NATIONAL SENIOR CERTIFICATE FOR ADULTS
NQF LEVEL 4
DRAFT SUBJECT STATEMENT
LANGUAGES
1
English First Additional Language
Contents
INTRODUCTION ................................................................................................................................... 3
RATIONALE FOR STRUCTURE OF CURRICULUM ................................................................. 3
MODES OF DELIVERY........................................................................................................................ 3
AIMS .......................................................................................................................................................... 4
EXIT LEVEL OUTCOMES ................................................................................................................. 4
SCHEME OF ASSESSMENT .............................................................................................................. 5
External examination ................................................................................................................... 5
THEMES, GENRES AND LANGUAGE STRUCTURES .............................................................. 6
SUBJECT CONTENT ......................................................................................................................... 20
Theme 1: Language and personal development ............................................................ 20
Theme 2: Language and working life.................................................................................. 24
THEME 3: LANGUAGE AND THE WORLD AROUND YOU ............................. 29
Theme 4: Language for learning .......................................................................................... 34
Theme 5: Language and literature ....................................................................................... 40
PRACTICAL CONSIDERATIONS.................................................................................................. 45
2
INTRODUCTION
Adult learners following this curriculum require language for engagement in further
education, workplace interaction, and for social, economic and political participation.
Language is a crucial communication and thinking resource in many areas of life. We
use language to express and develop our identity and creativity. We use language in
relation to learning, both to learn languages themselves and for access to learning in
other subjects.
Language is a vital skill for working life, both in seeking and in
executing work activities. We also use language for participating in social, economic
and political life, and for accessing and responding to media, as consumers and
citizens. Language allows us to enjoy and participate in the creative works of culture,
whether these are in oral, written or audio-visual form.
The intention of this curriculum is to develop in a holistic and integrated way the
interrelated skills of listening and speaking, reading and viewing, writing and
presenting, critical and creative thinking and analysis, and understanding and using
language structures and conventions, in contextually appropriate ways.
RATIONALE FOR STRUCTURE OF CURRICULUM
The curriculum adopts a thematic context structure in which language skills,
structures and conventions are developed in relation to broad themes that are
relevant to adult learners. The rationale for a thematic approach is that it provides
coherence in terms of the clustering of the learning outcomes and ensures relevance
to adult learning situations. It also provides a holistic integration of the language
skills. The themes are based on the overall purpose of the NASCA qualification,
which is to promote the holistic development of adult learners. In particular, the five
themes comprise language and personal development, language and working life,
language and the world around us, language and learning, and language and
literature.
MODES OF DELIVERY
This curriculum is designed to accommodate a range of delivery modes: contact (full
time and part-time), distance, and online learning.
3
AIMS
The aims of this curriculum are to
1.
Develop language and its usage in a variety of contexts;
2.
Communicate effectively and appropriately;
3.
Use language as a means of critical and creative thinking;
4.
Inculcate positive attitudes towards, and critical awareness of, language
as the basis for lifelong learning;
5.
Express personal opinions on values and understand power relations
vested in communication;
6.
Process and interpret information; and
7.
Engage critically and imaginatively with literary forms of language.
EXIT LEVEL OUTCOMES 1
1.
Listen and speak for a variety of purposes, audience and contexts;
2.
Read and view texts for understanding and to critically evaluate and
respond to a wide range of literary and non-literary texts;
3.
Write and present for a wide range of purposes and audiences using
conventions and formats appropriate for diverse contexts; and
4.
Use language structures and conventions effectively.
These outcomes are provided by the qualification registered on the SAQA National Qualification
Framework.
1
4
SCHEME OF ASSESSMENT
External examination

Duration:
3 hours

Marks:
200
Description
Marks
Weighting
A. Language in context
40
20%
40
20%
60
30%
60
30%
Situational text
Candidates produce one situational text such as friendly /
informal letter, job application, CV, covering letter, agenda
and minutes, report.
Comprehension and language
Candidates respond to questions based on a written text of
approximately 600 words.
B. Literature
Candidates respond to two questions (a contextual
question based on an extract from prescribed literary texts,
and an essay from a choice of four questions. (30x2)
C. Writing
Discursive, narrative, descriptive or reflective essay
Candidates write an essay of 350-500 words from a choice
of stimuli.
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THEMES, GENRES AND LANGUAGE STRUCTURES
1.
Language and personal development
(Genres relevant to this theme: diary; informal letter; SMS; note; obituary; testimonial; biography; autobiography; life history;
newspaper/magazine article; timeline; speech; blog)
Learning outcomes and assessment criteria covered in the theme:
LO 1.1.Express an opinion about a current topic
LO 1.2 Listen to and summarise a range of opinions on a topic
LO 1.3 Present a short prepared speech.
LO 1.4 Demonstrate an understanding of the conventions of narrative writing
LO 1.5: Read and respond to a biographical newspaper or magazine article
LO 1.6: Read and respond to a blog
LO 1.7 Demonstrate an understanding of the conventions of informal written communication.
LO 1.8:Write a short description of personal appearance and character
LO 1.9: Develop and present a timeline of events in own life
LO 1.10: Plan, write and edit a personal or family history narrative and personal life events using a process approach to writing
LO 1.11 Communicate informally in writing.
LO1.12: Use personal pronouns appropriately and accurately
LO1.13 Use direct and indirect speech appropriately and accurately
LO 1.14: Use past, present and future simple tense appropriately and accurately
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LO 1.15 Understand and use the conventions of subject-verb concord
LO 1.16: Use adjectives to describe self and others
LO 1.17: Identify, understand and use prefixes and suffixes in vocabulary development
LO 1.18: Develop a paragraph
Listening and speaking
Reading and viewing
Writing and presenting
Language structures and
conventions
Topics
Skills
Personal, family and community histories
Personal pronouns; adjectives;
Role models
tense; concord; relevant parts
Community news and issues
of speech;
Express personal opinions;
Identify ‘voice’/ point of view in
Write a short description of sentence structure: statements
Listen to and summarise a
narrative writing
personal
range of opinions on a topic
Read
Develop an argument;
biographical
Prepare a short speech.
magazine article
in writing
Read and respond to a blog
Develop and present a timeline Conjunctions and disjunctions
and
respond
to
newspaper
appearance
and Direct and indirect speech
a character
or Narrate experiences or events
Past, present and future simple
verb forms;
Subject-verb concord.
of events in own life
Paragraphing.
Activities
Debate a controversial issue;
Narrate an experience from
Research and write a narrative
Appropriate language
/ Assess-
Introduce yourself to a group.
your childhood
essay about member of family
structures and conventions as
ment
or community that you admire
indicated above
tasks
Write a series of diary entries
Write an informal letter to a
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relative / SMS to a friend.
2. Language and working life
(Genres relevant to this theme: notice; contract; CV; form; notice; reference; organogram; meeting; agenda; minutes; flow-chart; informational
text; Instruction; email; operating procedure; safety sign; verbal report; telephone conversation; job advertisement; job interview; instruction
manual)
Learning outcomes and assessment criteria covered in the theme:
LO 2.1 Follow and give instructions in a variety of contexts
LO 2.2 Explain use of a technical instrument or a procedure
LO 2.3 Provide a verbal report on an event
LO 2.4 Demonstrate an understanding of meeting procedures and roles
LO 2.5 Answer the telephone using the appropriate etiquette
LO 2.6 Conduct a business interview
LO 2.7 Identify, analyse and evaluate the way visual elements are integrated in multimodal texts
LO 2.8 Demonstrate an understanding of the conventions of job advertisements.
LO 2.9 Find, collate and analyse job advertisements in a variety of forms.
LO 2.10 Analyse a variety of legal workplace documents
LO 2.11 Comprehend visual images using contextual clues
LO 2.12 Write an extended workplace report
LO 2.13 Respond to a written request for information
LO 2.14 Prepare workplace documentation
LO 2.15 Write minutes of a meeting accurately
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LO 2.16 Respond in writing to an job advertisement
LO 2.17 Demonstrate an understanding of critical language awareness
LO2.18 Use tone appropriately in formal language usage
LO 2.19 Detect assumptions and their impact
LO 2.20 Demonstrate an understanding of emotive and manipulative language
LO 2.21 Develop vocabulary related to the workplace and livelihoods
LO 2.22 Formulate questions appropriately and accurately.
Listening and speaking
Reading and viewing
Writing and presenting
Language structures and
conventions
Topics
Skills
Finding employment
Tone; register; critical
Working life and livelihoods
language awareness; power
Give and receive instructions;
Comprehend and interpret
Write a formal report;
and language; questions;
Engage in dialogues;
notices and contracts;
Write a formal email;
Questions
Participate in radio/TV news;
Follow visual signs and
Record minutes of meetings;
Statements
Engage in interviews;
instructions;
Prepare a CV;
Explanations
Use telephone etiquette;
Follow instructions in a
Write a covering letter;
Logical connectors (e.g.
Participate in a meeting.
technical manual;
Complete forms;
because, therefore)
Read and compare various
Write references;
Identify power relations in
modes of job advertising;
Create 5 possible questions to
formal writing (greetings,
Analyse a contract of
ask at a job interview.
modality: deference,
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employment.
politeness)
Instructions: tone and register;
imperative mood.
Activities/
Give instructions on how to
Read, comprehend and
Write a formal email informing
Appropriate language
assessme
change a plug / change a tyre;
summarise a workplace
your colleagues of your
structures and conventions as
nt tasks
Participate in a simulated
notice;
intention to hold a meeting;
indicated above
workplace meeting;
Research a variety of possible
Draft a formal notice of
Conduct a simulated job
employment advertisements in
meeting and agenda;
interview with a colleague;
a variety of media including
Apply for a job by completing
Report verbally on a current
classified advertisements,
the application form and
news piece;
electronic advertisements and
providing a covering letter
Conduct a simulated
work notice boards.
telephone conversation in
which you report a faulty
cellular phone.
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3.
Language and the world around you
(Genres relevant to this theme: discussion; debate; dialogue; radio/TV news and interviews; meeting, agenda and minutes; cartoon and
caricature; news article; documentary; lease/loan agreement; blog; website; map; essay of argument; SMS; advertisement; letter to press;
meeting procedure; posters; brochure; directions.)
Learning outcomes and assessment criteria covered in the theme:
LO 3.1 Discuss a current issue/topic.
LO 3.2 Listen to and summarise a range of opinions on a controversial topic
LO 3.3 Recall the details of a verbal message.
LO 3.4 Make and review notes from listening.
LO 3.5 Analyse critically what has been heard;
LO 3.6 Present a prepared speech and an unprepared speech on a controversial topic using formal language
LO 3.7 View, analyse and interpret visual texts
LO 3.8 Preview a text by interpreting text elements
LO 3.9 Predict information gained from skimming and scanning
LO 3.10 Actively make sense of the detail of a text
LO 3.11 Read and understand personal financial documents
LO 3.12 Use comprehension strategies and cross-referencing.
LO 3.13 Plan, prepare, write and edit an argumentative piece of writing
LO3.14 Plan, prepare, compose and edit a text with visual and written elements
LO3.15 Apply knowledge of the structure and features of a variety of text types
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LO 3.16 Write and present examples of social media texts
LO 3.17 Use active and passive voice appropriately and accurately
LO 3.18 Identify, understand and use logical connectors appropriately and accurately
LO 3.19 Identify, understand and use various conventions for presenting speech in writing
LO 3.20 Identify, understand and use compound and complex sentence forms to express logical relations
LO 3.21 Develop strategies for working out the meaning of words from context;
LO 3.22 Understand and use terms of address appropriately in formal and informal contexts;
LO 3.23 Develop critical language awareness skills.
Listening and speaking
Reading and viewing
Writing and presenting
Language structures and
conventions
Topics
Skills
Advertising
Compound and complex
Consumer rights and protection
sentences
Participating in society and community life
Persuasive and emotive
Discuss a current topic
Preview text and make
Develop an argument;
language;
Recall details of message.
predictions
Write a letter to press;
Connotations and
Make and review notes from Skim and scan text
Write and present examples
denotations
listening.
Understand and respond to
of social media texts
Adjectives and figures of
Analyse critically what has
political cartoons;
Compose a poster.
speech;
been heard
advertisements; brochures;
Degrees of comparison
Present prepared/unprepared
Access information from
Active and passive voice;
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speech
websites;
ambiguity; modality;
Listen to and summarise
Read and understand loan /
Logical connectors,
range of opinions
lease agreements.
Comprehend and respond to
Recognise exaggeration and
a radio / TV advertisement
false claims
Activities /
Develop and role play a radio
Identify persuasive language
Write a blog on your hobby or
Appropriate language
assessment
or TV advertisement
in different adverts from a
interest;
structures and conventions
magazine / catalogue or
Write a critique of an
as indicated above
newspaper;
advertisement;
Compare two advertisements
Write a description of a
of a similar product.
landscape;
tasks
Create an advertisement for
a new product.
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4. Language for learning
(Genres relevant to this theme: Mind-map; PowerPoint presentation; webpage; documentary; YouTube talk; lecture; written argument;
reference materials; academic article; table; chart; diagram; reference list)
Learning outcomes and assessment criteria covered in the theme:
LO 4.1 Engage in group deliberations based on academic topics
LO 4.2 Report on academic research supported by different media
LO 4.3 Make a brief presentation on an academic topic
LO 4.4 Use appropriate conventions of oral communication in academic environments
LO 4.5 Reflect on and evaluate own learning experiences.
LO 4.6 Preview a variety of academic texts using textual referencing
LO 4.7 Skim and scan a variety of academic texts
LO 4.8 Read intensively and respond to academic texts
LO 4.9 Summarise and synthesise information from a variety of sources on a single topic
LO 4.10 Understand and use the conventions of visual representations in a text
LO 4.11 Observe and respond to visual materials for research purposes.
LO 4.12 Summarise an extended academic text
LO 4.13 Develop a mind-map as a form of summary for an academic text
LO 4.14 Label diagrams
LO 4.15 Construct knowledge through problem solving, research and using information in new ways;
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LO 4.16 Use proofreading and editing skills in own writing
LO 4.17 Respond to peers’ writing
LO 4.18 Make claims and support with evidence
LO 4.19 Use appropriate conventions of written communication in academic environments
LO 4.20 Preview text elements to predict purpose and meaning
LO 4.21 Skim and scan texts or parts of texts for information
LO 4.22 Use appropriate academic vocabulary and terminology
LO 4.23 Use sentence and paragraph structure effectively
LO 4.24 Demonstrate an awareness of audience in writing
LO 4.25 Identify and develop voice in writing
LO 4.26 Distinguish fact from opinion
LO 4.27 Identify common grammatical errors in academic writing
Listening and speaking
Reading and viewing
Writing and presenting
Language structures and
conventions
Topics
Lifelong learning
Academic Literacy;
Research and further study
Vocabulary; Jargon, claims
and evidence;
Skills
Listen, comprehend and
Read and respond to factual
Take notes;
Adjectives and adverbs.
respond to a presentation on a
or informative texts;
Write and edit summaries;
Logical connectors (argument;
topic.
Preview a variety of academic
Write short academic
sequencing; exemplifying)
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Discuss a topic in a group
texts using textual referencing
responses;
Skim and scan texts or parts Create a mind map;
of texts for information
Summarise
and
Spelling and punctuation;
Referencing conventions
Label a diagram
synthesise Write a report.
information from a variety of Make a reference list following
sources on a single topic
referencing conventions
Respond to visual texts.
Proofread and edit own
Use a dictionary to look up
writing.
academic terms and jargon;
Write a reflection on own
learning experience.
Activities/
Report’
Read and respond to a factual
Write a review of a
Developed through other
assessme
Group deliberation; Power-
article in a textbook in a
documentary;
writing, reading, speaking and
nt tasks
point
variety of contexts.
Research and write a report
listening activities.
presentations.
on television viewing trends/
fashion trends.
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5. Language and literature
(Genres relevant to this theme: novel, autobiography; biography; short story; poetry; drama; film; dictionary; thesaurus; illustration and
photos; essay; review; extrapolation; summary; textual analysis; book/film review.)
Learning outcomes and assessment criteria covered in the theme:
LO5.1 Present an oral performance of a poem
LO 5.2 Listen to and evaluate an oral performance
LO 5.3 Analyse character and plot through role play
LO 5.4 Create and present a dialogue between fictional characters
LO 5.5 Express and substantiate an opinion about a literary work.
LO 5.6 Comprehend and analyse theme, plot, sub-plot, conflict, character and the role of the narrator;
LO 5.7 Appreciate stylistic and literary devices and explain their effect on meaning in the text;
LO 5.8 Identify how word choices, imagery and sound devices affect mood, meaning and theme;
LO 5.9 Analyse poetical structures and how they contribute to meaning;
LO 5.10 Analyse dialogue and action, and the relation to character and theme;
LO 5.11 Analyse plot, sub-plot, character portrayal, and dramatic techniques
LO 5.12 Interpret dramatic structure and stage directions
LO 5.13 Appreciate literary conventions and aesthetic impact in a film
LO 5.14 Analyse a literary text in a written format;
LO 5.15 Summarise the plot of a literary piece;
LO 5.16 Analyse characterization in a literary piece.
LO 5.17 Write/present a creative response to a literary text
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LO 5.17 Identify the impact of point of view; imagery; figures of speech and symbolism in a range of literary genres with reference to language
use.
LO 5.18 Write/present a creative response to a literary text
Listening and speaking
Reading and viewing
Writing and presenting
Language structures and
conventions
Topics
Titles and themes from prescribed texts
Emotive words
Stereotype,
Skills
Present an oral performance Comprehend
of a poem
and
analyse Analyse a literary text in a Figures of speech ,
Listen to and evaluate an oral character and the role of the Summarise
performance
Literary techniques and
theme, plot, sub-plot, conflict, written format;
narrator;
the
plot
of
literary piece;
a conventions,
Cinematographic techniques
Analyse character and plot Appreciate stylistic and literary Analyse characterization in a and conventions.
through role play
devices
and
explain
their literary piece.
Create and present a dialogue
effect on meaning in the text;
between fictional characters
Identify how word choices, view; imagery; figures of
Identify the impact of point of
Express and substantiate an imagery and sound devices speech and symbolism in a
opinion about a literary work.
affect mood, meaning and range of literary genres.
theme;
Analyse
Write/present a creative
poetical
structures response to a literary text
and how they contribute to
meaning;
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Analyse dialogue and action,
and the relation to character
and theme;
Analyse
plot,
sub-plot,
character
portrayal,
and
dramatic techniques
Interpret
dramatic
structure
and stage directions
Appreciate literary conventions
and aesthetic impact in a film
Activities/
Dramatise a character from a
Appreciate and respond to
Write a book/ movie review;
Comment on effectiveness of
assessme
prescribed text’
aesthetic impact of an extract
Summarise main points and
style, imagery and literary
nt tasks
Role play a scene or event
of a literary text;
ideas.
devices.
from a prescribed text;
View and review a film.
Dramatise a poem;
Participate in literary
discussion.
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SUBJECT CONTENT
Theme 1: Language and personal development
Overview
This theme gives learners the opportunity to use language for personal development.
It allows them to express and explore their own identities and opinions, and to
respond to the opinions of others. They will read and write personal narratives of
various kinds.
Content: genres
Diary; informal letter; SMS; note; obituary; testimonial; biography; autobiography; life
history; newspaper/magazine article; timeline; speech; blog.
Learning outcomes
Speaking and listening
By the end of the course, learners will be able to:
LO 1.1 Express an opinion about a current topic
AC1:
A personal opinion is formulated and expressed succinctly.
AC2:
The opinion is logically structured.
AC3:
The opinion is expressed using correct grammatical structures.
AC4:
The opinion is expressed in an audible and clear.
LO 1.2 Listen to and summarise a range of opinions on a topic
AC1:
The summary is accurate in terms of what has been said.
AC2:
The summary is of an appropriate length in relation to the
original audio piece.
AC3:
The summary conveys the main points of the audio piece.
LO 1.3 Present a short prepared speech.
AC1:
The presentation is interesting and relevant.
AC2:
The presentation is logically structured.
AC3:
The presentation is easy to follow and clear.
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AC4:
The presentation is enthusiastic and spoken with confidence.
Reading and viewing
By the end of the course, learners will be able to:
LO 1.4 Demonstrate an understanding of the conventions of narrative writing
AC1:
The conventions of narrative writing are explained.
AC2:
The role of the narrator is clearly understood.
AC3:
A piece of narrative writing is responded to.
LO 1.5: Read and respond to a biographical newspaper or magazine article
AC1:
The response to a biographical article shows a clear understanding of
the conventions and key characteristics of biographical writing.
AC2:
The response to a biographical article shows an understanding of the
key information provided.
LO 1.6: Read and respond to a blog
AC1:
The conventions of a blog are explained.
AC2:
The contents of a blog show comprehension and appreciation for the
thoughts expressed.
LO 1.7 Demonstrate an understanding of the conventions of informal written
communication.
AC1:
The differences between formal and informal written communication
are identified.
AC 2: The conventions of informal written communication are explained.
Writing and presenting
By the end of the course, learners will be able to:
LO 1.8:Write a short description of personal appearance and character
AC1: The description is self-reflective and detailed.
AC2:
The written description is grammatically correct.
AC3:
The description uses a creative approach.
LO 1.9: Develop and present a timeline of events in own life
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AC1:
An understanding of personal and relative time is demonstrated.
AC2:
Major milestones have been indicated on a personal time line.
LO 1.10: Plan, write and edit a personal or family history narrative and personal life
events using a process approach to writing
AC1:
The conventions of personal writing are used in a narrative.
AC2:
The narrative is written with sensitivity and personal insight.
AC3:
There is evidence of planning in the narrative.
AC4:
The narrative indicates that revisions of the writing have been made
on the basis of formative feedback.
AC5:
The narrative is self-edited for grammatical and other errors.
AC6:
The narrative shows awareness of a coherent structure.
LO 1.11 Communicate informally in writing.
AC1:
Informal
writing
genres
are
identified,
explained
and
used
appropriately (e.g. notes, SMSs)
AC2: Conventions of informal writing are adhered to (e.g. contractions,
abbreviations, slang, symbols, punctuation).
Understanding language structures
By the end of the course, learners will be able to:
LO1.12: Use personal pronouns appropriately and accurately
AC1:
Correct and appropriate personal pronouns are used in oral and
written communications
LO1.13 Use direct and indirect speech appropriately and accurately
AC1:
Correct and appropriate forms of direct and indirect speech are used
in oral and written communications
AC2:
Direct speech is punctuated accurately in written communications.
AC3:
Tense, pronouns and subject-verb concord are used accurately in
direct and indirect forms of speech.
LO 1.14: Use past, present and future simple tense appropriately and accurately
AC1:
Past, present and future simple tense are used appropriately and
accurately in oral and written communications.
LO 1.15 Understand and use the conventions of subject-verb concord
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AC1:
The conventions of subject-verb concord are used appropriately and
accurately in oral and written communications.
LO 1.16: Use adjectives to describe self and others
AC1:
Adjective and descriptive words or phrases are used appropriately
and accurately in oral and written communications to enhance meaning and
appreciation.
LO 1.17: Identify, understand and use prefixes and suffixes in vocabulary
development
AC1:
Common forms of prefix and suffix are identified, understood and
used.
AC2:
Prefixes and suffixes are related to meaning.
LO 1.18: Develop a paragraph
AC1:
The features of a paragraph are identified and explained.
AC2:
Paragraphs are correctly structured and used appropriately in
narrative writing
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Theme 2: Language and working life
Overview
This theme gives learners the opportunity to use strategies to exchange information,
ideas and opinions for work-related purposes.
It allows them to master text
conventions and adopt appropriate degrees of formality in job interviews, verbal
reports, and applications for employment, formal letters and curriculum vitae. They
will demonstrate an understanding of critical language usage and express their point
of view using the appropriate tone and register. They will understand the role of
power in language and how meaning may be manipulated or distorted by the
deliberate inclusion or exclusion of information.
Content: genres
Notice; contract; CV; form; notice; reference; organogram; meeting; agenda;
minutes; flow-chart; informational text; Instruction; email; operating procedure; safety
sign; verbal report; telephone conversation; job advertisement; job interview;
instruction manual.
Learning outcomes
Speaking and listening
By the end of the course, learners will be able to:
LO 2.1 Follow and give instructions in a variety of contexts
AC1:
Clear and accurate instructions are given.
AC2:
Instructions given are appropriate to the context and the audience.
LO 2.2 Explain use of a technical instrument or a procedure
AC1:
The explanation is clear and accurate.
AC2:
The explanation has sufficient detail to make it easy to understand.
LO 2.3 Provide a verbal report on an event
AC1:
The verbal report is clear and easy to follow.
AC2:
The report is well-structured.
AC3:
The report covers the main highlights of the event.
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AC4:
The report has an appropriate level of detail.
LO 2.4 Demonstrate an understanding of meeting procedures and roles
AC1:
The different roles in a business meeting are
AC2:
Appropriate procedures are followed when participating in a business
meeting.
AC3:
Appropriate listening and speaking techniques are used for business
meetings.
LO 2.5 Answer the telephone using the appropriate etiquette
AC1:
The conduct of telephonic business conversations shows appropriate
telephone etiquette for a business environment.
AC2:
Appropriate listening and speaking techniques are used when
communicating on the telephone
LO 2.6 Conduct a business interview
AC1:
The conduct of a simulated interview in a business environment
shows an understanding of the conventions of business interviews.
AC2:
A
simulated
job
interview,
as
an
interviewer,
is
conducted
appropriately within a business environment.
AC3:
A simulated job interview, as an interviewee, is conducted
appropriately within a business environment.
AC4: Interviewing techniques are used appropriately.
Reading and viewing
By the end of the course, learners will be able to:
LO 2.7 Identify, analyse and evaluate the way visual elements are integrated in
multimodal texts
AC1:
Visual elements in a multimodal text are identified and explained.
AC2:
The effect of visual elements in a multi-modal text are evaluated.
LO 2.8 Demonstrate an understanding of the conventions of job advertisements.
AC1:
The typical layout of an job advertisement is explained.
AC2:
The kinds of information to be found in an job advertisement are
identified and their purpose explained.
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LO 2.9 Find, collate and analyse job advertisements in a variety of forms.
AC1:
A variety of job advertisements are located and analysed in terms of
effectiveness.
AC2:
A selection of appropriate job advertisements is made.
LO 2.10 Analyse a variety of legal workplace documents
AC1:
Types of legal documents in the workplace are identified and their
purposes explained.
AC2:
Legal documents are analysed and the implications of each are
explained.
LO 2.11 Comprehend visual images using contextual clues
AC1:
Visual images in the workplace are explained using their contextual
clues.
Writing and presenting
By the end of the course, learners will be able to:
LO 2.12 Write an extended business report
AC1:
The business report uses appropriate information.
AC2:
The business report uses an appropriate style, tone and structure.
AC 3: The business report uses formal language
AC4:
The business report is proofread and error free
LO 2.13 Respond to a written request for information
AC1:
The response to a written request for information is accurate in terms
of what has been requested.
AC2:
The response to a written request for information is addressed in an
appropriate format, style, tone and register.
LO 2.14 Prepare workplace documentation
AC1:
Workplace documentation uses the correct format.
AC2:
Workplace documentation uses an appropriate style, tone, format and
register.
LO 2.15 Write minutes of a meeting accurately
26
AC1:
Minutes of a meeting are recorded as a true reflection of the meeting.
AC2:
Minutes of a meeting use an appropriate format.
AC3:
Minutes of a meeting use an appropriately formal style, tone and
register.
AC4:
Minutes of a meeting are grammatically correct.
LO 2.16 Respond in writing to an job advertisement
AC1:
Letter of application uses an appropriate format.
AC3:
Letter of application uses an appropriately formal style, tone and
register.
AC4:
Letter of application is grammatically correct.
Understanding language structures
By the end of the course, learners will be able to:
LO 2.17 Demonstrate an understanding of critical language awareness
AC1:
An understanding of critical language awareness issues are
demonstrated in formal writing and speaking.
AC2:
Ways of analysing language shows an understanding of personal
voice and target audience.
AC3:
Inferences are identified and responded to.
LO2.18 Use tone appropriately in formal language usage
AC1:
Appropriate tone is used in formal language usage, both written and
verbal.
LO 2.19 Detect assumptions and their impact
AC1:
Assumptions are identified and their impact explained in both written
and verbal communication.
AC2:
The differences between valid and invalid assumptions are explained.
LO 2.20 Demonstrate an understanding of emotive and manipulative language
AC1:
An understanding of the impact of emotive and / or manipulative
language is demonstrated in written and verbal communication.
AC2:
The motivation for using emotive and or manipulative language is
identified and explained in different contexts.
27
LO 2.21 Develop vocabulary related to the workplace and livelihoods
AC1:
Workplace and occupation-specific vocabulary is identified and used
correctly.
LO 2.22 Formulate questions appropriately and accurately.
AC1:
Questions posed, both in written and verbal communications, are
correctly structured.
AC2:
Questions posed are appropriate and relevant to the context.
AC3:
Questions posed are easy to understand and respond to
28
THEME 3: LANGUAGE AND THE WORLD AROUND YOU
OVERVIEW:
In this theme learners will engage with a variety of texts concerned with language as
used in the world around them. The purpose of this theme is to develop the learners'
speaking, listening, reading and writing skills through an integration of languages
skills. Learners will engage in authentic and purposeful listening, speaking, reading
and writing activities that speak to the theme. It will engage learners with texts
around us such as newspapers, loan and lease agreements and other examples of
texts most likely to be used by adult learners' world of work. Reading of financial
documents will also form part of using texts used in the world around them.
Content: Genres
Discussions; debates; dialogues; radio/TV news and interviews; meeting, agenda
and minutes; cartoons and caricatures; news articles; documentaries; lease/loan
agreements; blogs; websites; maps; essay of argument; SMS; advertisements; letter
to press; meeting procedure; posters; brochures; directions.
Learning outcomes
Speaking and listening
By the end of the course learners will be able to:
LO 3.1 Discuss a current issue/topic.
AC1:
The discussion of a current topic of local or international interest
shows understanding and insight.
AC2:
The discussion of a current topic shows logical thought processes.
AC3:
The discussion of a current topic uses information that is relevant and
accurate.
LO 3.2 Listen to and summarise a range of opinions on a controversial topic
AC1:
The summary of a discussion about a controversial topic includes the
range of opinions expressed.
AC2:
The
summary
of
a
discussion
about
a
controversial
topic
accommodates a number of viewpoints.
AC3:
The summary of a discussion about a controversial topic shows an
understanding of the nuances that mark the different opinions.
29
AC4:
A summary of a discussion about a controversial topic shows an
understanding of the difference between facts and opinions expressed.
LO 3.3 Recall the details of a verbal message.
AC1:
Details of a verbal message are relayed accurately.
AC2:
Details of a verbal message are complete and contain the most
important elements.
LO3.4 Make and review notes from listening.
AC1:
Notes made after listening are accurate.
AC2:
Notes made after listening have the right amount of detail for the
context.
AC3:
Notes are personally reviewed to reflect on accuracy, detail and
appropriateness.
LO 3.5 Analyse critically what has been heard;
AC1:
The verbal response to an audio input shows critical and insightful
analysis.
LO 3.6 Present a prepared speech and an unprepared speech on a controversial
topic using formal language
AC1:
A prepared speech on a controversial topic uses an appropriate tone,
register and level of formality.
AC2:
A prepared speech is logical and clearly structured,
AC3:
A prepared speech is interesting to the audience.
AC4:
A prepared speech shows awareness of audience.
AC5:
An unprepared speech is structured and logical.
AC6:
An unprepared speech is spontaneous and interesting.
AC7:
A unprepared speech is delivered with enthusiasm for the topic.
Reading and viewing
By the end of the course learners will be able to:
LO 3.7 View, analyse and interpret visual texts
AC1:
Identify and explain visual texts
AC2:
Analyse multi-modal texts
30
AC3:
Differentiate between fact and fiction
LO 3.8 Preview a text by interpreting text elements
AC1:
Make predictions about text content from visual cues
AC2:
Explain and justify opinion about text content, purpose and audience
AC3:
Compare and contrast ideas in a text
LO 3.9 Predict information gained from skimming and scanning
AC1:
Summarize text in point-form
AC2:
Identify information gaps/missing information
AC3:
Show understanding of vocabulary
LO 3.10
Actively make sense of the detail of a text
AC1:
Identify and understand key points
AC2:
Compare and contrast information
AC3:
Identify why information is excluded in a text
LO 3.11
Read and understand personal financial documents
AC1:
Identify the credits and debits in a financial statement
AC2:
Understand income, expenses and savings
AC3:
Understand interest and penalties
LO 3.12
AC1:
Use comprehension strategies and cross-referencing.
Understand and answer different types of questions e.g. knowledge &
comprehension questions
AC2:
Answer application and analysis questions
AC3:
Answer synthesis and evaluation questions
Writing and presenting
By the end of the course learners should be able to:
LO 3.13
AC1:
Plan, prepare, write and edit an argumentative piece of writing
Identify the purpose of the argumentative piece of writing and deciding
which side of the argument to take
AC2:
Plan and draft an argument
31
AC3:
Compose an argument and use evidence and examples to support
view
AC4:
LO3.14
Edit and write the final draft of the argumentative piece
Plan, prepare, compose and edit a text with visual and written
elements
AC1:
Select a picture, a scene or an object to write a discursive or a
situational essay
AC2:
Plan and draft a discursive or situational essay
AC3:
Compose a discursive or situational essay
AC4:
Edit and write the final draft of the discursive or situational essay
LO3.15
Apply knowledge of the structure and features of a variety of text
types
AC1:
Write a friendly letter with the necessary components
AC3:
Write a letter to the press with all the necessary components
LO 3.16
Write and present examples of social media texts
AC1:
Write an e-mail depending on the purpose of the e-mail
AC2:
Write a blog or facebook message on a specific issue
AC3:
Formulate a personal website on a webpage format
Understanding language structures & conventions
By the end of the course learners will be able to
LO 3.17 Use active and passive voice appropriately and accurately
AC1:
Use passive and active voice in writing
AC2:
Use tense correctly in active and passive voice
LO 3.18 Identify, understand and use logical connectors appropriately and accurately
AC1:
Use sequencing words correctly e.g. Firstly, then, next, after, before,
simultaneously etc.
AC2:
Use logical connectors appropriately and accurately e.g. because,
therefore, however, on the other hand.
LO 3.19 Identify, understand and use various conventions for presenting speech in
writing
32
AC1:
Using
statements,
questions,
commands
and
exclamations
appropriately and accurately for presenting speech in writing
AC2: Use direct and indirect speech appropriately and correctly to present
speech in writing
LO 3.20 Identify, understand and use compound and complex sentence forms to
express logical relations
AC1:
Use simple, compound and complex sentence structures
AC2:
Use conjunctions, disjunctions and logical connectors appropriately
and accurately
LO 3.21 Develop strategies for working out the meanings of words from context;
AC1:
Identify and understand prefixes as a strategy for expressing
opposites e.g. (anti-, dis-, un- etc)
AC2: Identify and understand commonly used prefixes such as (multi-, bi-,
semi-, trans-, dis-, etc.) as a strategy to understand meanings of words
AC3: Identify and understand commonly used suffixes in relation to meaning
e.g. ‘-ful’ means ‘full of’ and ‘-less’ means ‘without’ as a strategy to
understand meanings of words.
LO 3.22 Understand and use terms of address appropriately in formal and informal
contexts;
AC1:
Use formal and informal terms of address appropriately in speaking
and writing
AC2:
Use informal and formal terms of address appropriately in composing
a variety of social media texts
LO 3.23 Develop critical language awareness skills.
AC1: Identify and understand the denotative and connotative meaning of
words
AC2: Identify, understand and use expressions with literal and figurative
meanings
AC3: Use language that is not prejudiced or biased against certain groups of
people.
33
Theme 4: Language for learning
Overview
This theme gives learners the opportunity to use language for the purposes of
thinking and reasoning, to access further learning and to become lifelong learners.
This enables adult learners to develop their cognitive academic skills to learn in other
subjects through the medium of English and therefore use their additional language
at a higher level of proficiency for their self-development and to prepare them for
further study.
Content: genres
Mind-map; PowerPoint presentation; webpage; documentary; YouTube talk; lecture;
written argument; reference materials (dictionary, thesaurus, encyclopedia entry);
academic article; table; chart; diagram; reference list)
Learning outcomes
Speaking and listening
By the end of the course, learners will be able to:
LO 4.1 Engage in group deliberations based on academic topics
AC1:
Participation in a group deliberation is active and enthusiastic.
AC2:
Engagement takes over points of view into consideration.
AC3:
Engagement shows an understanding of the topic.
LO 4.2 Report on academic research supported by different media
AC1:
Reports are at an appropriate level for the audience.
AC2:
Reports are supported by an appropriate medium.
AC3:
Reports are appropriate to the selected medium.
AC4:
Reports are clear and easy to understand.
LO 4.3 Make a brief presentation on an academic topic
AC1:
The presentation is well structured and follows a logic sequence.
AC2:
The presentation used an appropriate style, tone and register.
AC3:
The presentation has an appropriate amount of detail.
34
AC4:
LO 4.4 Use
The presentation shows an awareness of audience.
appropriate
conventions
of
oral
communication
in
academic
environments
AC1:
Different forms of oral communication (formal and informal) are
identified.
AC2:
Conventions associated with each type of communication are
explained.
AC3:
Different conventions of oral communication are used in academic
environments.
LO 4.5 Reflect on and evaluate own learning experiences.
AC1:
Evaluations of own learning experiences are insightful.
Reading and viewing
By the end of the course, learners will be able to:
LO 4.6 Preview a variety of academic texts using textual referencing
AC1:
Glossaries, indices, tables of content are used accurately to enhance
the learning experience.
AC2:
Visual academic signposts (e.g. cover of a book and blurb) are used
to enhance the learning experience
LO 4.7 Skim and scan a variety of academic texts
AC1:
Skimming and scanning are used to enhance the learning experience
AC2:
The differences between skimming and scanning are explained.
LO 4.8 Read intensively and respond to academic texts
AC1:
The response to reading a variety of academic texts shows evidence
of deep understanding and comprehension.
LO 4.9 Summarise and synthesise information from a variety of sources on a single
topic
AC1:
Summary of information uses information from a variety of different
sources.
AC2:
Information from a variety of different sources are synthesised to
construct a coherent, integrated and comprehensive response.
35
LO 4.10
Understand and use the conventions of visual representations in a
text
AC1:
Visual
representations
of
academic
texts
used
appropriate
conventions.
AC2:
LO 4.11
Conventions of visual presentations are explained.
Observe and respond to visual materials for research purposes.
AC1:
Visual materials are understand and used for research purposes.
AC2:
The response to visual materials shows insight and understanding.
Writing and presenting
By the end of the course, learners will be able to:
LO 4.12
AC1:
Summarise an extended academic text
Summary of information uses information from a variety of different
sources.
AC2:
Information from a variety of different sources are synthesised to
construct a coherent, integrated and comprehensive response.
LO 4.13
AC1:
Develop a mind-map as a form of summary for an academic text
The mind-map shows an understanding of its use for summarising
academic text.
AC2:
The mind-map shows an understanding of the strategies of this
technique
AC3:
The mind map contains an appropriate level of detail.
AC4:
The
mind
map
accurately
represents
the
structure
and
interrelationship of the various elements of the academic text.
LO 4.14
Label diagrams
AC1:
A variety of diagrams are labelled accurately.
AC2:
Information from other sources is transferred into a diagram.
AC3:
The conventions for labelling diagrams is adhered to.
LO 4.15
Construct knowledge through problem solving, research and using
information in new ways
AC1:
Knowledge constructed through research used information in new
ways.
36
AC2:
Problem solving techniques are used to construct new knowledge.
AC3:
Research techniques are used to construct new knowledge.
LO 4.16
AC1:
Use proofreading and editing skills in own writing
The use of proof reading and editing techniques to enhance the
quality of one’s own writing is demonstrated.
AC2
The revision of one’s own writing shows the ability to reflect on and
evaluate one’s own writing.
LO 4.17
AC1:
Respond to peers’ writing
The response to peer writing shows an understanding of the process
approach to writing.
AC2:
The response to peer writing shows the ability to use proof reading
and editing techniques.
AC3:
The response to peer writing shows sensitivity and awareness of
audience.
AC4:
The response to peer writing shows an awareness of structure and
coherence in writing.
LO 4.18
AC1:
Make claims and support with evidence
Claims made in an academic response are based on and support by
credible evidence.
AC2:
LO 4.19
Claims made are logical and appropriate.
Use appropriate conventions of written communication in academic
environments
AC1:
Key features and characteristics of written forms of communication in
an academic environment are identified.
AC2:
Conventions of written communication in academic writing are
identified in a variety of different types of academic writing.
AC3:
The purpose of different types of academic writing are identified by
evaluating the writing conventions.
AC4:
The appropriateness of writing conventions is evaluated in relation to
the type of academic writing.
LO 4.20
AC1:
Preview text elements to predict purpose and meaning
Text elements are identified in academic writing.
37
AC2:
Text elements are used to predict the purpose of a variety of different
types of academic writing.
AC3:
Text elements are used to construct the meaning of a piece of a
variety of different types of academic writing.
LO 4.21
AC1:
Skimming and scanning texts or parts of texts for information
The purpose of using skimming and scanning techniques for gaining
information from texts is identified.
AC2:
Skimming techniques are identified and used to gather information
from texts.
AC3:
Scanning techniques are identified and used to gather information
from texts.
Understanding language structures and conventions
By the end of the course, learners will be able to:
LO 4.22
Use appropriate academic vocabulary and terminology
AC1:
The importance of using academic discourse is explained.
AC2:
The ways in which discourses are particular to a discipline is
explained.
AC3:
Academic vocabulary and terminology related to different disciplines is
used in writing academic texts.
LO 4.23
Use sentence and paragraph structure effectively
AC1:
The structure of sentences and paragraphs is explained.
AC2:
The importance of using appropriate sentence and paragraph
structure is explained.
AC3:
Appropriate sentence and paragraph construction is
to convey
meaning in a piece of academic writing.
LO 4.24
Demonstrate an awareness of audience in writing
AC1:
The importance of considering audience when writing is explained.
AC2:
The techniques for developing an awareness of audience are
explained.
AC3:
Awareness of audience is demonstrated in a variety of types of
academic writing.
38
LO 4.25
Identify and develop voice in writing
AC1:
The concept of developing voice in writing is explained.
AC2:
The purpose and importance of developing voice in academic writing
is explained.
AC3:
The techniques for identifying voice in a variety of types of academic
writing are identified.
AC4:
Personal voice is developed in a variety of types of academic writing.
AC5:
Evidence of voice is evaluated in a variety of types of academic
writing.
LO 4.26
AC1:
Distinguish fact from opinion
The difference between fact and opinion in academic writing is
explained.
AC2:
The purpose of differentiating between fact and opinion in academic
writing is explained.
AC3:
Fact and opinion are identified and differentiated in a variety of types
of academic writing.
LO 4.27
AC1:
Identify common grammatical errors in academic writing
Techniques for identifying grammatical errors in academic writing are
explained.
AC2:
Common grammatical errors are identified in a variety of types of
academic writing.
AC3:
Proof readings skills are applied to a variety of types of academic
writing.
39
Theme 5: Language and literature
Overview
This theme gives learners the opportunity to engage with a variety of literary texts,
including poetry, novel and short story, drama, and visual and multi-media texts.
They will read and respond to creative expressions, learn how to analyse and
interpret literary texts and relate them to their own contexts. It encourages an
imaginative and critical engagement with language and literature.
Content: genres
Setworks: Prose (novel or [auto]biography); one short play; one film; 10 short stories;
10 poems
Genres relevant to this theme: novel, autobiography; biography; short story; poetry;
drama; film; dictionary; thesaurus; illustration; photo; essay; review; extrapolation;
summary; textual analysis; book/film review.
Learning outcomes
Speaking and listening
By the end of the course, learners will be able to:
LO5.1 Present an oral performance of a poem
AC1:
An oral performance of a poem shows insight into the meaning of the
poem.
AC2:
An oral performance of a poem shows awareness of the conventions
of oral performance.
LO 5.2 Listen to and evaluate an oral performance
AC1:
The evaluation of an oral performance shows criticality.
AC2:
The evaluation of an oral performance shows an understanding of the
form and content of the poem, and the conventions of oral performance.
LO 5.3 Analyse character and plot through role play
40
AC1:
A role play of characters shows an understanding of characterisation
in literature.
AC2:
A role play of an extract of a literary piece shows an understanding of
the plot.
AC3:
A role play of an extract of a literary piece shows an awareness of
literary techniques (such a symbolism, theme and genre).
LO 5.4 Create and present a dialogue between fictional characters
AC1:
A dialogue created and presented between fictional characters shows
an understanding of characterisation.
AC2:
A dialogue created and presented between fictional characters shows
an understanding of plot.
LO 5.5 Express and substantiate an opinion about a literary work.
AC1:
An opinion about a literary work shows an understanding of different
genres.
AC2:
An opinion about a literary work is substantiated with appropriate
evidence and references.
AC3:
An opinion about a literary work shows the ability to analyse and
provide a critique.
Reading and viewing
By the end of the course, learners will be able to:
LO 5.6 Comprehend and analyse theme, plot, sub-plot, conflict, character and the
role of the narrator;
AC1:
An understanding of the meaning of literary elements including theme,
plot, sub-plot, conflict, character and the role of the narrator is demonstrated
AC2:
An ability to apply literary elements in an analysis of literary texts is
demonstrated.
LO 5.7 Appreciate stylistic and literary devices and explain their effect on meaning in
the text;
AC1:
An appreciation of the effects of literary devices is demonstrated.
AC2:
An understanding of the relation between literary devices and textual
meanings is demonstrated.
41
LO 5.8 Identify how word choices, imagery and sound devices affect mood, meaning
and theme;
AC1:
An understanding of how words choices affect mood, meaning and
theme is shown.
AC2:
An understanding of how imagery affects mood, meaning and theme
is shown.
AC3:
An understanding of how sound devices such as rhyme, alliteration,
assonance and onomatopoeia affect mood, meaning and theme is shown.
LO 5.9 Analyse poetical structures and how they contribute to meaning;
AC1:
An ability to identify poetical structures such as stanzas, rhyme
schemes and line structures is shown.
AC2:
An ability to link poetical structures to meaning is demonstrated.
LO 5.10 Analyse dialogue and action, and the relation to character and theme;
AC1:
An ability to identify dialogue through textual and punctuation markers
is shown.
AC2:
An understanding of the relation between dialogue and action is
shown.
AC3:
An
understanding
of
the
relation
between
dialogue
and
characterization is shown.
AC4:
An understanding of the relation between dialogue and theme is
shown.
LO 5.11
AC1
Analyse plot, sub-plot, character portrayal, and dramatic techniques
The analysis of a literary work shows an understanding of plot and
sub-plot.
AC2:
Dramatic tension between characters, dramatic purpose and dramatic
irony is identified and explained.
AC3:
The analysis of characters shows an awareness of characterisation
and character portrayal.
LO 5.12
Interpret dramatic structure and stage directions
AC1:
A response to a drama shows an understanding of dramatic structure.
AC2:
A response to drama shows an understanding of stage directions and
their function in enhancing the understanding of the drama and its intention.
42
LO 5.13
Appreciate literary conventions and aesthetic impact in a film
AC1:
Cinematographic techniques are explained.
AC2:
The aesthetic impact of a film is explained.
Writing and presenting
By the end of the course, learners will be able to:
LO 5.14
Analyse a literary text in a written format;
AC1:
Written analysis of a literary text shows an understanding of literary
devices and conventions
AC2:
Written analysis of a literary text shows an an ability to link literary
devices to meaning using appropriate examples
LO 5.15
Summarise the plot of a literary piece;
AC1:
A summary shows an ability to identify and sequence key events in a
literary piece.
AC2:
A summary shows an ability to differentiate between primary (main
plot) and secondary (sub-plot) episodes in a literary piece.
LO 5.16
Analyse characterization in a literary piece.
AC1:
of
An analysis of characterization shows an ability to identify techniques
characterization
including
dialogue,
and
descriptions
of
speech,
appearance, thought, action and emotion.
AC2:
An analysis of characterization shows an ability to identify and explain
distinguishing features of a character.
AC3:
An analysis of characterization shows an ability to show growth and
change in characters as appropriate to theme and plot.
LO 5.17 Write/present a creative response to a literary text
AC1: Respond creatively to characterization, plot, dialogue, and/or theme of a
literary text.
AC2: Demonstrate understanding of literary genres and conventions
43
Understanding language structures and conventions
By the end of the course, learners will be able to:
LO 5.18
Identify the impact of point of view; imagery; figures of speech and
symbolism in a range of literary genres with reference to language use.
AC1:
The relation between point of view and use of personal pronouns is
explained and exemplified.
AC2:
The language of imagery, including the language of sense perception
(seeing, hearing, touching, tasting, smelling, feeling) is explained and
exemplified.
AC3:
The language conventions of figures of speech are explained and
exemplified.
44
PRACTICAL CONSIDERATIONS
1. Learning a language is a recursive process which requires a great deal of
practice and repetition on the path to competence. Although some language
structures and genres are mentioned only once in the framework, educators
should reinforce previous learning throughout the curriculum.
2. Educators are encouraged to adapt and develop topics under the five themes
which are appropriate to their particular learners and contexts.
3. A process approach to writing is recommended. This means adopting a stepby-step approach to writing which includes planning, drafting, editing and
reviewing written work, and reflecting on feedback, rather than simply
producing a once-off product. The stages of writing should be seen as
formative opportunities for feedback and learning.
4. In designing a curriculum for a variety of modes of delivery, it is important for
the learning materials to accommodate this variety of approaches.
5. The difficulty of learning speaking and listening skills in a distance learning
environment are acknowledged. It is important for the learning materials to
accommodate the need to develop these skills.
6. In contact learning environments, educators are encouraged to link the skills
of speaking and listening, reading and viewing, writing and presenting, critical
and creative thinking and analysis, and learning language structures, in an
integrated and mutually reinforcing way, and to bear in mind that all these
skills are connected to the development of thinking skills. Educators might, for
example, engage learners in speaking and listening as a preparation for
reading, use reading as a stimulus for writing, and engage in speaking as a
way of reflecting on writing.
7. The use of a thematically organised Reader is suggested. This will consist of
short stories, extracts from fiction, autobiographies, biographies, plays, poetry
and other literary pieces.
8. The use of digital media and new technologies is encouraged. Recognising
that access to digital media is a challenge for many learners, educators
should as far as possible include engagement with digital and social media in
their instruction.
45