Revised National Curriculum Statement Grades R-9 (Schools) - Grade Five
Learning Area: Languages - Second Additional Language
Learning Outcome 1: Listening
The learner will be able to listen for information and enjoyment, and respond appropriately and critically in a wide range of situations.
Assessment standards
We know this when the learner:
- Listens to and responds to instructions.
- Listens to and responds to simple questions (e.g. ‘What is your favourite food?’ ‘Can you play chess?’).
- Listens to short, simple stories.
- Listens to some short, authentic texts (e.g. a popular song, a radio or television advertisement), answers oral questions, and completes a simple chart or diagram.
- Distinguishes the sounds of the language (important for pronunciation, reading and writing).
- Begins to recognise some features of intonation and stress.
- Writes a short dictation.
Learning Outcome 2: Speaking
The learner will be able to communicate confidently and effectively in spoken language in a wide range of situations.
Assessment standards
We will know this when the learner:
- Responds appropriately to simple questions (e.g. ‘What is your favourite sport? When was your birthday?’).
- Recounts events (e.g. ‘On Saturday I went to town. First, I went to the post office.’).
- Role-plays some familiar situations (e.g. going shopping).
- Understands cultural similarities and differences (e.g. how you express politeness in home, first and second additional languages).
- Carries out a simple class survey (e.g. favourite food or sports).
- Expresses feelings, using a simple frame, for example, ‘I am ... (happy, sad, tired).’; ‘I feel ... (happy, sad, tired)’.
- Makes polite requests (e.g. ‘Can I try on those shoes, please?’).
- Asks for clarification (e.g. ‘I don’t understand. Please explain.')
Learning Outcome 3: Reading and Viewing
The learner will be able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts.
Assessment standards
We know this when the learner:
- Reads short texts with visual support, for example:
- an advertisement;
- picture stories with captions;
- comic strips.
- Reads, listens to and/or sings a simple, popular song.
- Reads a very simple story or factual text.
- Uses reference books for language learning:
- bilingual/monolingual dictionary;
- language textbook.
- Reads some short authentic texts (e.g. greeting card, shopping list, superm a r ket receipt, newspaper headlines).
- Reads a number of graded readers (500 to 1000 word level).
- Demonstrates a reading vocabulary of about 1000 words by the end of the year.
Learning Outcome 4: Writing
The learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes.
Assessment standards
We know this when the learner:
- Completes simple forms (e.g. a questionnaire about favourite food, clothes and music).
- Writes and performs a simple dialogue (e.g. buying something in a shop).
- Writes sentences using a frame (e.g. ‘I feel...’).
- Puts sentences in the right order to create a paragraph.
- Translates a short text from the home language into the second additional language.
- Spells words with double letters (e.g. run + ing = running).
Learning Outcome 6: Language Structure and Use
The learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts.
Assessment standards
We know this when the learner:
- Uses the sounds, vocabulary and grammar of the additional language.
- Pronounces words with a fair degree of accuracy.
- Uses stress correctly in sentences with a fair degree of accuracy.
- Differentiates between words where only one sound is different (e.g. slip/sleep, bed/bird).
- Incorporates some adjectives and adverbs into simple sentence structure (e.g. ‘It is a beautiful day. I usually watch TV at night.’).
- Understands and uses the present progressive tense (e.g. ‘She is writing on the board.’).
- Understands and uses the past tense (e.g. ‘This morning I got up at 6 o’clock.’).
- Understands and uses plurals (e.g. book/books).
- Understands and uses linking words (e.g. first, second, then, next).
- Records vocabulary in a personal dictionary.
- Does some word puzzles and games (e.g. a simple crossword puzzle, hangman).
- Demonstrates a reading vocabulary of about 1000 words by the end of Grade 5.