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Look closer, search deeper,discover moreLearning is a journey filled with discoveries, challenges, inspiration, and wonder.At the world’s learning company, we know that a love of learning is a passionthat lasts a lifetime and transforms people’s livelihoods in all kinds of ways.At Pearson, it’s our privilege to help you explore your personal journey of discovery and developa love of learning that enriches every stage of your life.Photo by Christof van der Walt[We need to insert a photograph that looks like it promotes learning/ education.A children in a classroom learning could work]Photo by Christo van der Walt
How we learn is as important as what we learnWe believe that harnessing technology to power learning represents anopportunity to engage, motivate, and prepare each learner for success.MyPedia is just one way that we deliver on our promise to incorporateglobal experience in education. This blended classroom solution contributestoward effective technology-enabled learning in South Africa.We’re changing the way we look at learningWe are always looking for new and exciting ways to inspire learners. Thatis why we keep aiming higher to deliver the best learning resources to helplearners make progress. From our trusted CAPs-approved textbooks, toour wide range of digital and supplementary resources, our products andservices add unique richness and depth to the learning experience.We’re here to help people make progress throughlearningWe believe you can unlock your future with learning. We’re constantlyevolving to help people everywhere gain access to the learning they need.Students at Pearson Institute of Higher Education benefit from a rangeof career-focused qualifications. Our Pearson Professional Programmesprovide globally recognised, industry relevant online short courses.Pearson cultivates a love of learning that enables a lifetime of progress.Because wherever learning flourishes, so do people.Contact usTel: 021 532 6008Email: pearsonza.enquiries@pearson.comLearn more at za.pearson.comBrowse and purchase eBooks at shop.pearson.co.za
Pearson South Africa (Pty) Ltd4th floor, Auto Atlantic Building, Corner of Hertzog Boulevard and Heerengracht,Cape Town, 8001 Offices in Johannesburg, Durban, East London, Polokwane,Bloemfontein, Rustenburg and Mbombela. Pearson South Africa (Pty) LtdCAAll Rights Reserved. This digital publication is protected by copyright, andpermission should be obtained from the publisher prior to any prohibitedreproduction, storage in a retrieval system, or transmission in any form or byany means, electronic, mechanical, photocopying, recording, or otherwise exceptas authorized for use under the product subscription through which this digitalapplication is accessed.AFRIFor information regarding permissions, request forms and the appropriatecontacts, please visit the Pearson South Africa’s Rights and PermissionsDepartment website: http://schools.pearson.co.zaTHEvery effort has been made to trace the copyright holders of material produced inthis title. We would like to apologise for any infringement of copyright so caused,and copyright holders are requested to contact the publishers in order to rectifythe matter.SOePDF ISBN: 9781485719199UEnglish First Additional Language Grade 7Print ISBN: 9781485719311Cover design by Pearson Media HubPEARSONTypeset by Lizette Watkiss
COVID-19 safety guidelines for teachers and learnersGatherings at schoolWhere schools are open for learning, it is up to management to take decisive action toensure sites are not simultaneously used for other functions such as shelters or treatmentunits in order to reduce the risk.Implement social distancing practices that may include:Cancelling any extra-mural activities such as ballet classes, swimming lessons, sportgames, music class and other events that create a crowd gathering.Teaching and modeling creating space and avoiding unnecessary touching.Limiting movement and interaction between classes.Schools with an established feeding scheme plan are to ensure that hygiene and socialdistancing is always implemented. Teachers and staff members assisting with fooddistribution are to wear masks, sanitise prior to issuing food items and learners are tostand 1,5m apart in the queue.SOU RICA Cancelling any community meetings/events such as assemblies, cake sales, market day,tuckshop, after-care classes, matric dance, Eisteddfod and other events.AF A staggered timetable, where teachers and learners do not arrive/leave at the sametime for the beginning and end of the school day.TH NWear a mask at all times.SO1. Restrooms/ toiletsHand washingPEARWashing hands with soap and waterhand sanitisersor using alcohol-basedis one of the most important ways to helpeverybody stay healthy at school. Critical to this is preparingand maintaining handwashing stations with soap and water atthe toilet and in each classroom.Teachers and learners should always wash their hands after: eatingentering the classroomusing the toiletblowing your nose or coughingtouching tears, mucous, saliva, blood or sweat.Copyright 2020 Pearson South Africa (Pty) LtdCOVID-19 safety guidelines for teachers and learnersv
2. Premises and Classroom settingWhen schools open, classroom settings should be altered in order to promotehygiene, safety and social distancing.Changed classroom settings may include:Cleaning and disinfecting school buildings, classrooms and especially sanitation offacilities at least once a day, particularly surfaces that are touched by many people(railings, lunch tables, sports equipment, door and window handles, toys, teaching andlearning tools etc.).RICA Ensure the proper ventilation and fresh flow of air through classrooms. Promoting best handwashing and hygiene practices and providing hygiene supplies.Ensure teachersand learners weara mask at all times. Learners should notshare cups, eatingutensils, or food Do not let learnerseat items that fallon the floor or chewon pencils or otherobjects Avoid close contact,like shaking hands,hugging or kissingTH UPrepare and maintainhandwashing stationswith soap and water,and if possible, placealcohol-based handsanitisers in eachclassroom, at entrancesand exits, and nearlunchrooms and toilets.NSO AFProviding learners with vital information about how to protect themselves byincorporating the importance of hygiene, handwashing and other measures ofprotecting themselves, into the lessons.Space the learners outin the classroom (oroutdoors) – try to keeplearners separated bya minimum of 1,5m.PEAR SOSocial distancingvi Create space forlearner’s desks to beat least 1,5m apart Learners are not toexceed 30 per classor 50% of originalclass size1.5 MCLASS OF 30COVID-19 safety guidelines for teachers and learnersCopyright 2020 Pearson South Africa (Pty) Ltd
3. Social behaviourIt is extremely vital during a pandemic that focus is not only directed towards optimalphysical health and hygiene but finding ways to facilitate mental health support. Treat everybody with respect and empathy – no teasing about COVID-19. Stay home if you have a temperature or are ill.Encourage kindness towards each other and avoid any stereotyping when talking aboutthe virus.Wear a mask at all times.AF RICADo not touch people who are ill, but be empathetic.THDear TeacherUThe National State of Disaster due to the COVID-19 pandemic has resulted in the disruptionof Education in South African and the loss of valuable teaching time and disruption of theschool calendar.SOAs a result of this the DBE has created a Recovery Framework including revised ATPs toassist schools and teachers in ensuring the 2020 school year is completed.This plan addresses curriculum trimming and reorganisation to ensure core skills andknowledge are taught so that learners may progress to the next grade.SOCircular S2 of 2020 Revised ATPs for Gr 12 and Gr 7ATP Mediation documents by grade and subjectNational Phase Content Plans by phase and subjectPEAR NThe following DBE website .aspx hasthe following useful documents available for you to use:National Revised ATPs by grade and subjectAt Pearson South Africa, we believe that education is the key to every individuals’ success.To ensure that despite the shortened teaching year, teachers and learners can meet allthe necessary learning outcomes for the year, we have created this resource to supportteachers and learners during this difficult time.This Survival Guide aims to identify areas where teacher-facing time is reduced and variousstrategies such as trimming the curriculum, grouping or reorganising content and creatingopportunities for learner-centered work and blended learning can take place.Copyright 2020 Pearson South Africa (Pty) LtdCOVID-19 safety guidelines for teachers and learnersvii
HOW TO USE THIS SURVIVAL GUIDECAPS curriculum:comprehensivesummary of theCAPS topics andsub-topics and timeallocationSurvival guide strategy: proposed strategies that can beused to save teaching time. Two approaches to reducingteaching time are suggested:1. trimming the curriculum and therefore teaching time2. Curriculum reorganisation/ clustering/grouping topicsacross the year where it makes sense and thereforereducing teaching time1. CAPS time allocation2. Revised CAPS timeallocation according tothe Revised ATPsCAPS CURRICULUM4. FloodsSURVIVAL GUIDE STRATEGYCURRICULUM TRIMMINGCAPS TIMERECOVERYALLOCATION TIMEALLOCATIONUNITSUnit 1 Causes of floods4 hours1.5 hoursUnit 2 Effects of floods1.5 hoursRevision and assessment formal and informal includingfeedback should be done on an ongoing basisRetainRetain but reduce3 hoursGroup with Unit 2Effects of floodsFlipped concept,learners preparebefore lessonin preparationand then classdiscussion*4ReducedTHRevision andassessmentRetainAFUnit 3 Why some communities are at higher risk -TOPICRevision and end-of-year examination: Formalassessment Task: Source - based & paragraph writing50 MarksNovember examination: 50 marksTERM 1Project, assessedas part of formalassessment for Term 1SBAMap skills projectASSESSMENTTERM 2TERM 3TERM 4June exam cancelledTest: 2nd week ofSeptember, based oncontent & conceptstaught from reopeningof schools 1 June – upto this pointFormal assessmentbased on conceptsand content taughtfrom September toNovemberNPOASOUTOTAL HOURS 15PEARSOTest: Earthquakes and volcanoes and populationgrowth and changeTest: Natural resourcesand conservation inSouth AfricaTOTAL MARKS: 50NOVEMBER EXAMQUESTION 1: 25 marksTYPES OF QUESTIONSSource-based, datahandling and definitionsof conceptsCONTENTNatural resources andconservation in SouthAfricaQUESTION 2: 25 marksTYPES OF QUESTIONSCase study, definitionsof concepts, datahandling and paragraphwritingCONTENTManagement ofresources*1 Learners bring summaries to class for class discussions. Flipped concept, learners prepare before lesson and then class discussion aroundcontent. Teacher chooses 1 resource. Natural resources on Earth and use and abuse of them have been omitted according to the Recoverynational teaching plans.*2 Learners prepare at home by reading content choose either community or eco tourism. Flipped concept, learners prepare before lesson andthen class discussion around content.*3 Remove due to time constraints and addressed in Gr 10Explain the rationale behind the trimming orgrouping suggestedAssessment and revision for POA andSBA as per Revised ATPs.Notes viiiGrade 12 subjects’ content will not be trimmed/cut, but time can be saved throughgrouping and reorganising content.Teachers should follow the amended guidelines for assessment as set out by the DBE.Revised ATPs per subject and grade.No curriculum condensing strategies have been suggested for Term 1, as it is assumedthat Term 1 content was taught.COVID-19 safety guidelines for teachers and learnersCopyright 2020 Pearson South Africa (Pty) Ltd
ContentsSummary and time allocation: CAPS skills.1Term 1.2Weeks 1–2.2Weeks 3–4.3Weeks 5–6.4AFRICAWeeks 7–8.5Weeks 9–10.6Term 2.7Weeks 1–2.7Weeks 3–4.8Weeks 5–6.9THWeeks 7–8. 10Weeks 9–10. 10Term 3. 11UWeeks 1–2. 11SOWeeks 3–4. 12Weeks 5–6. 13Weeks 7–8. 14NWeeks 9–10. 15SOTerm 4. 17Weeks 1–2. 17PEARWeeks 3–4. 18Weeks 5–6. 19Weeks 7–8. 20Weeks 9–10. 20Summary of Tasks and exams for the year as per the CAPSmediation documents. 21
SOUTHAFRICAFind us onlinePearson websiteSONYour favorite Preschool to Grade 12 textbooks and resources fromMaskew Miller Longman, Heinemann and Pearson now in one place.Visit za.pearson.com for news, product information and more.Classroom SolutionsPEARWe know you always looking for new and exciting ways to inspire yourlearners. That’s why we created classroomsolutions.co.za where you candownload FREE teaching resources, such as, lesson plans, worksheets,practice books, audio stories, videos, podcasts and more.Classroom Solutions was designed to help save you time, so you can spendmore time getting creative about learning.Register for free at www.classroomsolutions.co.zaPeason eStorePearson offers the widest range of CAPS-approved content in South Africa,now available in various eBook formats to suit you and your learner’s needs.Browse and purchase eBooks at shop.pearson.co.za
Grade 7English First Additional LanguageRECOMMENDED TIME FOR GRADE 7 ENGLISH FALSKILLSTIME ALLOCATION PER TWO-WEEK CYCLE (HOURS)*Listening &Speaking (Oral)2 hours*Reading &Viewing3 hours*Writing &presenting2 hoursLanguageStructures andConventions1 hourGRADE 8GRADE 9AFRICAGRADE 7UTH(1 hour 30 mins for comprehension and 1 hour 30 mins forliterary texts)PEARSONSO*Language Structures and Conventions and their usage areintegrated within the time allocation of the four language skills.There is also time allocated for formal practise. Thinking andreasoning skills are incorporated into the skills and strategiesrequired for Listening and Speaking, for Reading and Viewing andfor Writing and Presenting.Copyright 2020 Pearson South Africa (Pty) LtdEnglish First Additional Language Grade 71
2PEAR2 hours1 hourWrite a narrative/descriptive paragraphParagraph conventionsWrites a story based on personalexperienceFocus on process writingCommon nounsProper nounsCountable and uncountable nounsConcrete nounsAbstract nounsSimple sentencesSimple present tenseStatementsSimple past tenseFull StopCommaCapital and small letterscolonsemi-colonvocabulary in contextWriting &presentingLanguageStructures &conventionsN3 hoursSOKey features of literary text: shortstories/folkloreReading processPre-reading strategiesReading comprehension and readingstrategiesEnglish First Additional Language Grade 7 Term 1UTH1 hour30 minutesTeacher to revisePunctuation – full stop,comma, capital letters(already taught in Grade 6)Complete all planningand first draft of narrativeparagraph at school.AFRICAProvide learners with vocabulary fromreading activity/comprehension passageLearners can revise the rest of the languageat home (already taught in Grade 6)Teacher to provide resources for learnersto useSOWrite a narrative paragraph at home on apersonal experience and read aloud to theclass1 hourTIMESAVEDDiscuss reading strategies 1 hourwith learnersListen to a narrative story2 hoursReading &viewingCURRICULUMREORGANISATION/GROUPINGPEARSON CATCH-UP STRATEGYTIMECURRICULUM TRIMMINGALLOCATIONIntroductions: Self and othersListen to a short storyRetell a storyStory tellingCONTENT SPECIFICATION/ CONCEPTSListening &SpeakingWEEKS 1–2TERM 1CAPS CURRICULUMEnglish First Additional Language Grade 7Term 1CAPS Suggested Time40 Hours/TermCopyright 2020 Pearson South Africa (Pty) Ltd
PEARCopyright 2020 Pearson South Africa (Pty) LtdCreative writing: own poemStanza conventionsFocus on process writingWrites a poemWriting &PresentingCompound nounsComplex nounsRevision on verbsFinite verbsPronounsPersonal pronounsPossessive pronounsArticlesRhymes and borrowed jectionSynonyms and AntonymsFull stopCommaVocabulary in contextIndependent readingPre-reading strategiesPoetryReading &ViewingLanguageStructures &conventionsListen to and discuss a poemPrepared reading aloud1 hour2 hours3 hoursN2 hoursUTHLearners continue withreading at home.Read a poem and teacherdiscuss the features of apoemInclude teaching ION/GROUPINGPEARSON CATCH-UP STRATEGYTeach concepts:Complex nounsIdioms and proverbsAFRICA1 hour1 hour1 hour2 hoursTIMESAVEDTerm 1Learners build on vocabulary used in poemTeacher to provide resources for learners touseLearners can revise the rest of the languageat home (already taught in Grade 6)Punctuation – revised in Term 1 Weeks 1–2Write a poem at home and return for checking Planning and first draftof creative writing to bedone at schoolHave learners includethe figures of speechtaught to test theirunderstandingSOTIMECURRICULUM TRIMMINGALLOCATIONSOCONTENT SPECIFICATION/ CONCEPTSListening &SpeakingWEEKS 3–4TERM 1CAPS CURRICULUMEnglish First Additional Language Grade 7CAPS Suggested Time40 Hours/TermEnglish First Additional Language Grade 7 Term 13
4PEARLiterary text dramaReading processPoetryReading/viewing for comprehension(strategies)Write a dialogue, enacting a dramaFocus on writing processCommon and proper nounsComplex nounsCollective nounsFinite verbsPronounsPossessive nounSimple sentencesStatementsSimple present tenseSimple past tenseSubjectSubject-verb agreementSynonyms and AntonymsProverbs and idiomsColonOpen and close inverted commasExclamation markQuestion markVocabulary in contextReading &viewingWriting &presentingLanguageStructures &conventionsEnglish First Additional Language Grade 7 Term 1URevise concepts (alreadytaught in Grade 6)Subject-verb agreementSubject and predicateSee footnote *3Planning and first draft ofdialogue to be completedat schoolLearners to do acomprehension on thedialogue read aboveInclude Language in thecomprehensionSee footnote *2Learners to read adialogue and teacherdiscuss features of adialogueAFRICALearners build on vocabulary to be used indialogueTHLearners can revise the rest of the languageat home (already taught in Grade 6)Complex nouns (taught in Weeks 3–4)Proverbs and idioms (taught in Weeks 3–4)Teacher to provide resources for learners touseWrite a dialogue at home and return formarkingSOSee footnote *1Dialogue – removed due to DBE NGPEARSON CATCH-UP STRATEGY1 hour1 hour2 hours2 hoursTIMESAVEDTerm 1*1 This would be a great place to complete Task 3: Test 1 with the learners*2 This would be a great place to do Task 4 Comprehension*3 This would be a great place to do Task 5: Language Test1 hour2 hours3 hoursN2 hoursTIMECURRICULUM TRIMMINGALLOCATIONSOConversation about dramaUse incomplete dialogues for learnersCONTENT SPECIFICATION/ CONCEPTSListening &SpeakingWEEKS 5–6TERM 1CAPS CURRICULUMEnglish First Additional Language Grade 7CAPS Suggested Time40 Hours/TermCopyright 2020 Pearson South Africa (Pty) Ltd
PEAR2 hours1 hourWrite a review/letterFocus on the process writingSingular and pluralAdjectivesDegrees of comparisonSuperlativesSimple present tenseSimple past tenseHomophonesHomonymyPolysemyRiddlesProverbs and idiomsVocabulary in contextWriting &PresentingLanguageStructures &conventionsCopyright 2020 Pearson South Africa (Pty) LtdTHTeach concepts:HomonymyPolysemyRiddlesPlanning and first draftof review/letter to becompleted at schoolRevise process writingand format of an informalletter or reviewSee footnote *4AFRICALearners build on vocabulary to be used inwritten activityLearners can revise the rest of the languageat home (already taught in Grade 6)Proverbs and idioms (taught in Weeks 3-4)Teacher to provide resources for learners touseUSOWrite review/letter at home and return formarking1 hour1 hour1 hour1 hourTIMESAVEDTerm 1*4 This would be a great place for Task 2: Transactional textNRead a letter review/letterand do a comprehensionon the textPoetry (taught in Term 1 Weeks 3-4)3 hoursSOLiterary text: short stories/folkloreReading processPoetryReading and viewing for comprehensionListen to and discuss apoemListening comprehensionon the poemGroup/panel discussion- cut due toDBE mediation documents.2 hoursReading &ViewingCURRICULUMREORGANISATION/GROUPINGPEARSON CATCH-UP STRATEGYTIMECURRICULUM TRIMMINGALLOCATIONListen to short storyListening comprehensionGroup/panel discussion Listen to poetryand determine meaningCONTENT SPECIFICATION/ CONCEPTSListening &SpeakingWEEKS 7–8TERM 1CAPS CURRICULUMEnglish First Additional Language Grade 7CAPS Suggested Time40 Hours/TermEnglish First Additional Language Grade 7 Term 15
6PEAR2 hours1 hourWrite a descriptive essayFocus on the process of writingPrefixSuffixRoot wordsAuxiliary verbsFinite verbsSubject and predicateSubject verb agreementMain and dependent clauseSynonyms and antonymsVocabulary in contextWriting &presentingLanguageStructures &conventionsEnglish First Additional Language Grade 7 Term 1*5 This would be a great place to do Task 1: OralTHTIMESAVEDTeacher to teach newconceptsLearners to do activitieson new concepts at homeLearners to reviseconcepts they alreadyknow on their ownTeacher to use the samedescriptive text fromlistening and speakingand discuss the featuresof a descriptive textTOTAL HOURS SAVED – 23 HRS AND 30 MINTeach concepts:Main clauseDependent clause1 hour2 hours1 hourListen to a descriptive text 1 hourand do comprehensionSee footnote *5AFRICALearners build on vocabulary to be used intheir descriptive essayULearners can revise the rest of the languageat home (already taught in Grade 6)Subject and predicate (also taught in Weeks5-6)Subject verb agreement (also taught in Weeks5-6)Teacher to provide resources for learners touseWrite the descriptive essay at homeSOTOTAL HOURS (CAPS) – 40NSOLeave out reading process. It was discussed inWeeks 7–83 hoursLiterary text-short storiesReading processPoetryReading and viewing for comprehensionReading &viewingDelete the group/panel discussion as per theCAPS mediation documentsCURRICULUMREORGANISATION/GROUPINGPEARSON CATCH-UP STRATEGY2 hoursTIMECURRICULUM TRIMMINGALLOCATIONListening comprehensionGroup/panel discussionCONTENT SPECIFICATION/ CONCEPTSListening &SpeakingWEEKS 9–10TERM 1CAPS CURRICULUMEnglish First Additional Language Grade 7Term 1CAPS Suggested Time40 Hours/TermCopyright 2020 Pearson South Africa (Pty) Ltd
PEARCopyright 2020 Pearson South Africa (Pty) LtdWriting narrative essayParagraph conventionsFocus on process writingWriting &presentingComplex nounsPredicate and objectsDual use of some nounsFinite verbsComparative and superlative adjectivesSubject and predicateSubject verb agreementMain and dependent clauseSynonym and antonymLiteral and figurative meaningEmotive languageFull stopCommaExclamation markQuestion markVocabulary in contextN1 hour2 hours3 hoursUTHTeach in the classroom:Literal and figurativemeaningEmotive languagePlanning and first draftof narrative essay to becompleted at schoolUsing the same textas above explain thefeatures of a drama/shortnovel.Learners to do acomprehension on thistext including languagequestionsListening to a text and doa comprehension on thetext.Learners to retellthe story in a writtenparagraphAFRICAPunctuation (taught in Term 1 Weeks 1 – 2)Complex nouns (taught in Term 1 Weeks 3-4)Idioms and proverbs (taught in Term 1Weeks 3 – 4)Subject and predicate (taught in Term 1Weeks 5- 6)Main and dependent clause (taught in Term 1Weeks 9-10)Learners build on vocabulary to be used innarrative essayLearners can revise the rest of the languageat home (already taught in Grade 6)Teacher to provide resources for learners touseWrite the narrative essay at home and returnfor marking. See footnote *2SOSee footnote *1CURRICULUMREORGANISATION/GROUPINGPEARSON CATCH-UP STRATEGY1 hour1 hour2 hours1 hourTIMESAVEDTerm 2*1 Avoid any group discussions, debates, etc. in Terms 2-4 due to COVID-19 regulations and learners having to keep their masks on.*2 In order to save time learners will be doing all planning and writing of written tasks at home and return to class for marking, unless indicatedotherwise as a formal assessmentLanguageStructures &conventionsRead a youth novel/drama discussfeaturesReading and viewing for comprehensionReading processReading &viewing2 hoursTIMECURRICULUM TRIMMINGALLOCATIONSOListening comprehension explain thelistening processTell a storyCONTENT SPECIFICATION/ CONCEPTSListening &SpeakingWEEKS 1–2TERM 2CAPS CURRICULUMEnglish First Additional Language Grade 7CAPS Suggested Time40 Hours/TermEnglish First Additional Language Grade 7 Term 27
8PEARTHEnglish First Additional Language Grade 7 Term 21 hour1 hourTeach in the classroom:Relative adjectivesDemonstrative adjectivesDirect and indirectspeech2 hours1 hourTIMESAVEDPlanning and first draft tobe completed at schoolRevise in the classroom(already taught inGrade 6):ColonsSemi colonsAFRICALearners can revise the rest of the languageat home (already taught in Grade 6)Teacher to provide resources for learners touseLiteral and figurative meaning (taught in Term2 Weeks 1–2)Learners build on vocabulary to be used increating an advertisement or poster1 hourProper nounGenderPlural and singularDemonstrative adjectivesRelative adjectivesDirect and indirect speechSimple and compound sentencesSynonyms and antonymsLiteral and figurative meaningColonsSemi colonsVocabulary in contextLanguageStructures &conventionsUCreate the advertisement/poster at homereturn for markingSO2 hoursCreate advertisements/postersFocus on writing processWriting &PresentingN3 hoursSOReading for comprehension (visual textssuch as advertisements)Literary text such as a novelReading processReading &ViewingTeacher to discuss anadvertisement withlearners and features ofthe advertisementLearners to do acomprehension on theadvertisementTeacher to read a text ona news presentation andto explain to learners2 hoursRemove the debate – due to the CAPSmediation ICULUM TRIMMINGALLOCATIONListening comprehension (written text/TV news presentation)Different forms of oral communication:Debate on advertisingCONTENT SPECIFICATION/ CONCEPTSPEARSON CATCH-UP STRATEGYListening &SpeakingWEEKS 3–4TERM 2CAPS CURRICULUMEnglish First Additional Language Grade 7Term 2CAPS Suggested Time40 Hours/TermCopyright 2020 Pearson South Africa (Pty) Ltd
PEARCopyright 2020 Pearson South Africa (Pty) LtdTHU1 hourTeach in the classroom:Active and passive voiceApostrophe1 hourAdverbsPrepositions of time, place andmovementNumerical adjectivesActive and passive voiceIdioms and proverbsHyphenApostropheVocabulary in contextLanguageStructures &conventionsTerm 2*3 When learners are giving an oral presentation ensure that the COVID-19 Guidelines are adhered to. The learner who is speaking should stand atleast 1 meter away from the rest of the learners. All other learners to keep their masks on during the oral presentation (except the learner givingthe oral)*4 This would be a great place to do Task 6: Paper 1 Oral – unprepared speechAFRICALearners can revise the rest of the languageat home (already taught in Grade 6)Idioms and proverbs (Term 1 Weeks 3-4)Learners build on vocabulary to be used forinstructional text1 hourPlanning and first draft tobe completed at schoolWrite the instructional text at home andreturn for marking2 hoursWrite an instructional textFocus on process writingWriting &presentingN3 hoursRead an instructional text 2 hourswith learnersDiscuss the features of aninstructional t
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2 The Adventures of Tom Sawyer. already through with his part of the work (picking up chips), for he was a quiet boy, and had no adventurous, troublesome ways. While Tom was eating his supper, and stealing sugar as opportunity offered, Aunt Polly asked him questions that were full of guile, and very deep for she wanted to trap him into damaging revealments. Like many other simple-hearted souls .
