foreign languages - free zimsec & cambridge revision notes · 2019. 3. 20. · foreign...

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

FOREIGN LANGUAGES

jUNIOR (GRADE 3-7) SYLLABUS

(2015 - 2022)

Curriculum Development and Technical Services, P.O. Box MP 133, Mount Pleasant, Harare

All Rights ReservedRevised 2015

ZIMBABWE

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Foreign Languages Junior (Grade 3 - 7) Syllabus

ACKNOWLEDGEMENTSThe Ministry of Primary and Secondary Education wishes to acknowledge the followingfor their valued contribution in the production of this syllabus:

l The National Junior Primary Foreign Languages syllabus panel

l Ministry of Higher and Tertiary Education Science and Technology Development

l Representatives from Teachers Colleges

l The Zimbabwe Schools Examinations Council (ZIMSEC)

l University of Zimbabwe: Department of Foreign Languages and Literature

l Bindura University of Science Education: Languages and Communication SkillsDepartment

l Great Zimbabwe University: Department of African Languages and Literature

l Publishers

l United Nations Children’s Emergency Fund (UNICEF)

l United Nations Educational Scientific Cultural Organisation (UNESCO)

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TABLE OF CONTENTSAcknowledgements .....................................................................................................i1.0 PREAMBLE......................................................................................................1

1.1 Introduction ...........................................................................................11.2 Rationale...............................................................................................11.3 Summary of Content.............................................................................11.4 Assumptions .........................................................................................11.5 Cross-Cutting Themes..........................................................................1

2.0 PRESENTATION OF THE SYLLABUS...........................................................1

3.0 AIMS.................................................................................................................2

4.0 SYLLABUS OBJECTIVES...............................................................................2

5.0 METHODOLOGY ............................................................................................2Time Allocation..................................................................................................3

6.0 SKILLS .............................................................................................................3

7.0 SCOPE AND SEQUENCE................................................................................4

8.0 COMPETENCY MATRIX ..................................................................................9

9.0 SUPPORTING LANGUAGE STRUCTURES.................................................31

10.0 LEARNER PROFILE......................................................................................31

ASSESSMENT MODEL .............................................................................................34

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1.0 PREAMBLE

1.1 IntroductionThe Grade 3-7 Syllabus for Foreign Languages(Chinese, French, Kiswahili and Portuguese) isdesigned to introduce a Foreign Language base forJunior level and develop communicative andfunctional skills for learners. It takes into accountthe importance of Foreign Languages as acommunicative tool for cultural, religious, social andeconomic development. The syllabus recognisesthe use of a Foreign Language as a tool forinclusivity that encourages learners to appreciatediversity and differences. This promotes learners tobe competent citizens of the global village. Thesyllabus seeks to promote Unhu/Ubuntu/Vumunhuamong learners through the selection ofappropriate learning materials and ICTs.

1.2 RationaleThis syllabus encourages the use of learner centredand interactive activities that enable leaners todevelop and understand linguistic concepts andtheir usage in everyday life. Being global languagesthey offer learners an opportunity to communicatein a variety of situations such as: business andentrepreneurship, arts and culture, science andtechnology. The Foreign Languages are central inthe economic development of any given country.These Foreign Languages help learners to developunderstanding and communication skills that arenecessary for meaningful and active participation insociety and the global village. These are:l Enterprise development l Empowermentl Intercultural communication and exchange of

ideasl Creativity and innovation l Problem solvingl Critical thinkingl Decision making l ICTl Conflict managementl Leadershipl Self-management

1.3 Summary of ContentThe Foreign Languages syllabus emphasises thelearning and teaching of the four macro learningskills namely; listening, speaking, reading andwriting as well as numeracy skills. The teachingand learning of visual, manual and tactile skills isemphasised so as to accommodate learners withdiverse learning needs.

1.4 AssumptionsThe learning and teaching of Foreign Languages atthis level assumes that the learners:

l have a functional knowledge of an IndigenousLanguage and English

l have an interest in learning a ForeignLanguage

l are capable of learning a Foreign Language

l are capable of using skills acquired in learningEnglish in the learning of a Foreign Language

1.5 Cross-Cutting Themes In teaching and learning of Foreign Languages, thefollowing cross-cutting themes should be taken intoconsideration through listening, speaking, readingand writingl Genderl Collaborationl Disaster Risk Managementl Heritage Studiesl Rights and responsibilities l Child Protection l Enterprise l Health issues such as HIV and AIDS and other

chronic diseases l Environmental Issues l Digital literacyl The Constitution of Zimbabwe

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2.0 PRESENTATION OF THESYLLABUSThe Grades 3-7 Foreign Languages syllabus ispresented as a single document that emphasisesthe teaching of the four macro skills as well asnumeracy skills.

3.0 AIMSThe syllabus should enable learners to:

3.1 acquire and develop the four macro-skills whichare: listening, speaking, reading and writing inForeign Languages with emphasis on visual andmanual skills.

3.2 express themselves freely in a variety ofsituations.

3.3 develop an awareness of the importance of thetarget language in the context of Zimbabwe’seconomic, scientific and cultural realm withSADC, AU and the international community.

3.4 appreciate other people’s language, culture,religion and socio-economic environment.

3.5 develop transferable skills, (Soft Skills) such as;problem solving and drawing of inferences.

3.6 appreciate the target language as a means ofcommunication in the global village.

3.7 relate Unhu/Ubuntu/Vumunhu to cultural values of other countries.

4.0 SYLLABUS OBJECTIVESBy the end of the junior course learners should beable to:

4.1 listen attentively for communication.4.2 reproduce sounds in the target language well

enough for a native speaker to understand.

4.3 read a variety of Foreign Language texts forcomprehension purposes.

4.4 write accurately in a Foreign Language observinguse of accents where necessary.

4.5 communicate needs, emotions and feelings informal and informal situations.

4.6 respond to brief and direct questions as well asinstructions.

4.7 utilise ICTs in aspects of learning, speaking,reading and writing.

4.8 demonstrate Unhu/Ubuntu/Vumunhu in bothwritten and spoken discourse in relation toappropriate use of register.

4.9 initiate conversations.

5.0 METHODOLOGY In this syllabus, the functional communicativeapproaches in teaching Foreign Languages areused. Through this approach, language forms andstructures are to be taught within relevant cultural,social and economic contexts. The participatoryapproach where learners are involved in problemsolving, collaborative and critical thinking activitiesare encouraged.

The following teaching methods are recommended:l Communicative language teaching l Demonstrationl Discussionl Individual and group presentationl Videos and filmsl Games and quizzes l Dioramal Models/resource personsl Dramal Song and dancel Role playl Poem recitationl E-Learning


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l Animationl Puppetryl Cultural immersion

5.1 Time AllocationFor effective teaching of Foreign Languages at thislevel, a time of 3-4 periods of 30 minutes per weekis recommended.

6.0 SKILLSThe learning and teaching of the Foreign Languages willfocus on the following macro skills and their sub-skills:

l Listening/Signingl Speaking/Signingl Reading/Brailingl Writing/Brailling


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7.0

SCOPE AND SEQUENCE

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•!#:&'%#?6!#'$%-1+&'%$!76!%.&#-!

$*1':!

•!P'$%-1+&'%$!4':!%.&#-!!!!!

!!!!!!$*1':$!

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•!;&+*'$%-4%#'(!.*H!%*!,546!+1$#)45!

#'$%-1+&'%$!

•!"#'I#'(!$*1':!%*!+1$#)45!#'$%-1+&'%!

•!<1$#)45!#'$%-1+&'%$!!

•!P90!%**5$!!

•!G-#'%!+&:#4!

!

8.0COMPETENCY MATRIX

8.1

GRADE 3 SKILL 1: LISTENING / SIGNING


10


!!

!!

!!

!

! ! ! ! ! ! ! ! ! ! ! !

"W@"5677!

Q@X:LH6V:"!

7-+*A-*%!%MC#(,!$-!+$(-!BC8!


%&'((%!+A,!;BB'B#,-%[!

"W)):"H:?!7:;><6<)!;LH6V6H6:"!;<?!

<QH:"!

"W)):"H:?!

>:"QW>L:"!

9MCA'D!%C#A,%!!

•!4-%#)154%&!,.*'#)!

$*1':$!4))1-4%&56!!

•!,-*'*1')&!4':!,.-4$&$!

)*--&)%56!

•!+4%).!%.&!)*'$*'4'%!

H#%.!5&%%&-!$6+7*5!

•!!+4%).!%.&!C*H&5!H#%.!

%.&!5&%%&-!$6+7*5!

•!G.*'#)!$*1':$!

•!>*H&5!

•!9*'$*'4'%$!!

•!0*'&$!4':!4))&'%$!

•!/655475&$!!

•!G.*'#)!45,.47&%!

!

•!=-%#)154%#'(!,.*'#)!$*1':$!!

•!G546#'(!(4+&$!&O,-&$$#'(!,.*'#)!

$*1':$!!

•!G-4)%#$#'(!,.*'#)!$*1':$!

•!N&)*('#$#'(!,.*'#)!$*1':$!!

•!/#'(#'(!$*'($!H#%.!$#+#54-!)*'$*'4'%!

$*1':$!!

•!N&,&4%#'(!H*-:$!4':!,.-4$&$!

•!P90!%**5$!

•!/*'($!!

•!N.6+&$!4':!

A#'(5&$!!

•!045I#'(!7**I$!

6AB-*I-*%CA+(!

DCKK#A'D+B'CA!!

•!&O).4'(&!#'?*-+45!

C&-745!(-&&%#'($!

•!$46!'4+&$F!)*'%4)%!

'1+7&-!4':!.*+&!

4::-&$$&$!

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:#$5#I&$!

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5#?&!$#%14%#*'$!

•!B-&&%#'($!!!

•!"#I&$!

•!J*-:$!

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•!UO,-&$$#'(!5#I&$!

•!G-4)%#)#'(!,-*'1')#4%#*'!

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•!P90!%**5$!

•!G#)%1-&$!!

•!354$.!)4-:$!

•!B4+&$!!

•!045I#'(!7**I$!

Q*+(!DCK

K#A'D+B'CA!

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•!N*5&!,546#'(!$#%14%#*'$!

•!87A&)%$!H#%.#'!

%.&!

&'C#-*'+&'%!

•!354$.!)4-:$!

•!/&'%&')&!$%-#,$!!!

8.2

GRADE 3/SKILL 2: SPEAKING/ SIGNING


11


!!

!!

!!!

!"W@"5677!

!Q@X:LH6V:"!

7-+*A-*%!%MC#(,!$-!+$(-!BC8!


"&'((%!+A,!;BB'B#,-%[!

"W)):"H:?!7:;><6<)!;LH6V6H6:"!

;<?!<QH:"!

"W)):"H:?!

>:"QW>L:"!

6AB*C,#DB'CA!BC!

*-+,'AE!!

•!4-%#)154%&!,.*'#)!

45,.47&%!

•!-&4:!,.*'#)!45,.47&%!

•!,-*'*1')&!H*-:$!

)*--&)%56!

•!*7$&-C&!,1')%14%#*'!

-15&$!!

•!-&)455!H*-:!+&4'#'($!

•!-&4:!,#)%1-&$!

•!%-4'$54%&!,.-4$&$!4':!

H*-:$!

•!)*1'%!'1+7&-$!!

!!

•!G.*'#)!=5,.47&%!!

•!J*-:!+&4'#'($!

@J*-:$!4':!,.-4$&$!!!

•!G#)%1-&!-&4:#'(!!

•!G1')%14%#*'!

@)4,#%45!5&%%&-$!!

@)*++4!!

@?155!$%*,!

@R1&$%#*'!+4-I!

•!E1+&-#)!$I#55$!!

@'1+7&-$!V@VW!

•!J*-:!%-4'$54%#*'!

!

•!N&4:#'(!%.&!,.*'#)!45,.47&%!

•!/#'(#'(!%.&!,.*'#)!45,.47&%!

•!N&4:#'(!,#)%1-&$!

•!P:&'%#?6#'(!,.*'#)!$*1':$!

•!E4+#'(!*7A&)%$!

•!=-%#)154%#'(!,.*'#)!45,.47&%!

•!N&)*('#$#'(!,1')%14%#*'!+4-I$!!

•!9*1'%#'(!'1+7&-$!!

•!0-4'$54%#*'!H*-:$!4':!,.-4$&$!

!!

•!J*-:!5#$%$!

•!354$.!)4-:$!

•!P90!%**5$!

•!X-4#55&!%&O%$!

•!G-#'%!+&:#4!

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•!=74)1$!!

•!87A&)%$!!

! !

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•!4,,56!-&?&-&')&!$I#55$!?*-!

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•!G#)%1-&!:#)%#*'4-6!

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•!P90!%**5$!!

•!G#)%1-&!:#)%#*'4-6!

•!=%54$!!

•!<4,$!!

8.3

GRADE 3/SKILL 3: READING/ BRAILLING


12


!!!

!!

!!

!

! !

"W@"5677!

!Q@X:LH6V:"!

7-+*A-*%!%MC#(,!$-!+$(-!BC8!


"&'((%!+A,!;BB'B#,-%[!

"W)):"H:?!7:;><6<)!;LH6V6H6:"!

;<?!<QH:"!

"W)):"H:?!

>:"QW>L:"!

"I-(('AE!+A,!JC*,!

FC*K+B'CA!

•!H-#%&!%.&!,.*'#)!=5,.47&%!

•!)*'$%-1)%!H*-:$!

•!1$&!P90!%**5$!!

•!G.*'#)!$*1':$!!

•!J*-:!71#5:#'(!

•!0-4'$)-#7#'(!H*-:!4':!,.-4$&$!

•!/,&55#'(!H-#%%&'!H*-:$!)*--&)%56!

•!J-#%#'(!1$#'(!P90!%**5$!

•!G4-%#)#,4%#'(!#'!%.&!/,&55#'(!X&&!

•!P90!%**5$!!

•!354$.!)4-:$!

•!B4+&$!

•!9.4-%$!

•!G1YY5&$!!!

"-AB-AD-!

DCA%B*#DB'CA!

•!#:&'%#?6!%.&!$&'%&')&!

,4%%&-'!Z/17A&)%!Q!>&-7[!

•!)-&4%&!$&'%&')&$!

•!/&'%&')&$!

•!/17A&)%!Q!>&-7"!!

•!#!$%&'(S!

•!)(!$%&*(+!

•!,-!$%&./+!

•!0/!1%23(+!

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•!9*'$%-1)%#'(!$&'%&')&$!

•!N&@4--4'(#'(!$)-4+75&:!$&'%&')&$!

!

•!!!P90!%**5$!!

•!354$.!)4-:$!

•!B4+&$!

•!9.4%$!

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<#K

-*+DN!!

•!H-#%&!'1+7&-$!

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•!;46$!*?!%.&!H&&I!

•!J-#%#'(!'1+7&-$!

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•!G-#'%!+&:#4!

•!045I#'(!7**I$!

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$%651$!

•!9*1'%&-$!

•!=74)1$!

8.4

GRADE 3 SKILL 4: WRITING / BRAILLING


13


!!

!!

!!

!

!"W@"5677!

!Q@X:LH6V:"!

7-+*A-*%!%MC#(,!$-!+$(-!BC8!


"&'((%!+A,!+BB'B#,-%[!

"W)):"H:?!7:;><6<)!;LH6V6H6:"!

;<?!<QH:"!

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>:"QW>L:"!

"C#A,%!+A,!

%C#*D-%!!

•!+4%).!:#??&-&'%!$*1':$!

H#%.!%.&#-!$*1-)&$!

•!'4+&!+1$#)45!#'$%-1+&'%$!

•!#:&'%#?6!C*#)&$!*?!,&*,5&!!

•!,546!+1$#)45!#'$%-1+&'%$!!

•!#:&'%#?6!#'$%-1+&'%!76!%.&#-!

$*1':$!

!

•!/*1':$!

@!,&*,5&F!

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@!:-1+$!!

@!(1#%4-!!

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$*1-)&$!

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#'$%-1+&'%$!

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•!P90!%**5$!

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#'$%-1+&'%$!

•!/*1':$!?-*+!%.&!

&'C#-*'+&'%!

•!G#)%1-&$!

!!

Q*+(!6A%B*#DB'CA%!!

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#'$%-1)%#*'$!!

•!?*55*H!4!$&-#&$!*?!

#'$%-1)%#*'$!

•!9*++4':$!4':!

#'$%-1)%#*'$!$1).!4$M!!

@!!"#$"%&!'"()*"&+!!

@!,"#-"#.)/0#

1#2&%3'#$"%&#-))-'#

•!;#)%4%#*'!4':!

$,&55#'($!!

•!<&$$4(&$!!

•!B#C#'(!#'$%-1)%#*'$!!

•!G-4)%#$#'(!-*1%#'&!#'$%-1)%#*'$!

•!3*55*H#'(!#'$%-1)%#*'$!

•!J-#%#'(!H.4%!%.&6!.4C&!.&4-:!

•!/,&55#'(!H*-:$!)*--&)%56!

•!G546#'(!+&$$4(&!(4+&$!

!

•!P'$%-1)%#*'!)4-:$!

•!>4-#&%6!*?!*7A&)%$!!

•!9*+,1%&-!(4+&$!

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)']'AE!S-%=<C!

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#'%*'4%#*'!!

•!G#)%1-&!)4-:$!

•!9*+,1%&-!(4+&$!

8.1

GRADE 4/SKILL 1: LISTENING/ SIGNING


14


!!

!!

!!

!

!"W@"5677!

!Q@X:LH6V:"!

7-+*A-*%!%MC#(,!$-!+$(-!BC8!


"&'((%!+A,!;BB'B#,-%[!

"W)):"H:?!7:;><6<)!;LH6V6H6:"!

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"W)):"H:?!

>:"QW>L:"!

9MCA'D!%C#A,%!!

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4))1-4%&56!!

•!,-*'*1')&!H*-:$!4':!

,.-4$&$!)*--&)%56!

•!+4%).!%.&!)*'$*'4'%!H#%.!

5&%%&-!$6+7*5!

•!!+4%).!%.&!C*H&5!H#%.!%.&!

5&%%&-!$6+7*5!

!

•!G.*'#)!$*1':$M!

S!>*H&5$!

S!9*'$*'4'%$!!

S!0*'&$!4':!4))&'%$!

S!/655475&$!!

•!G.*'#)!45,.47&%!

!

•!=-%#)154%#'(!,.*'#)!$*1':$!!

•!G546#'(!(4+&$!&O,-&$$#'(!,.*'#)!

$*1':$!!

•!G-4)%#$#'(!,.*'#)!$*1':$!

•!N&)*('#$#'(!,.*'#)!$*1':$!!

•!/#'(#'(!$*'($!H#%.!$#+#54-!)*'$*'4'%!

$*1':$!!

•!N&,&4%#'(!H*-:$!4':!,.-4$&$!

•!P90!%**5$!

•!/*'($!!

•!N.6+&$!4':!

A#'(5&$!!

•!045I#'(!7**I$!

6AB-*I-*%CA+(!

DCKK#A'D+B'CA!!!

•!&O).4'(&!#'?*-+45!C&-745!

(-&&%#'($!

•!$46!'4+&$F!)*'%4)%!

'1+7&-!4':!.*+&!

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•!&O,-&$$!5#I&$!!

•!:&C&5*,!#'%&-,&-$*'45!

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$#%14%#*'$!

•!B-&&%#'($!!!

•!"#I&$!

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•!G-4)%#$#'(!,-*'1')#4%#*'!

•!,1,,&%$!!!

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•!B4+&$!!

•!045I#'(!7**I$!

Q*+(!DCK

K#A'D+B'CA!

•!'4+&!*7A&)%$!#'!%.&#-!

#++&:#4%&!&'C#-*'+&'%!

•!4$I!D&$2E*!R1&$%#*'$!

•!$#'(!A#'(5&$!4':!-.6+&$!

•!?*55*H!)54$$-**+!

#'$%-1)%#*'$!

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•!/*'($!

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•!G.*'#)!45,.47&%!

•!L1&$%#*'$!!

•!;#45*(1&!!

•!E4+#'(!*7A&)%$!

•!=$I#'(!D&$2E*!R1&$%#*'$!

•!N&$,*':#'(!%*!D&$2E*!R1&$%#*'$!

•!/#'(#'(!A#'(5&$!4':!$*'($!

•!N&$,*':#'(!%*!#'$%-1)%#*'$!)*--&)%56!

•!N*5&!,546#'(!$#%14%#*'$!

•!87A&)%$!!

•!354$.!)4-:$!

•!/&'%&')&!$%-#,$!

•!P90!%**5$!!

•!045I#'(!7**I$!!!

8.2



15


!!

!!

!!

! ! !

"W@"5677!

!Q@X:LH6V:"!

7-+*A-*%!%MC#(,!$-!+$(-!BC8!


"&'((%!+A,!;BB'B#,-%[!

"W)):"H:?!7:;><6<)!;LH6V6H6:"!

;<?!<QH:"!

"W)):"H:?!

>:"QW>L:"!

6AB*C,#DB'CA!BC!

*-+,'AE!!

•!4-%#)154%&!,.*'#)!

45,.47&%!

•!-&4:!,.*'#)!45,.47&%!

•!,-*'*1')&!H*-:$!

)*--&)%56!

•!*7$&-C&!,1')%14%#*'!

-15&$!!

•!-&)455!H*-:!+&4'#'($!

•!!-&4:!,#)%1-&$!

•!%-4'$54%&!H*-:$!

•!)*1'%!'1+7&-$!!

!!

•!G.*'#)!45,.47&%!!

•!J*-:!+&4'#'($!

@!J*-:$!!

@!G.-4$&$!!!

•!G#)%1-&!-&4:#'(!!

•!G1')%14%#*'!

@!94,#%45!5&%%&-$!!

@!9*++4!!

@!3155!$%*,!

@!L1&$%#*'!+4-I!

•!E1+&-#)!$I#55$!!

@!E1+7&-$!W@VW!

•!J*-:!%-4'$54%#*'!

•!N&4:#'(!%.&!,.*'#)!45,.47&%!

•!=-%#)154%#'(!,.*'#)!45,.47&%!

•!/#'(#'(!%.&!,.*'#)!45,.47&%!

•!P:&'%#?6#'(!,.*'#)!$*1':$!

•!N&4:#'(!,#)%1-&$!

•!E4+#'(!*7A&)%$!

•!N&)*('#$#'(!,1')%14%#*'!+4-I$!!

•!9*1'%#'(!'1+7&-$!!

•!0-4'$54%#'(!H*-:$!!

!

•!J*-:!5#$%$!

•!354$.!)4-:$!

•!P90!%**5$!

•!X-4#55&!%&O%$!

•!G-#'%!+&:#4!

•!045I#'(!7**I!

•!=74)1$!!

!! !

>-F-*-AD'AE!!

•!4,,56!-&?&-&')&!$I#55$!?*-!

C4-#*1$!,1-,*$&$!

•!1$&!-&$&4-).!#'?*-+4%#*'!

!

•!G#)%1-&!:#)%#*'4-6!

•!P'%&-'&%!

•!=%54$!!

•!<4,$!!

•!3#':#'(!#'?*-+4%#*'!?-*+!4!,#)%1-&!

:#)%#*'4-6F!#'%&-'&%F!+4,$!4':!4%54$&$!!

•!;-4H#'(!4!74-!(-4,.!:#$,546#'(!

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•!P90!%**5$!!

•!G#)%1-&!

:#)%#*'4-6!

•!=%54$!!

•!<4,$!!

8.3

GRADE 4/SKILLS 3: READING/ BRAILLING


16


!!!

!!

!!

! ! ! !"W@"5677!

!Q@X:LH6V:"!

7-+*A-*%!%MC#(,!$-!+$(-!BC8!


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"W)):"H:?!7:;><6<)!;LH6V6H6:"!

;<?!<QH:"!

"W)):"H:?!

>:"QW>L:"!

"I-(('AE!+A,!JC*,!

FC*K+B'CA!

•!H-#%&!H*-:!1$#'(!%.&!

45,.47&%!

•!71#5:!H*-:$!

•!-&4:!,#)%1-&$!

•!H-#%&!5&(#756!

•!#:&'%#?6!,4-%$!*?!$,&&).!

•!"&%%&-$!2!9.4-4)%&-$!%*!

?*-+!H*-:$!!

•!/,&55#'($!4':!H*-:!

?*-+4%#*'!!

•!P90!H-#%#'(!$I#55$!

•!K*#'#'(!5&%%&-$!2!).4-4)%&-$!%*!?*-+!

H*-:$!!

•!/,&55#'(!H*-:$!)*--&)%56!

•!3*-+#'(!,.-4$&!

•!06,#'(!#'!%4-(&%!54'(14(&!

•!354$.!)4-:$!

•!P90!%**5$!

•!B4+&$!

•!9.4-%$!

•!,1YY5&$!

!"-AB-AD-!

DCA%B*#DB'CA!

•!H-#%&!H*-:$!1$#'(!%.&!

,.*'#)!45,.47&%!

•!)*'$%-1)%!H*-:$!

•!)-&4%&!$&'%&')&$!

•!G.*'#)!H*-:$!

! •!J*-:$!4':!,.-4$&$!

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8.4

GRADE 4/ SKILL 4: WRITING/ BRAILLING


17


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8.1



18


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8.2



19


!!!

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8.3

GRADE 5/ SKILL 3: READING/ BRAILLING


20


!!

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8.4

GRADE 5/SKILL 4: WRITING/ BRAILLING


21


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8.1



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31


9.0 Supporting language structuresThe following supporting language structures should be taught from grades 3-7. Teachers are toselect what is appropriate to the level of their learners and bear in mind that the structure shouldbe taught in context and spread across all the language skills.

l Gender and types of nouns with emphasis on articles, partitives definite and indefinite,l Pronouns: personal and impersonal, demonstrative and reflexivel Verb tenses: present, immediate future and recent past tensesl Adverbsl Adjectives: possessives, demonstratives, descriptivel Prepositions l Punctuation marksl Conjunctions; and, so, but and “because”l Expressions of quantityl Intensifiers: very, so, that, tool Question types: Is it that? What is? Who? Where? When? l Use of registerl Negation: not /never/nothing

NB: This list of supporting language structures is not exhaustive

10.0 LEARNER PROFILE The learner profile will comprise those aspects that cannot be assessed through continuous andsummative modes. The profiling will include soft skills and other aspects. The profile of the learnerwill be compiled by the teacher and passed on to the next teacher throughout the Junior Course.The profile will not contribute to the final mark at the end of Grade 7 as shown on the assessmentmodel but will assist to give a full picture of the leaner’s competence.

11.0 ASSESSMENT The scheme of assessment for the grades 3 to 7 Foreign Languages syllabus covers continuousand summative assessments. The four macro language skills as well as numeracy skills will betested. The syllabus scheme of assessment is grounded on the principle of inclusivity.Arrangements, modifications and accommodations must be visible in both continuous andsummative assessments to enable learners with diverse needs to access assessments.

11.1 ASSESSMENT OBJECTIVESBy the end of the 5-year Junior course learners should be able to:


32


Listening l Respond to brief and direct questions and instructions l Identify specific details in formal and informal dialogues, announcements and requests

Speaking l Construct and deliver grammatically correct sentences l Give a simple account of common activities in personal or everyday life l Communicate needs, emotions and feelings in formal and informal conversations l Speak fluently/sign proficiently for effective communication on cultural issues

Reading l Read dialogues, narratives, descriptions and lettersl Respond to written questions showing ability to recall, comprehend, apply, synthesize

and evaluate.

Writing l Write formal and informal letters, e-mails, messages, narratives and descriptionsl Write guided compositions: letters, speeches, dialogues, poems and pictures in a style

and register appropriate to the subject matter.

CONTINUOUS ASSESSMENT (30%)Specific tasks and assignments will be administered from term one Grade 6 to term two Grade 7.Marks shall be collated. The marks will contribute (30%) to the final mark at the end of Grade 7.

SUMMATIVE ASSESSMENT (70%)At the end of Grade 7 learners will sit for the National Examination. The setting and designing oftest items in Foreign Languages is guided and informed by the skills weighting chart and thespecification grid.

SCHEME OF ASSESSMENT The Primary School Foreign Languages syllabus will be assessed as follows:

Paper Sections and Descriptions Marks Duration Paper Weighting

1 40 Multiple Choice questions 40 1hr 30 minutes 50%

2 Section A:Guided Composition 201hr 45 minutes 50%

Section B: Comprehension 20

Total 80 100%


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DESCRIPTION OF THE SUMMATIVE ASSESSMENT STRUCTUREThe summative assessment comprises of two components as follows:

Paper 1: 1 hour 30 minutes 40 marks weighed to 50%

There are 40 multiple choice questions based on registers, comprehension and language usageand structure. Candidates are required to answer all questions.

Paper 2: 1 hour 45 minutes comprises Section A and B

Section A: Comprises of two Guided compositions. Candidates are required to choose one. Thissection carries 20 marks.

Section B: Comprises of comprehension questions carrying 20 marks.

SKILLS WEIGHTING GRIDPaper skills

Paper Simple recall Comprehension Appreciation Synthesis Evaluation Total

1 60% 10% 10% 10% 10% 100%

2 60% 10% 10% 10% 10% 100%


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ASSESSMENT MODEL

Assessment of learner performace in Foreign Language

100%

FINAL MARK FOREIGN LANGUAGE

100%

Continuous Assessment

35%Continuous Assessment Summative Assessment

Continuous Assessment Mark =

30%

Continuous Assessment

35%

Examination Mark =

70%

Pro!ling

Pro!le

ProjectsTests &

AssignmentOral / Aural

Essays &Comprehension

40%

EXITPROFILE

Multiple Choice Questions- Language

Structures, Usage & Comprehension

30%


foreign languages - free zimsec & cambridge revision notes · 2019. 3. 20. · foreign...

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