Teaching writing and presenting content and skills in Grade 9
To become good writers learners need to develop a wide vocabulary and learn to write different types of texts. Oxford Successful English teaches 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 English treats 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 information that they think should be included. Then, organise this information on the board. Use simple mind maps 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 Senior Phase. They need to recognise the features of these texts (or genres) and how these features work. For example, they will learn that for a narrative essay 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 3.1.2 of the CAPS document for further information.
Spelling and punctuation Spelling and punctuation activities are provided as standalone activities and also infused into other activities where learners can work on these key skills in the context of the different key skills of Reading and viewing and Writing and presenting. Encourage learners to practise their spelling regularly. 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.
Teaching language structures and conventions in Grade 9
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 English we have provided focused Language guidance and activities in each unit, over and above the language structures that are integrated in Reading and Listening texts and activities. Guidance on the more challenging aspects of Language structures and conventions has been provided to help learners with the acquisition of new grammar and the revision of grammar they have learnt in previous grades. The Language box features are provided to assist learners with easy-to-find revision tools for exam preparation. The Language activities 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 English the 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
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