- English First Additional Language
- Grade 10
- LS - Listening for Information
- Short stories
- Plot and timeline
Topics
- Grade 10
- LS - Listening for Information
- LSC - Statements and Sentence Structure
- WP - Writing Informative Paragraphs
- LS - Listening for Opinion
- LSC - Expressing Emotions
- RV - Literary Texts 1 and 2
- WP - Writing Imaginative Paragraphs
- LS - Giving Opinions
- WP - Writing Letters and Dialogues
- LS - Reading Comprehension
- LSC - Direct and Indirect Speech
- RV - Literary Texts 3 and 4
- WP - Writing Narrative Essays
- LS - Listening to Song Words and Story Telling
- LSC - Revision of Verbs
- RV - Reading Graphs, Newspapers and Magazines
- WP - Writing Reviews
- Term 01 General Focus on Process Writing
- LS - Explaining Visual Texts
- LSC - Conjunctions
- WP - Writing Explanations
- LS - Formal Researched Speech
- LSC - Concord in Context
- RV - Literary Texts 5 and 6
- LS - Jokes
- RV - Humorous Texts
- WP - Personal Recounts
- LSC - Figurative Language and Rhetorical Devices
- RV - Reading for Critical Awareness
- WP - Creating Adverts and Recommending Books
- Term 02 General Focus on Process Writing
- LSC - Logical Connectors and Conjunctions
- RV - Simple Arguments
- WP - Writing Arguments and Business Letters
- LS - Introducing Formal Debates
- LSC - Paragraph Structures
- RV - Literary Texts 8 and 9
- LS - Formal Prepared Speeches
- RV - Literary Texts 10 and 11
- WP - Writing and Justifying Opinions
- LSC - Meta Language
- RV - Literary Text 12
- Term 03 General Focus on Process Writing
- RV - Critical Language Awareness
- WP - Writing a Letter to the Press
- LS - Note Taking
- RV - Literary Texts 13 and 14
- WP - Writing Notes into Full Sentences
- LS - Listening for Appreciation
- LSC - Polite Forms and Stock Phrases of Thanks
- WP - Writing Letters of Appreciation
- LS - Informal Discussions
- LSC - Dictionary Work
- Term 04 General Focus on Process Writing
- Grade 11
- LS - Listening for Information
- LSC - Statements and Sentence Structure
- RV - Literary Text 1
- LS - Unprepared Public Reading
- LSC - Expressing Emotions
- RV - Literary Text 2
- WP - Writing Imaginative Paragraphs
- LS - Listening for Summaries
- LSC - Nouns
- RV - Summarising Informative Texts
- WP - Writing Point Form Summaries
- LS - Prepared Public Reading
- LSC - Direct and Indirect Speech
- RV - Literary Texts 3 and 4
- WP - Writing Narrative Texts
- LS - Listening to Different Texts
- RV - Literary Texts 3 and 4
- WP - Writing and Interview or Dialogue
- Term 01 General focus on Process Writing
- LS - Explaining Visual Texts
- LSC - Preopositions
- RV - Directions from a Literary Text
- WP - Writing Factual Descriptions
- LS - Formal Researched Speech
- RV - Literary Texts 5 and 6
- LSC - Paragraphs Structures
- RV - Reading Informative Texts
- WP - Writing Agendas and Taking Notes
- LS - Debating and Listening for Position
- LSC - Figurative Language and Rhetorical Devices
- RV - Reading for Critical Awareness
- WP - Creating an Advert
- Term 02 General Focus on Process Writing
- LS - Panel Discussions and Interviews
- LSC - Logical Connectors and Conjunctions
- RV - Reading for Summary
- WP - Writing Arguments
- LS - Discussing Issues Related to a Literary Text
- LSC - Verb Tenses
- RV - Literary Texts 7 and 8
- WP - Writing Descriptive, Narrative and Reflective Texts
- LS - Formal Prepared Speech
- LSC - Formats related to Writing
- RV - Mass Media Shorter Texts
- WP - Writing a Notice or Announcement
- LSC - Images, Symbols and Literacl and Figurative Meanings
- LS - Listening for Pleasure
- RV- Literary Text 9
- WP - Writing Shorter Texts in Response
- RV - Critical Language Awareness
- Term 03 General Focus on Process Writing
- LSC - Passive and Active Voice
- LS - Critical Listening of Recorded Text
- RV - Reading for Critocal Language Awareness
- LSC - Verbs and Chronological Order
- LS - Listening for Sequence
- WP - Rewriting to Remove Prejudice
- LSC - Polite forms and Stock Phrases of Thanks
- LS - Listening for Appreciation
- RV - Literary Text 14
- WP - Writing Letters of Appreciation
- Exam Preparation
- Term 04 General Focus on Process Writing
- Grade 12
- LSC - Formal Structures
- LS - Discussing Texts with Purpose and Structure
- RV - Skimming and Scanning
- WP - Summary Notes, Letters to the Press and Press Notices
- LSC - Passive Voice and Indirect Speech
- LS - Listening for Research
- RV - Literary Texts 2 and 3
- RV - Intensive Reading
- LSC - Verb Tenses and Concord
- LS - Listening for Comprehension
- RV - Intensive Reading
- LSC - Paragraph Structure in Discursive Writing
- LS - Themes and Messages in Visual Texts
- WP - Changing Visual Text into other forms
- RV - Reading Multimodal Texts
- WP - Writing Emails and Webpages
- LSC - Meta-Language in Multimodal Texts
- Term 01 General Focus on Process Writing
- LS - Listening to a Job Interview
- LSC - Passive Voice
- RV - Reading and Advert
- WP - Writing Covering Letters and CVs
- WP - Writing Summaries
- LSC - Emotive Writing
- LS - Formal Speech on Visual Media
- RV - Viewing and Reviewing Films
- WP - Writing Pursuasive Letters
- LS - Informal Discussions
- RV - Literary Text 10
- Term 02 General Focus on Process Writing
- LSC - Logical Connectors and Conjunctions and Generalisations
- LS - Listening to Media for Bias
- LSC - Pronouns
- RV - Reading for Critical Language Awareness
- WP - Writing Formal Letters of Apology
- LSC - Formal Style Elements
- LS - Setwork Discussion
- WP - Writing an Essay
- LSC - Style Elements Related to Written Work
- Term 03 General Focus on Process Writing
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In this lesson we consider the plot and timeline of a short story. Learners are introduced to the terms: “build up”, “climax”, “d?�nouement” and “resolution” and these are then illustrated by describing how these terms can be applied to ‘The Suit’. As an extension of this lesson, look at other examples of short stories that you have studied in class and ask learners to identify how the different components of plot play out in these stories. This activity will make learners more comfortable using the vocabulary discussed in this lesson and will also demonstrate how most stories follow this structure.
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