The content of this presentation is prepared for educators and students of AET level 4. It can be used in workshops to orientate new educators and recapacitate educators. The objective of the presentation is to familiarise the students with the format of the exam question paper. Furthermore, the presentation is also meant to assist educators to prepare lessons that are exam focused. Thus the presentation looks at the three sections of the paper, i.e., reading comprehension, language use and visual literacy and lastly the transactional writing. If educators and students can take time to understand and each section, whether in class or own, chances of mastering all three sections of the paper are more.

1. CET: AET Level 4: Language, Literacy and Communication: English Content Training
NORTHERN CAPE AND WESTERN CAPE REGION
COMMUNITY EDUCATION AND TRAINING
AET LEVEL 4: ENGLISH CONTENT TRAINING

2. CET: AET Level 4: Language, Literacy and Communication: English Content Training
ROAD MAP
• Establish needs of lecturers
• Section A: Comprehension
• Section B: Language use
Visual Literacy
• Section C: Short Transactional Writing
Long Transactional Writing
• Check lecturers’ achievement

3. CET: AET Level 4: Language, Literacy and Communication: English Content Training
SECTION A - COMPREHENSION

4. CET: AET Level 4: Language, Literacy and Communication: English Content Training
BEFORE READING
•
DURING READING AFTER READING

5. CET: AET Level 4: Language, Literacy and Communication: English Content Training
SECTION A: COMPREHESION
• What is the ultimate goal of reading?
It is to extract meaning from
what is read
Oral
language
Word
recognition
What influences students’ ability to understand what
they are reading?
+
Comprehend =
understand – verb
Comprehension = understanding
- noun

6. CET: AET Level 4: Language, Literacy and Communication: English Content Training

7. CET: AET Level 4: Language, Literacy and Communication: English Content Training
SECTION A: COMPREHESION
1. Word
recognition
is influenced
by
Reading
fluency
vocabulary
Ability to read
words in a text
accurately and
quickly
Knowledge and
understanding of
word meaning
What
influences
students’
ability to
understand
what they are
reading?

8. CET: AET Level 4: Language, Literacy and Communication: English Content Training
SECTION A: COMPREHESION
2. Oral
language
What
influences
students’
ability to
understand
what they are
reading?
Why is Oral Language Important to Literacy?
• Oral language is the foundation of written
language
• Reading is a language-based skill. The
relationship between oral language and
reading is reciprocal (Kamhi & Catts, 1989)
with each influencing the other to varying
degrees as children progress through
school.
• You must be able to understand language
at an oral level in order to be expected to
understand it at the text level.
• It’s difficult to learn to read words if you
do not know what they mean
• Children with weak oral language skills are
at risk for learning to read and
comprehend.

9. CET: AET Level 4: Language, Literacy and Communication: English Content Training
SECTION A: COMPREHESION
ORAL LANGUAGE
WHAT IS IT?
Oral language (OL), sometimes called
spoken language, includes speaking and
listening—the ways that humans
communicate with one another. OL skills
provide the foundation for word reading
and comprehension. They are at the heart
of listening and reading comprehension.

10. CET: AET Level 4: Language, Literacy and Communication: English Content Training
SECTION A: COMPREHESION
Before considering various methods of assessment, it is
important to understand the different types of reading
assessed. Teachers must recognize that test items can be
written so that they implicitly or explicitly call for different
types of reading. For example, if a student is given a lengthy
passage to read in a short amount of time, skimming the
passage, that is inspecting it rapidly with occasional periods of
close inspection, may be the only way to successfully handle
Word
recognition
Oral
language
Skills required to understand what they
are reading?

11. CET: AET Level 4: Language, Literacy and Communication: English Content Training
Reading Comprehension Skills
Comprehension = understanding - noun
Comprehend = understand – verb
Know
remember
infer
relate compare
apply
guess
summarise deduce
END
20 Marks

12. CET: AET Level 4: Language, Literacy and Communication: English Content Training
SECTION B
Question 2: Language Use

13. CET: AET Level 4: Language, Literacy and Communication: English Content Training
SECTION B: QUESTION 2: LANGUAGE IN USE
Question 2 focuses on aspects of grammar and punctuation
Verbs
Verbs in active and
passive voice
Concord (Subject-verb
agreement)
Simple sentences
Compound
sentences
Complex
sentences
Direct speech
Indirect speech
(reported speech)
Prepositions Vocabulary
Statement Question Command Exclamation

14. CET: AET Level 4: Language, Literacy and Communication: English Content Training
SECTION B: QUESTION 2: VERBS

15. CET: AET Level 4: Language, Literacy and Communication: English Content Training
SECTION B: QUESTION 2: CONCORDS (Subject/Verb Agreement)
What is it? It is relationship between a subject and its verb, or between a number or determiner and its noun
Rule 1:
 Subject-verb concord is that: a singular subject takes a singular verb and a plural subject takes a plural verb.
 Rule 2
 The first person singular or plural takes a plural verb:
Singular Plural
• She likes to read motivational books. • They like to read motivational books.
• Linda cooks delicious food. • Tim and Tom cook delicious food.
• He does this and that all at once. • They do this and that all at once.
• Note: singular verbs are inflected with suffix ‘-s’ while plural verbs maintain the base form. In other words, a
singular verb ends with an ‘s’ and a plural verb has no ‘s’.
First Person Singular First Person Plural
• I like to read motivational books. • We like to read motivational books.
• I do this and that all at once. • We do this and that all at once.

16. CET: AET Level 4: Language, Literacy and Communication: English Content Training
SECTION B: Question 2 Verbs in Active and Passive Voice
Active Voice The active voice is when the subject
of a sentence performs an action on an object.
• In other words, the subject does the action, and
the object receives the action.
• The active voice is easy to identify in writing
because it follows a simple form, which is the
basis of English grammar:
Subject (doer) → Verb → Object (recipient)

17. CET: AET Level 4: Language, Literacy and Communication: English Content Training
Passive Voice
• The passive voice is basically the opposite of the
active voice: it’s when the subject is acted upon
by the object. In other words, the subject
receives the action, and the object does the
action.
• The passive voice is a little trickier to identify, as
it uses more words than the active voice. The
basic structure is as follows:
• Subject (recipient) → Verb (past participle of "to
be" form) → Object (doer)
SECTION B: Question 2 Verbs in Active and Passive Voice

18. CET: AET Level 4: Language, Literacy and Communication: English Content Training
Active Voice Passive Voice
SECTION B: Question 2 Verbs in Active and Passive Voice

19. CET: AET Level 4: Language, Literacy and Communication: English Content Training
RULES TO CONVERT ACTIVE VOICE TO PASSIVE

20. CET: AET Level 4: Language, Literacy and Communication: English Content Training
RULES TO CONVERT ACTIVE VOICE TO PASSIVE VOICE
• Work out the steps to convert active voice to passive voice of the remaining tenses.
• Give students enough exercises and allow them to work out the rules or formular themselves.
• Teach students the other grammatical structurers not covered in the presentation.
• Use the Notes and Exercises Resource book to get more about the different sentences, paragraphs etc.
20 Marks

21. CET: AET Level 4: Language, Literacy and Communication: English Content Training
S
SECTION B
Question 3: Visual Literacy

22. CET: AET Level 4: Language, Literacy and Communication: English Content Training
SECTION B: QUESTION 3 VISUAL LITERACY

23. CET: AET Level 4: Language, Literacy and Communication: English Content Training
SECTION B: QUESTION 3 VISUAL LITERACY
EXAMPLES OF VISUAL TEXTS
Billboard
Painting
Cartoon
Illustration
Advert

24. CET: AET Level 4: Language, Literacy and Communication: English Content Training
SECTION B: VISUAL LITERACY QUESTION 3
• Prescribed Visual Literacy Texts for AET Level 4 are:
Advertisements & cartoon or cartoon strip
These two texts contain both words and images

25. CET: AET Level 4: Language, Literacy and Communication: English Content Training
ABOUT ADVERTISEMENTS:
• explain to student the purpose of an advert.
• How does an advert achieve its goal – refer to the following:
• Language (choice of word style)
• Picture (if included)
• Layout
• Colour
ABOUT CARTOONS
• Students must understand the following:
• aim of the cartoon (to entertain or advocating an idea or both)
• Language
• Drawings (message portrayed through the drawing)
• Relation between the picture and the words
SECTION B: VISUAL LITERACY QUESTION 3

26. CET: AET Level 4: Language, Literacy and Communication: English Content Training
SECTION C
QUESTION 4 and QUESTION 5

27. CET: AET Level 4: Language, Literacy and Communication: English Content Training
Question 4 & 5 – Short Writing
• Questions 4 and 5 assess students writing skill.
• They must be exposed to various text types (formal and informal)
• The key skills assessed are their abilities to:
o Produce the correct format/structure of the defined text.
o Adhere to the topic in question (content)
o Apply and use language rules appropriately – with consideration of the following:
- The purpose
- Audience and context

28. CET: AET Level 4: Language, Literacy and Communication: English Content Training
DIFFERENT TEXT TYPES TEXT TYPES INCLUDE
SHORTER TRANSACTIONAL TEXTS LONGER TRANSACTIONAL TEXTS
• Invitation
• Poster
• Direction
• Diary entry
• Instructions
• Advertisement
• Friendly letter/Formal letter
(request/application/business/complaint/sympathy/
congratulations/thanks)
• Curriculum Vitae
• Agenda and minutes of meeting.
• Formal/Informal reports
• Dialogue
• Obituary

29. CET: AET Level 4: Language, Literacy and Communication: English Content Training
MORE ABOUT THE DIFFERENT TEXT TYPES
Recommended Resource:
• Exam and Assessment Guideline
• Mind the Gap Writing of Grade 12 (very useful)
The Exam and Assessment Guidelines
• Page 34 – Unit 119636 – embedded knowledge to be taught is
unpacked
• Page from page 40 – 43 – different text types unpacked – knowledge
and skills to be taught unpacked further.

30. CET: AET Level 4: Language, Literacy and Communication: English Content Training
THANK YOU