using visual cues/
5-6 gives reasons creative work
words
• Interacts positively during group • Expresses ideas clearly and logically
• Determines the impact of visual
discussions • Shows understanding of style and
techniques
• Shares ideas and offers opinions on register
challenging topics in a logical, coherent Reading comprehension
• Presents work with attention to neatness
and structured way • Pre-read: Discusses the pictures and enhanced presentation
• Develops factual and reasonable • Evaluates the text • Conveys meaning clearly and
arguments to justify opinions • Summarises the text appropriately
• Focuses on description • Reads and understands graphic media Uses the writing process
texts, e.g., advertisements and posters
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2023/24 ANNUAL TEACHING PLANS: ENGLISH FIRST ADDITIONAL LANGUAGE: GRADE 6
WEEK LISTENING AND SPEAKING
Listens to a short story
• Introductory activities: Makes predictions
• Recalls events in the correct sequence
and using the correct tense
• Interacts positively during group
discussions
• Identifies how stereotypes are created
and their effects on the listener
7-8 • Discusses characters
• Discusses the plot, conflict and setting
• Discusses messages in the text
TERM 1
LANGUAGE STRUCTURES AND
READING AND VIEWING WRITING AND PRESENTING
CONVENTIONS
• Interprets the information • Planning/ pre-writing
• Discusses the purpose of the text • Drafting
• Discusses the language used • Revising
• Identifies and discusses design features • Editing
such as colour and font • Proofreading
• Discusses the layout • Presenting
• Compares different visual texts, e.g., Records words and their meanings in a
posters and advertisements personal dictionary or word wall.
Reading methodologies Uses a dictionary for spelling and vocabulary
Read aloud/ Drop all and read/ group guided/ development.
shared/ paired/ independent reading of Uses reading log/ card to manage reading
novelette progress.
Assessment for Learning – in preparation
for Read Aloud
Reading for enjoyment
Novel/ reader to be read daily for at least 30
minutes.
Reads a short story Writes a friendly letter/ diary entry related Word level work
Reading for meaning to the short story Connecting words
• Pre-reading: Makes predictions based • Uses the correct layout Sentence level work:
on title and/or graphics • Shows awareness of audience and style Past perfect tense, future perfect tense
Reading strategies • Uses appropriate tone Word meaning
- Skims for main ideas • Focuses on improving language,
Ambiguity, multiple meaning
- Scans for supporting details spelling, tenses and linking sentences
into cohesive paragraphs Spelling and punctuation
Comprehension strategies Word division (syllables), homophones
• Uses connecting words, e.g., However
- Makes inferences about the text to link sentences into cohesive
- Asks questions about the text paragraphs
Literature study • Uses correct spelling and punctuation
• Examines the text for hidden messages Uses the writing process
• Summarises the main and supporting • Planning/ pre-writing
ideas • Drafting
• Explains how the writer manipulates the • Revising
reader’s perceptions, e.g., the • Editing
techniques used and characterisation
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2023/24 ANNUAL TEACHING PLANS: ENGLISH FIRST ADDITIONAL LANGUAGE: GRADE 6

TERM 1
LANGUAGE STRUCTURES AND
WEEK LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING
CONVENTIONS
• Critically discusses cultural and social • Proofreading
values in text • Presenting
• Discusses plot, theme, setting and Records words and their meanings in a
characterisation personal dictionary or word wall.
• Uses a dictionary for vocabulary Uses a dictionary for spelling and vocabulary
development development.
Reading methodologies Uses reading log/ card to manage reading
Read aloud/ Drop all and read/ group guided/ progress.
shared/ paired/ independent reading of
novelette
Assessment for Learning – in preparation
for Read Aloud
Reading for enjoyment
Novel/ reader to be read daily for at least 30
minutes
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)
Listens to and discusses a dialogue Reads a simple play or drama Writes a dialogue Word level work:
• Introductory activities: Makes predictions Reading for meaning • Reveals characters and motivation • Adverbs (manner, time)
• Listens for information in a variety of oral • Pre-reading activities: Makes • Establishes tone or mood • Compound and complex sentences
texts with a dialogue predictions based on title and/or • Creates or adds to existing conflict • Spelling and punctuation: Quotation
• Summarises main ideas and notes graphics • Produces a first draft with awareness of marks,
specific details Reading strategies the central idea
• Interacts positively during group - Infers meaning of unfamiliar words and • Shows understanding of style and
9-10 discussions register Sentence level work:
images
• Identifies and discusses key features • Reflects on and evaluates writing and • Sentence types (Statements, Questions,
- Reviews to promote understanding
• Discusses context, speakers’ body creative work Commands)
Comprehension strategies • Reported speech
language, content, register and choice of • Uses a variety compound and complex
words - Synthesises text
sentences
• Discusses format of the text - Summarises text
- Uses a dictionary for vocabulary Uses the writing process • Word meaning:
development • Planning / pre-writing, Drafting, Synonyms, Antonyms
• Revising,
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2023/24 ANNUAL TEACHING PLANS: ENGLISH FIRST ADDITIONAL LANGUAGE: GRADE 6

TERM 1
LANGUAGE STRUCTURES AND
WEEK LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING
CONVENTIONS
Reading methodologies • Editing,
Read aloud/ Drop all and read/ group guided/ • Proofreading, and presenting
shared/ paired/ independent reading of Records words and their meanings in a
novelette personal dictionary or word wall.
Assessment for Learning – in preparation Uses a dictionary for spelling and vocabulary
for Read Aloud development.
Reading for enjoyment Uses reading log/ card to manage reading
Novel/ reader to be read daily for at least 30 progress.
minutes.

FORMATIVE ASSESSMENT ACTIVITIES (ASSESSMENT FOR LEARNING)

Listening and Speaking activities Reading and Viewing activities
• Variety of Listening and Speaking activities • Reading process
• Reading aloud activities
• Reading comprehension activities
• Literature activities based on the three
prescribed genres for the semester
•
CAPS: FORMAL ASSESSMENT TASKS: FIRST ADDITIONAL LANGUAGES (FAL): GRADE 6 TERM 1
FORMAL ASSESSMENT TASK 1: ORAL FORMAL ASSESSMENT TASK 2: WRITING
• Read aloud (20 marks) • Essay (20 marks)
Commence with this task in Term 1 and conclude in Term 2 when Descriptive/ narrative
the mark will be recorded. Five (5) paragraphs
During the term
Writing and Presenting activities Language Structures and Conventions
• Writing process activities
• Summary Variety of Language Structures and Conventions
• Creative writing activities are aligned to the text type
• Transactional texts
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)

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2023/24 ANNUAL TEACHING PLANS: ENGLISH FIRST ADDITIONAL LANGUAGE: GRADE 6

2023/24 ANNUAL TEACHING PLANS: ENGLISH FIRST ADDITIONAL LANGUAGE: GRADE 6 (TERM 2)

TERM 2
LANGUAGE STRUCTURES AND
WEEK LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING
CONVENTIONS
Listens to and discusses an instructional Reads a recipe or another instructional Writes an instructional text, e.g., on how Word level work
text, e.g., a recipe/ directions texts to make a cup of tea Possessive and reflexive pronouns, stems,
• Introductory activities: Makes predictions Reading for meaning • Sequences instructions logically prefixes, suffixes
• Identifies the features of an instructional • Analyses the characteristics of • Lists materials and ingredients Sentence level work
text instructional texts, e.g., organisation and • Uses a dictionary Subject, object
• Notes key headings conventions • Uses imperatives Spelling and punctuation Word division,
• Gives clear instructions, e.g., on how to • Orders any jumbled instructions • Develops a frame for writing dictionary use
make a cup of tea Reading strategies • Uses linking phrases and organisational
• Makes notes and applies instructions - Skims for main ideas. methods
read - Scans for supporting details • Defines procedures
• Asks questions to clarify • Organises words and sentences
Comprehension strategies
• Comments on clarity of instructions appropriately
- Asks questions about the text
• Recalls procedure Uses the writing process
- Synthesises the text
• Shows understanding of the text and • Planning/ pre-writing
how it functions, e.g., literal reading • Drafting
• Recognises and explains the different • Revising
1-2
structures, language use and purposes • Editing
• Identifies and evaluates the register of a • Proofreading
text • Presenting
• Understands and uses instructional Records words and their meanings in a
texts appropriately personal dictionary or word wall.
• Compares two different recipes or sets Uses a dictionary for spelling and vocabulary
of instructions development.
Reading methodologies Uses drawings or sentences using the words
Read aloud/ Drop all and read/ group guided/ or explanations to show the meaning, etc.
shared/ paired/ independent reading of Uses reading log/ card to manage reading
novelette progress.
Assessment for Learning – in preparation
for Read Aloud
Reading for enjoyment
Novel/ reader to be read daily for at least 30
minutes.
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2023/24 ANNUAL TEACHING PLANS: ENGLISH FIRST ADDITIONAL LANGUAGE: GRADE 6
WEEK LISTENING AND SPEAKING
FORMAL ASSESSMENT TASK 1: ORAL
• Read Aloud (20 marks)
This task is a continuation from Term 1. It will be completed and recorded in Term 2.
Listens to and discusses a story
• Introductory activities: Makes
predictions, skims and scans
• Identifies themes
• Asks questions
• Relates ideas to own life experiences
• Identifies and discusses how
stereotypes are created
• Discusses response to text
• Discusses social, moral and cultural
values in different texts
• Comments on how these values are
conveyed in the text, e.g. stereotyping
• Uses presentation skills, e.g., volume,
3-4 pace, pausing, posture, gesture etc.
Listens to and discusses a poem
5-6 • Introductory activities: Makes
predictions
TERM 2
LANGUAGE STRUCTURES AND
READING AND VIEWING WRITING AND PRESENTING
CONVENTIONS
Reads a story Writes a story Word level work
Reading for meaning • Creates believable characters Auxiliary verbs, determiners
• Pre-reading: Makes predictions based • Shows knowledge of character, plot, Sentence level work
on title and/or graphics setting, conflict and climax Present, past and future continuous tenses
• Reads aloud and silently • Plots main events, using a flow chart: Word meaning
Reading strategies beginning (exposition), middle (rising
Idioms
action, climax) and ending
• Infers meaning of unfamiliar words and
(denouement)
images
• Sequences ideas logically
• Reviews to promote understanding
• Expresses ideas clearly and logically
Comprehension strategies
• Uses a theme or message
• Makes predictions about the text
• Makes inferences about the text Uses the writing process
• Planning/ pre-writing
Literature study
• Drafting
• Interprets and discusses the message
• Revising
• Shows understanding of the text, its
relationship to own life, its purpose and • Editing
how it functions • Proofreading
• Summarises the text in 5-10 sentences • Presenting
Reading methodologies Records words and their meanings in a
personal dictionary or word wall.
Read aloud/ Drop all and read/ group guided/
shared/ paired/ independent reading of Uses a dictionary for spelling and vocabulary
novelette development.
Assessment for Learning – in preparation Uses drawings or sentences using the words
for Read Aloud or explanations to show the meaning, etc.
Reading for enjoyment Uses reading log/ card to manage reading
progress.
Novel/ reader to be read daily for at least 30
minutes.
Reads a simple poem Writes a poem Word level work
Reading for meaning • Uses alliteration, (consonance and Prepositions, adverbs of manner and time
assonance), metaphor and simile
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2023/24 ANNUAL TEACHING PLANS: ENGLISH FIRST ADDITIONAL LANGUAGE: GRADE 6

TERM 2
LANGUAGE STRUCTURES AND
WEEK LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING
CONVENTIONS
• Expresses emotions in a sensitive way - Pre-reading: Makes predictions based • Uses descriptive language Sentence level work
• Interacts positively during group on title and/or graphics • Plans, drafts and refines writing Simple sentences, sentence types:
discussions Reading strategies • Produces a first draft with awareness of commands, statements and questions
• Comments on sound and visual effects - Reviews to promote understanding the central idea Word meaning
such as rhythm, repetition, alliteration - Understands the effect of figurative and • Shows understanding of style and Elements of poetry: alliteration (consonance
and comparisons rhetorical devices register and assonance), metaphor, personification,
• Interprets content of poem Comprehension strategies • Reflects on and evaluates writing and simile, onomatopoeia
• Summarises the poem - Synthesises the text creative work
• Discusses rhythm and rhyme - Evaluates the text Uses the writing process
• Discusses different types of poems • Planning/ pre-writing
Literature study
• Discusses the structures of poems • Drafting
- Identifies the features of the poem
- Analyses the poem to understand the • Revising
meaning • Editing
- Identifies rhythm, rhyme, • Proofreading
personification, metaphor etc. • Presenting
- Shows understanding of the poem and Records words and their meanings in a
its relationship to own life personal dictionary or word wall.
- Uses a dictionary for vocabulary Uses a dictionary for spelling and vocabulary
development development.
Reading methodologies Uses reading log/ card to manage reading
Read aloud/ Drop all and read/ group guided/ progress.
shared/ paired/ independent reading of
novelette
Assessment for Learning – in preparation
for Read Aloud
FORMAL ASSESSMENT TASK 4
• Transactional writing (10 marks)
Written before the June controlled test
Listens to and discusses an information Reads an information text, e.g., a weather Writes an information text, e.g., a weather Word level work
text, e.g., a weather report report from a newspaper chart Adjectives: attributive, interrogative and
• Introductory activities: Makes Reading for meaning • Selects appropriate visuals and content demonstrative
predictions • Pre-reading: Predicting from title, for the purpose Sentence level work
• Listens for specific details headings and pictures/ images • Presents information using a map, Noun phrases and clauses
• Discusses usefulness of information Reading strategies chart, graph or diagram Spelling and punctuation
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2023/24 ANNUAL TEACHING PLANS: ENGLISH FIRST ADDITIONAL LANGUAGE: GRADE 6

WEEK LISTENING AND SPEAKING
• Links information to own life
• Discusses possible effects on people
• Compares conditions in different places
• Indicates preferred destinations with
reasons
• Participates in discussions, justifying
own opinion
7-8 • Identifies features of weather reports,
register and the nature of language
used
• Uses interaction strategies to
communicate effectively in group
situations
• Interprets and discusses more complex
visual texts
9-10 FORMAL ASSESSMENT TASK 5: JUNE CONTROLLED TEST
RESPONSE TO TEXTS (50 marks)
Question 1: Literary/ non-literary text (20 marks)
Question 2: Visual text (10 marks)
Question 3: Summary writing (5 marks)
Question 4: Language structures and conventions (15 marks)
TERM 2
LANGUAGE STRUCTURES AND
READING AND VIEWING WRITING AND PRESENTING
CONVENTIONS
- Skims for main ideas Uses the writing process Dictionary use, homophones
- Scans for supporting details • Planning/ pre-writing
Reading comprehension strategies • Drafting
- Summarises text • Revising
- Asks questions about text • Editing
• Reads an information text with visuals, • Proofreading
e.g., a map • Presenting
• Identifies the way the text is organised Records words and their meanings in a
• Compares differences and similarities in personal dictionary or word wall.
the weather in different places Uses a dictionary for spelling and vocabulary
• Interprets visuals development.
• Uses a dictionary for vocabulary
Uses reading log/ card to manage reading
development progress.
Reading methodologies Read aloud/ Drop
all and read/ group guided/ shared/ paired/
independent reading of novelette
Assessment of Read Aloud
Reading for enjoyment
Novel/ reader to be read daily for at least 30
minutes.

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2023/24 ANNUAL TEACHING PLANS: ENGLISH FIRST ADDITIONAL LANGUAGE: GRADE 6

FORMATIVE ASSESSMENT ACTIVITIES (ASSESSMENT FOR LEARNING)

Listening and Speaking activities Reading and Viewing activities Writing and Presenting activities Language Structures and
• Variety of Listening and Speaking activities • Reading process • Writing process Conventions activities
• Reading aloud activities • Summary Variety of Language Structures and Conventions
• Reading comprehension activities • Creative writing activities aligned to the text types
• Literature activities based on the three • Transactional texts
prescribed genres for the semester
CAPS: FORMAL ASSESSMENT TASKS: FIRST ADDITIONAL LANGUAGES (FAL): GRADE 6 TERM 2
FORMAL ASSESSMENT TASK 1: ORAL FORMAL ASSESSMENT TASK 4: WRITING FORMAL ASSESSMENT TASK 5: JUNE CONTROLLED TEST
• Read Aloud (20 marks) • Transactional writing (10 marks) RESPONSE TO TEXTS (50 marks)
This task is a continuation from Term 1. It will be completed and Written before the controlled test • Question 1: Literary/ non-literary text comprehension (20
recorded in Term 2. marks)
• Question 2: Visual text comprehension (10 marks)
• Question 3: Summary writing (5 marks)
• Question 4: Language structures and conventions in context
(15 marks)

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2023/24 ANNUAL TEACHING PLANS: ENGLISH FIRST ADDITIONAL LANGUAGE: GRADE 6

2023/24 ANNUAL TEACHING PLANS: ENGLISH FIRST ADDITIONAL LANGUAGE: GRADE 6 (TERM 3)

TERM 3
WEEK LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND
CONVENTIONS
Listens to and discusses a folklore, e.g., a Reads a folklore, e.g., a myth, legend or Writes a character sketch Word level work
myth, legend or fable fable • Thinks about characterisation Adjectives: builds on the use of adjectives,
• Introductory activities: Makes predictions • Pre-reading activities, e.g., prediction • Uses descriptive words to compare verbs (gerunds)
• Recalls events in the correct sequence based on the title and/or graphics characters Sentence level work
and using the correct tense Reading for meaning • Plans, drafts and refines writing, Active and passive voice, negative form
• Interacts positively during group Reading strategies focusing on improving spelling, tenses
Spelling and punctuation
discussions and linking sentences into cohesive
- Skims for main ideas Contractions
paragraphs
Listening - Scans for supporting details
• Shows understanding of setting, plot,
• Identifies how stereotypes are created Comprehension strategies conflict and theme
and their effects on the listener - Visualises parts of the text • Uses correct tenses
• Discusses characters - Makes connection to own life Uses the writing process
• Discusses plot, conflict and setting Literature Study
• Discusses messages in the text • Planning/ pre-writing
• Reflects on cultural customs, values and • Discusses elements, characters and • Drafting
1-2 messages of the folklore chosen • Revising
beliefs
• Reflects on the struggle between good • Explains interpretation and overall • Editing
and evil response to text • Proofreading
• Invents and describes preferred results • Presenting
or endings Personal dictionary
Reading methodologies • Records words and their meanings in a
Read aloud/ Drop all and read/ group guided/ personal dictionary
shared/ paired/ independent reading of • Uses drawings or sentences using the
novelette words or explanations to show the
Reading for enjoyment meaning, etc.
• Novel/ reader to be read daily for a • Places new vocabulary on a word wall
minimum of 30 minutes
• Reflects on texts read independently
• Relates to own context
3-4 Listens to and participates in a short Reads for information based on the genre Uses different types of graphic organisers Word level work
conversation on the creative writing selected, e.g., poetry/ folklore/ drama/ to collate research findings of the CWP Verb tenses, nouns, adverbs
CWP project (CWP) based on the selected short story Teacher is to: Sentence level work
STAGE 1 Teacher is to: Simple, compound and complex sentences
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2023/24 ANNUAL TEACHING PLANS: ENGLISH FIRST ADDITIONAL LANGUAGE: GRADE 6

WEEK LISTENING AND SPEAKING
RESEARCH genre, e.g., poetry/ folklore/ drama/ short
story
Teacher is to:
• Discuss the research process and
timeline
• Discuss the development of a driving
question/ topic
• Talk about the use of research sources
and resources
• Focus on note-taking
• Explain referencing and the importance
of a bibliography
• Explain the assessment criteria and
descriptors in the rubric/ checklist
Learners are to:
• Divide into groups or work individually
• Gather information for research
• Share ideas and opinions, and
participate in the discussion
• Compile a bibliography
• Keep a record of the research process
(Portfolio of Evidence)
TERM 3
READING AND VIEWING
• Provide research material
• Encourage learners to add to research
material provided
• Review the text to promote
understanding
• Discuss the effects of the features/
elements of poetry/ drama/ short story/
folklore
• Discuss the impact of visual techniques
evident in literature (poetry/ drama/ short
story/ folklore)
Learners are to use comprehension and
reading strategies
• Skim for main ideas
• Scan for supporting details
• Make predictions
• Infer the meaning of unfamiliar words
and images
• Synthesise selected information into a
graphic organiser, e.g. mind map,
sequence chart, Venn diagram, etc.
• Take notes in preparation for Stage 2:
Writing
WRITING AND PRESENTING
• Demonstrate appropriate frames/ tools
to support the type of product to be
produced, e.g., mind map, sequence
chart, Venn diagram, etc.
• Reiterate referencing and the
importance of a bibliography
• Reiterate the assessment criteria and
descriptors in the rubric/ checklist
• Remind learners to pay attention to
respond to the driving question/ topic
Learners are to focus on the research
process
• Respond to the driving question/ topic of
research by selecting relevant
information from the sources used
• Do note-taking in own words and in
preparation for Stage 2: Writing
• Follow a writing frame (if provided)
• Use suitable language conventions
related to literary analysis
LANGUAGE STRUCTURES AND
CONVENTIONS
Word meaning
One word for a phrase
Strengthening of language structures and
conventions related to the research of the
literary genre focused on (poetry/ folklore/
drama/ short story)
• Organisation of research findings, e.g.,
mind map, sequence chart, Venn
diagram, etc.
• Clarity of information
• Vocabulary related to research
• Referencing conventions

NOTE TO THE TEACHER

✓ The research process continues over the two-week cycle
✓ Evidence of activities and the process to be kept in learner workbook/ file/ portfolio of evidence
✓ Demonstrate how to do research – “I do, We do, You do”
✓ Findings in the research should respond to the driving question/ topic
✓ Pay special attention to referencing and the format of the bibliography
✓ Assess Stage 1: Research, using a rubric/ checklist and providing feedback to learners
✓ All activities must be done in class with the guidance of the teacher
✓ Assessment for Learning should be ongoing

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2023/24 ANNUAL TEACHING PLANS: ENGLISH FIRST ADDITIONAL LANGUAGE: GRADE 6

TERM 3
WEEK LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND
CONVENTIONS
Focuses on the relevant literature genre, Guides learners to follow the writing Writes / draws / creates the written aspect Word level work
e.g., poetry/ drama/ short story/ folklore process of the selected topic Stems
Teacher is to: Teacher is to: Teacher is to: Sentence level work
• Iterate the driving question/ topic • Provide clarity regarding timelines • Give the learners a frame to use when Simple sentences, complex sentences, verb
focused on during research • Guide learners to read and use the writing clause
• Discuss literary features and elements research notes • Guide the learners on how to complete Spelling and punctuation Colon
relevant to the genre researched • Read and discuss the rubric the writing frame
Reinforcement of language structures and
• Ensure that all learners are prepared to • Unpack the criteria and descriptors in • Discuss the writing process: conventions covered in previous weeks
commence with Stage 2: Writing the rubric ✓ Planning/ pre-writing • Punctuation and spelling
• Discuss with learners how to plan their Learners are to: ✓ Drafting • Vocabulary in context
writing, using their research findings • Read the selected genre ✓ Revising • Correct format and features
• Discuss the writing process • Read and understand the rubric • Main and supporting ideas
✓ Editing
5-6 • Give instructions based on the writing • Read and understand the writing frame • Paragraph/ visual conventions
• Identify the conventions specific to the ✓ Proofreading
activity • Logical progression of paragraphs/
genre being researched ✓ Presenting
CWP • Discuss the format of the writing activity ideas to ensure coherence
• Discuss the literary elements/ features • Language conventions as required by
STAGE 2 to be produced (essay/ report/ poster,
specific to the selected genre the selected topics
WRITING etc.)
Learners are to:
Learners are to:
• Use a writing fame (if required)
• Contribute to the discussion
• Edit the first draft
• Understand expectations related to the
• Proofread after editing the first draft
driving question/ topic
• Write and present the final draft
NOTE TO THE TEACHER
✓ The writing process continues over the two-week cycle
✓ Evidence of writing process to be kept in learner workbook/ file/ portfolio of evidence
✓ Manage the writing process
✓ Findings in the research should respond to the driving question/ topicPay special attention to referencing and the format of the bibliography
✓ Assess Stage 2: Writing, using a rubric and provide feedback to learners
✓ All activities must be done in class with the guidance of the teacher
✓ Each learner to write his/ her own work that will be marked individually, using a rubric
NOTES
• All activities must be done in class with the guidance of the teacher.
• The oral presentation may be done in the following ways: Independent, pairs or groups but marked individually with a separate rubric.
• It should be relevant to the genre chosen (poetry/ folklore/ drama/ short story)

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2023/24 ANNUAL TEACHING PLANS: ENGLISH FIRST ADDITIONAL LANGUAGE: GRADE 6

TERM 3
WEEK LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND
CONVENTIONS
• For example: Drama can do role-play, Poetry: Slam Poetry, etc.
• Preparation for the oral presentation should commence in Term 3 and be executed during Term 4 for recording and reporting purposes.
• Assessment for Learning should be ongoing.
FORMAL ASSESSMENT TASK 6: CREATIVE WRITING PROJECT (40 marks) FORMAL ASSESSMENT TASK 7: CREATIVE WRITING PROJECT
Week 3-4 (20 marks)
Stage 1: Research (Learners do research on their project) Stage 3: Oral presentation (Learners do the oral presentation of their project)
(10 marks) (20 marks)
Week 5-6 Oral presentation
Stage 2: Writing (Learners engage in the write-up of their project) • Uses appropriate structure: Introduction, body and conclusion
(30 marks) • Presents central idea and supporting details
• Planning/ pre-writing of the creative writing project • Shows evidence of research/ investigation
• Drafting • Uses appropriate body language and presentation skills, e.g., makes eye contact, volume
• Revising • Participates in a discussion
• Editing • Gives constructive feedback
• Proofreading • Maintains discussion
• Presenting • 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.

Listens to and discusses a drama Reads reviews of play/ drama Writes a dialogue/ a short play script Word level work
Teacher reads drama to learners, using Reading for meaning • Uses characterisation Stems, prefixes, suffixes
shared reading activities • Pre-read: Makes predictions based on • Uses correct layout Sentence level work
Introductory activities Makes predictions title and/or graphics • Establishes tone or mood Active and passive voice, interrogative form,
Listening Reading strategies • Shows an understanding of style and direct and indirect speech
• Discusses key feature of the text - Uses different reading strategies, e.g., register Spelling and punctuation
7-8
• Identifies how stereotypes are created skimming and scanning to identify main Uses the writing process Colon, semi-colon
and how this affects the listener and supporting ideas • Planning/ pre-writing
• Identifies themes Comprehension strategies • Drafting
• Asks questions - Makes connection to own life • Revising
• Identifies and discusses values in the - Makes inferences • Editing
text Literature study • Proofreading
• Links content and messages in the text • Presenting
• Critically discusses cultural and social
to own life Personal dictionary
values in text

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2023/24 ANNUAL TEACHING PLANS: ENGLISH FIRST ADDITIONAL LANGUAGE: GRADE 6

TERM 3
WEEK LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND
CONVENTIONS
• Gives critical comment on messages in • Identifies different perspectives and • Records words and their meanings in a
the text gives own perspective based on personal dictionary
evidence in the text • Uses drawings or sentences using the
Reading methodologies words or explanations to show the
Read aloud/ Drop all and read/ group meaning, etc.
guided/ shared/ paired/ independent reading • Places new vocabulary on a word wall
of novelette
Reading for enjoyment
o Poetry/ novelette to be read daily for a
minimum of 30 minutes
• Reflect on texts read independently
• Relates to own context
Listens to cartoon/ comic strips Reads a cartoon/ comic strip Writes a cartoon/ comic script Word level work
Teacher reads text to learners using Reading for meaning • Uses a writing frame Verbs: participle, mood, adverbs, adjectives
shared reading methodologies Reading strategies • Defines the concept Sentence level work
• Introductory activities: Makes predictions - Understands the effect of figurative and • Outlines the script Active and passive voice, direct and indirect
Listening rhetorical devices • Uses the correct format speech
- Determines the impact of visual • Uses interesting main and supporting
• Views and discusses content and Spelling and punctuation Dictionary use,
techniques characters
messages of the text word division
• Uses an effective plot and conflict
• Discusses appropriateness of the Comprehension strategies
• Writes and designs a comic strip using
graphics to the text - Makes inferences about the text language, pictures and sound effects
• Discusses the effectiveness of the - Asks questions about the text creatively
9-10 graphics and music - Synthesises the text
• Shares ideas on the title and the text Uses the writing process
• Follows short, printed instructions and
• Discusses any new words vital to the interprets them • Planning/ pre-writing
understanding of the programme • Explains a simple comic strip • Drafting
• Discusses the main characters and • Examines the text for hidden messages • Revising
underlying message • Summarises the main and supporting • Editing
• Identifies and discusses how ideas • Proofreading
perceptions are influenced by the • Explains how the writer manipulates the • Presenting
content, choice of words and the reader’s perceptions by the techniques Personal dictionary
speaker’s body language and characterisation used • Records words and their meanings in a
NOTE • Critically discusses cultural and social personal dictionary
Ongoing Assessment for Learning values in text

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2023/24 ANNUAL TEACHING PLANS: ENGLISH FIRST ADDITIONAL LANGUAGE: GRADE 6

TERM 3
WEEK LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING LANGUAGE STRUCTURES AND
CONVENTIONS
• Identifies different perspectives and • Uses drawings or sentences using the
gives own perspective based on words or explanations to show the
evidence in the text meaning, etc.
• Interprets and analyses details in • Places new vocabulary on a word wall
graphical texts
• Transfers details from one format to
another
Reading methodologies
• Read aloud/ Drop all and read/ group
guided/ shared/ paired/ independent
reading of novelette
• Reads aloud with appropriate
pronunciation, expression and tempo
• Reflects on texts read during
independent/paired reading
• Completes a short oral book review
using an appropriate frame
Reading for enjoyment
• Poetry/ reader to be read daily for a
minimum of 30 minutes
• Reflects on texts read independently
• Relates to own context

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2023/24 ANNUAL TEACHING PLANS: ENGLISH FIRST ADDITIONAL LANGUAGE: GRADE 6

GRADE 6 FORMATIVE ASSESSMENT TASKS (ASSESSMENT FOR LEARNING): TERM 3

Listening and Speaking activities Reading and Viewing activities Writing and Presenting activities Language Structures and Conventions
• Variety of Listening and Speaking • Reading process • Writing process activities
activities • Read Aloud activities • Paragraphing Variety of Language Structures and Conventions
• Reading comprehension activities • Transactional texts activities aligned to text types
• Literature activities based on the three • Essay
prescribed genres for the semester • Creative writing
INFORMAL OR FORMATIVE ASSESSMENT
• Informal assessments should be used to guide instruction and opportunities for remediation and strengthening
• Through the use of questioning, discussions and observation, informal assessments may provide a teacher with quick feedback
• Assessment for Learning should be ongoing
• Ongoing Assessment for Learning to prepare for the oral presentation in Term 4
CAPS: FORMAL ASSESSMENT TASKS: FIRST ADDITIONAL LANGUAGES (FAL): GRADE 6 TERM 3
FORMAL ASSESSMENT TASK 6 FORMAL ASSESSMENT TASK 7: ORAL
• Creative Writing (10+30=40 marks) • Oral presentation of creative writing project (20 marks)
• Project based on any ONE of the literature genres studied: Poetry/ folklore/ short stories/ • There must be a variation of genres across the grades
drama/ novel • Commence with the oral task in Term 3 and conclude in Term 4 when the mark will be
recorded.

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2023/24 ANNUAL TEACHING PLANS: ENGLISH FIRST ADDITIONAL LANGUAGE: GRADE 6
2023/24 ANNUAL TEACHING PLANS: ENGLISH FIRST ADDITIONAL LANGUAGE: GRADE 6 (TERM 4)
WEEK LISTENING AND SPEAKING
Listens to and discusses a folklore, e.g., a
myth or a legend
Introductory activities
• Makes predictions
Teacher uses shared reading to read text
• Discusses characters
• Discusses plot, conflict and setting
• Discusses messages in the text
• Reflects on cultural customs, values and
beliefs
• Reflects on the struggle between good
and evil
• Recalls events in the correct sequence,
using the correct tense
• Interacts positively during group
1-2 discussions
• Identifies how stereotypes are created
and their effects on the listener
Role-play an interview in class
• Makes an oral presentation facing the
audience
• Shows awareness of different
audiences
• Varies the volume, tone and tempo of
voice
• Reflects sensitively on own and others’
presentations and skills
• Gives balanced and constructive
feedback
Assessment for Learning – in preparation
for Oral Presentation
TERM 4
LANGUAGE STRUCTURES AND
READING AND VIEWING WRITING AND PRESENTING
CONVENTIONS
Reads a folklore, e.g., a myth or a legend Writes a folklore, e.g., a myth or legend Word level work
Reading for meaning • Writes for personal, exploratory, playful, Adjectives: descriptive and quantitative,
Pre-reading activities imaginative and creative purposes degrees of comparison
• Skims, scans and predicts using visual • Includes a moral lesson Sentence level work
cues • Uses superhuman characters Simple and complex sentences, sentence
Reading strategies • Uses appropriate vocabulary types: statements, questions and commands
• Brainstorms ideas for a topic and Word meaning
- Skims for main ideas
develops ideas Antonyms and synonyms
- Scans for supporting details
• Expresses ideas clearly and logically
Comprehension strategies
• Reflects on and evaluates writing and
- Visualises parts of the text creative work
- Makes connection to own life
• Produces a text with awareness of the
Literature study central idea and appropriate language
• Discusses elements of folklore, e.g., and conventions for the specific purpose
characters, characterisation, plot, and audience
conflict, background, setting, narrator, Uses the writing process
theme and messages • Planning/ pre-writing
• Discusses alternate endings, specific • Drafting
events etc. • Revising
• Understands the text • Editing
• Uses a dictionary for vocabulary
• Proofreading
development
• Presenting
• Summarises the text in 5-10 sentences
Records words and their meanings in a
Reading methodologies personal dictionary or word wall.
Read aloud/ Drop all and read/ group guided/ Uses a dictionary for spelling and vocabulary
shared/ paired/ independent reading of development.
novelette
Uses reading log/ card to manage reading
Reading for enjoyment progress.
Novel/ reader to be read daily for at least 30
minutes.
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2023/24 ANNUAL TEACHING PLANS: ENGLISH FIRST ADDITIONAL LANGUAGE: GRADE 6

TERM 4
LANGUAGE STRUCTURES AND
WEEK LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING
CONVENTIONS
Listens to and discusses an instructional Reads an instructional text e.g., recipe/ Writes a summary of an instructional text Word level work
text, e.g., instructions to make a paper directions • Uses dictionaries Adverbs of manner, time, place, degree,
boat/ gift or toy using recycled materials Reading for meaning • Summarises the instructions of the text duration and frequency
etc. Reading strategies in point form/ paragraph form Sentence level work
Introductory activities - Makes predictions using visual cues/ • Uses conventions like first, then Compound and complex sentences
• Makes predictions words • Uses a frame for writing
Teacher reads instructions, using shared - Infers meaning of unfamiliar words and • Uses linking phrases
reading images • Organise words and sentences
• Identifies the features of instructional text Comprehension strategies appropriately
• Notes key headings - Makes predictions about the text Uses the writing process
• Show understanding of instruction by - Makes inferences about the text • Planning/ pre-writing
asking clarifying questions • Analyses the characteristics of the text, • Drafting
• Recalls procedure e.g., organisation and conventions of • Revising
• Gives a summary of instructions instructional texts • Editing
• Makes notes and applies instructions • Sequences jumbled instructions • Proofreading
read • Shows understanding of the text and • Presenting
• Comments on clarity of instructions how it functions: Literal reading Records words and their meanings in a
3-4
Assessment for Learning – in preparation • Recognises and explains the different personal dictionary or word wall.
for oral presentation structures, language use and purposes Uses a dictionary for spelling and vocabulary
Assessment for Learning – in preparation • Identifies and evaluates the register of a development.
for oral presentation text
Uses reading log/ card to manage reading
• Understands and uses instructional
progress.
texts appropriately
• Compares two different sets of
instructions
Reading methodologies
Read aloud/ Drop all and read/ group guided/
shared/ paired/ independent reading of
novelette
Reading for enjoyment
Novel/ reader to be read daily for at least 30
minutes.

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2023/24 ANNUAL TEACHING PLANS: ENGLISH FIRST ADDITIONAL LANGUAGE: GRADE 6
WEEK LISTENING AND SPEAKING
FORMAL ASSESSMENT TASK 7
• Oral presentation (20 marks)
This task is a continuation from Term 3. It will be completed and recorded in Term 4.
Listens to and discusses poems
Teacher reads poem, using shared reading
strategy
• Introductory activities: Skims through
the text and identifies the stanzas,
rhyme scheme, rhyming words etc.
• Listens to poem for specific information
• Identifies poetic devices
• Summarises main ideas and notes
specific details
• Discusses social, moral and cultural
values in the text
• Comments on how values and
messages are conveyed in the text
• Sensitively gives balanced and
constructive feedback
5-6
Assessment for Learning – in preparation
for oral presentation
TERM 4
LANGUAGE STRUCTURES AND
READING AND VIEWING WRITING AND PRESENTING
CONVENTIONS
Reads a poem Writes a poem Sentence level work
• Pre-reading: Makes predictions based • Uses alliteration, metaphor, Subject, object
on title and/or graphics onomatopoeia, simile, symbol and Word level work
Reading strategies theme Simile, personification, metaphor,
- Understands the effect of figurative and • Reflects on and evaluates writing and onomatopoeia, symbol, direct and indirect
rhetorical devices creative work speech
- Infers the meaning of unfamiliar words • Develops and organises ideas through a Spelling and punctuation
and images writing process
Parenthesis
Comprehension strategies Use the writing process
- Makes inferences about the text • Planning/ pre-writing
- Asks questions about the text • Drafting
• Revising
Literature study
• Editing
• Identifies and comments on the use of
poetic devices, e.g., alliteration, • Proofreading
• Presenting
repetition, simile and onomatopoeia
Records words and their meanings in a
• Discusses the structure of the poem
personal dictionary
• Interprets and discusses figurative
meaning/ message Uses drawings or sentences using the words
• Shows understanding of the poem and or explanations to show the meaning, etc.
its relationship to own life Uses reading log/ card to manage reading
Reflects on texts read during progress.
independent/ pair reading
• Retells story or explains main ideas
• Expresses emotional response to texts
read
Reading for enjoyment
Novel/ reader to be read daily for at least 30
minutes.
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2023/24 ANNUAL TEACHING PLANS: ENGLISH FIRST ADDITIONAL LANGUAGE: GRADE 6

TERM 4
LANGUAGE STRUCTURES AND
WEEK LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING
CONVENTIONS
FORMAL ASSESSMENT TASK 8:
• Transactional writing (10 marks)
Written before the controlled test
Revision
7-8
Formal assessment of the oral presentation
FORMAL ASSESSMENT TASK 9: END-OF-THE-YEAR CONTROLLED TEST
RESPONSE TO TEXTS (50 marks)
Question 1: Literary/ non-literary text comprehension (20 marks)
9-10
Question 2: Visual text comprehension (10 marks)
Question 3: Summary writing (5 marks)
Question 4: Language structures and conventions (15 marks)

FORMATIVE ASSESSMENT ACTIVITIES (ASSESSMENT FOR LEARNING)

Listening and Speaking activities Reading and Viewing activities Writing and Presenting activities Language Structures and Conventions
• Variety of Listening and Speaking activities • Reading process • Writing process activities
• Reading aloud activities • Summary Variety of Language Structures and Conventions
• Reading comprehension activities • Creative writing activities are aligned with the text types
• Literature activities based on the three • Transactional text
prescribed genres for the semester
CAPS: FORMAL ASSESSMENT TASKS: FIRST ADDITIONAL LANGUAGES (FAL): GRADE 6 TERM 4
FORMAL ASSESSMENT TASK 7: ORAL FORMAL ASSESSMENT TASK 8: WRITING FORMAL ASSESSMENT TASK 9: END-OF-THE-YEAR
• Read Aloud (20 marks) • Transactional writing (10 marks) CONTROLLED TEST
This task is a continuation from Term 3. It will be completed and Written before the end-of-the-year controlled test RESPONSE TO TEXTS (40 marks)
recorded in Term 4. • Question 1: Literary/ non-literary text comprehension (20 marks)
• Question 2: Visual text comprehension (10 marks)
• Question 3: Summary writing (5 marks)
• Question 4: Language structures and conventions (15 marks)

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2023/24 ANNUAL TEACHING PLANS: ENGLISH FIRST ADDITIONAL LANGUAGE: GRADE 6

CAPS: FORMAL ASSESSMENT TASKS: FIRST ADDITIONAL LANGUAGES (FAL): GRADE 6

DURING THE YEAR EXAMINATION
SCHOOL-BASED ASSESSMENT (SBA) EXAMS
Six (6) formal assessment tasks 1 oral task – Presentation on the creative writing project (Semester 2)
1 oral task (Read Aloud across Semester 1) 1 transactional writing task
3 writing tasks 1 end-of-the-year controlled test
1 response to texts
1 June controlled test

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