• Dramatic structure (plot and sub-plot – exposition, rising action, conflict, falling action, denouement, foreshadowing, flashback), ironic twist, dialogue


• Characters and characterisation • Narrator • Theme, message • Setting/background • Mood, tone • Stage directions • Genre/types


Short stories and folklore


The short stories and folklore provided in the Literature Anthologies provide material for teaching the following


aspects of short stories and folklore: • Structure (plot and sub-plot – exposition, rising action, conflict, falling action, denouement, foreshadowing, flashback), ironic twist


• Characters and characterisation • Narrator • Theme, message • Setting/background • Mood, tone • Stage directions • Genre/types • Suspense and surprise


Please refer to the detailed notes on all of these aspects of each genre in the Literature Anthology.


Reading comprehension


In the Senior Phase learners need to start reading for comprehension by themselves, but at the beginning of each year you may find that the learners benefit from some shared reading. The comprehension questions are varied and graded


according to cognitive levels. We start with simple questions that require learners to find specific items of information and then move up towards questions that require them to infer and analyse information. We have introduced different types of questioning as well, for example True/False questions, multiple-choice questions and gap-filling questions.


Reading aloud


Learners will be assessed on their abilities for reading both prepared and unprepared texts aloud. They will learn to read different types of texts too – stories that need to be read with lots of expression, and information texts that need to be read more slowly and very clearly. Learners need to learn about tone of voice, pacing and projecting their voices. Fluent readers scan several words at a time while they read so that they know what is coming. This enables them to change their tone of


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voice according to the meaning of what they read. This important skill is learnt through practice. Reading aloud is best done as part of group or pair


work. Reading aloud to the whole class can be very intimidating for individual learners and very boring to all the other learners who have to listen if the texts are not well read. You should also try to spend time with individual readers when you can.


Visual literacy


Learners are expected to read many different types of texts and many of the texts have photographs, illustrations and/or diagrams which support the texts. Learners need to develop visual literacy in order to view these visual elements. This in turn will help them to understand what they are reading. Learners will also gradually learn to be critical when


they view texts. For example, they need to become aware that some illustrations show stereotypes. They need to become aware of the way in which advertising appeals to our emotions and attempts to persuade us to buy and do things.


Vocabulary in context


Most reading texts are supported with glossary boxes to help learners understand new vocabulary in context. There are also numerous dictionary skill activities for learners to engage with new words, root words and how words are related to one another.


Dictionary skills


Learners should have access to dictionaries in the classroom. They can use bilingual dictionaries (in which words are translated from one language into another language) and monolingual dictionaries (in which words are explained in one language). They will have developed some dictionary skills in the Foundation Phase, but they will need to develop these skills further in the Intermediate Phase. Good dictionary skills will help them cope with language in their other subjects as well. If dictionaries are not available, you can use the


dictionary entries in the Learner’s Book to teach dictionary skills. These entries have been designed to reflect realistic dictionary entries. You could also start a list of challenging new words for the class. Make a poster or dedicate part of the board in the class for this purpose. Try to add words every day and write short definitions of the words.


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