listed under Spelling and Vocabulary in Context in the CAPS teaching plans. The Languageactivities provide the formal instruction that learners need in order to learn how to use these structures when they speak and write English. Research shows that some formal instruction is necessary, but that the formal instructions should not be given out of context. It is not helpful to just teach grammar rules without teaching learners how to apply these in context. So in Oxford Successful Englishthe structures


are introduced through texts that the learners read and listen to. These texts provide the context for learning about language in a communicative way. Learners then practise using these structures in the oral and written activities that follow.


Dictation


Dictation is not required by CAPS and is therefore optional with no time indications in the Teacher’s Guide. However, dictation is an excellent way of testing and practising listening, spelling and punctuation skills. The learners have to listen carefully and they have to write words and sentences correctly. Therefore, we have provided some suggestions for dictation activities in each teaching plan for one week. When you dictate, you should read sentences


quite slowly and clearly, but also as naturally as possible and with the correct intonation so that learners can hear if a sentence is a question, a statement or an exclamation. Pause briefly at the end of each sentence. Read each sentence at least twice and allow the learners time to check their work.


Extension and support activities


We have provided extension and support activities (called Challengeand Supportin the Learner’s Book) in most of the two-week cycles in the Learner’s Book. These activities have small icons next to them in the Learner’s Book. Further activities are provided in the Teacher’s Guide. These are called Extra helpand Extension activities, so that it is clear that these are additional to what is in the Learner’s Book. Note that because these activities are optional,


we have (in most cases) not indicated times for the activities. You can choose to use these additional activities when you have time in the class. You could, for example, let a class finish an exercise for homework and then use the remaining time in the period for dictation or challenge or support activities. Or you may decide to let the learners who struggle do the extra help activities at home, etc. It is really up to the individual teacher, because situations in Grade 4–6 classrooms differ vastly from one another throughout the country.


Multimedia


At the end of each unit there is a section that provides suggestions for using other media to enrich the learning experiences of the learners. You should collect a variety of suitable media materials: newspapers, magazines, brochures, flyers, advertisements, posters and notices from materials available in your community.


Assessment


Assessment is a continuous and planned process of identifying, collecting and interpreting information about the performance of learners. Assessment needs to be both formal and informal. Oxford Successful Englishprovides a complete programme for both formal and informal assessment.


Informal assessment


Informal assessment is done daily in order to monitor the progress of learners and improve their learning. This is done through observation, discussions, practical demonstrations, learner- teacher conferences and informal classroom interactions. You do not have to record the results of this informal assessment, but you may wish to keep your own informal notes and records about how the learners are progressing. You cannot take the results of informal assessment into account for promotion purposes. Informal assessment can be done by the


teacher, by the learners themselves, and by their peers. Involving the learners in assessment allows learners to find out about and reflect on their own performances. Informal assessment should include feedback to the learners so that they can improve their work. You can also motivate them by having some spelling tests and by awarding marks for some (but not all) of the activities they complete. During the first two weeks of the year, you


should do a baseline assessment of the learners using the activities in the first two weeks (Unit 1) of the teaching plans. In Oxford Successful Englishwe have carefully


selected and suggested informal assessment opportunities that will prepare learners for formal assessment tasks and get a holistic/composite view of progress, and the skills being developed. Please refer to the weekly informal assessment


guidelines in the teaching notes for details of these activities.


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