At the beginning of the year, learners make


their own personal dictionaries, using simple 32- page exercise books. Learners write each letter of the alphabet, in the correct order, at the top of a new page. They should use big letters or coloured pencils for these letters. There will be many opportunities in the Learner’s Book for learners to record words and meanings in their personal dictionary.


Teaching writing and presenting content and skills in Grade 6


To become good writers learners need to develop a wide vocabulary and learn to write different types of texts. Oxford Successful Englishteaches learners to


recognise and write different types of texts (genres). To do this, we guide learners through every step of the writing process.


Writing as a process


Oxford Successful Englishtreats writing as a process, which consists of a series of steps. These steps are introduced systematically from the beginning of Grade 4. They are as follows: Plan ⇒Draft ⇒Edit ⇒Revise ⇒Present. We provide guidance and support for these steps in the Learner’s Book.


Shared writing We would also encourage you to do shared writing activities when you have time. Shared writing is best done with small groups of learners. For example, you can write a story together. Let the learners give you ideas. Discuss the ideas and then write the story up on the board or a sheet of paper once you have agreed on the content. Write the story as you agree on each part of it. You can also write poems with the learners like


this: Write a line and then ask the learners to think of the next line which has the same number of syllables and a rhyming word at the end of it. Writing acrostic poems is another good way to


develop vocabulary. These are fun and easy to do. Choose a word and write the letters of the word in a vertical list. The learners then have to think of words that begin with each of the letters in the word you have chosen. The words should also have something to do with the topic. Writing acrostic poems using the letters in names is usually very popular, for example: L ovely E nergetic B eautiful O rganised. You can also write information texts together in this way. First, ask the learners for ideas about


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information that they think should be included. Then, organise this information on the board. Use simple mindmaps or lists. Afterwards, ask learners to suggest a heading for each section of the information. Then, write the text. Learners suggest text to write under each heading.


Features of texts


Learners will be taught a range of different texts in the Intermediate Phase. They will need to start to learn the features of these texts (or genres) and how these features work. For example, they will learn that in a recount they should use the past tense and that a formal letter has a certain format and is usually short and formal. Please refer to the summary of texts in Section


3.2.2 of the CAPS document for further information. Note that we have included more texts than suggested in the teaching plans (for example, an email). This provides extension and helps learners as they progress towards the Senior Phase.


Spelling and punctuation


Spelling and punctuation activities are provided in accordance with the spelling and punctuation programme suggested in the CAPS teaching plans. Allow the learners time to practise their spelling. They can work in small groups, in pairs, or alone, and play games to practise. For example: • Write a word, cover it and try to write it again without looking.


• Write a word, erase the vowels and let your partner complete the word. Do the same with consonants.


• Jumble up words and write the words correctly. • Play Hangmanto guess the letters of a word. • Find words in a wordsearch puzzle. Dictation is also a good way of practising spelling. See the notes that follow.


Teaching language structures and conventions in Grade 6


In each two-week cycle you will teach and revise several language structures and conventions, according to the plans provided in CAPS. In Oxford Successful Englishwe have provided one focused Languageactivity per week, over and above the language structures that are integrated in reading and listening texts and activities. The Language activities in the Learner’s Book mostly focus on the Working with words and sentencesitems listed for each two-week cycle in CAPS. For learners at this level, it’s important that the


headings of activities have a predictable pattern and use accessible language. Therefore we have used the heading Spelling and vocabularyfor items


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