platinum english fal gr6 caps lesson plan - pearson...

INTERMEDIATE PHASE

GRADE 6 LESSON PLANS

2012

Platinum ENGLISHFirst Additional Language

CONTENTS PAGE

CONTENTS PAGE..................................................................................................................................... 2

ENGLISH FIRST ADDITIONAL LANGUAGE WORKSCHEDULE GRADE 6.................................3TERM 1.......................................................................................................................................................................3TERM 2.......................................................................................................................................................................3TERM 3.......................................................................................................................................................................4TERM 4.......................................................................................................................................................................5

EXEMPLAR TEACHING GUIDELINE– GRADE 6...............................................................................6THEME 1: AFTER SCHOOL........................................................................................................................................6

TERM 1: PLATINUM LESSON PLANS – GRADE 6.........................................................................15THEME 1: AFTER SCHOOL.....................................................................................................................................15THEME 2: HEROES.................................................................................................................................................. 17THEME 3: STAND UP FOR YOURSELF..................................................................................................................19THEME 4: BE CREATIVE.........................................................................................................................................21THEME 5: FANTASTIC FOOD.................................................................................................................................23

TERM 2: PLATINUM LESSON PLANS – GRADE 6.........................................................................25THEME 6: PLAYING TRICKS...................................................................................................................................25THEME 7: USEFUL PLANTS....................................................................................................................................27THEME 8: SCHOOL OUTINGS.................................................................................................................................29THEME 9: TIME FOR TELEVISION........................................................................................................................31

TERM 3: PLATINUM LESSON PLANS – GRADE 6.........................................................................33THEME 10: SPECIAL PLACES.................................................................................................................................33THEME 11: TAKE CARE OF OUR WATER!.........................................................................................................35THEME 12: SPACE ADVENTURE...........................................................................................................................37THEME 13: SCIENCE AND TECHNOLOGY...........................................................................................................39THEME 14: ACT IN PLAYS.....................................................................................................................................41

TERM 4: PLATINUM LESSON PLANS – GRADE 6.........................................................................43THEME 15: SPECIAL DAYS.....................................................................................................................................43THEME 16: MAKING MUSIC..................................................................................................................................45THEME 17: WEATHER............................................................................................................................................47Theme 18: Summer’s Here!............................................................................................................................49

2

ENGLISH First Additional Language WORKSCHEDULE GRADE 6

TERM 1W

EEK

S

TH

EME

Listen and Speak Read and View Write and PresentLanguage Structures

and conventions

Formal Assessment

Teaching and

Learning Material

1-2

1. A

fter

Sch

ool

Listen to a story and answer questionsLanguage game (give and follow instructions)Daily listening and speaking

Read a story and answer questionsRead a story aloudWord puzzleIndependent reading

StoryPersonal dictionary

Spell familiar words Use a dictionary Word familiesSight wordsHigh frequency words Subject-verb concord Countable nouns Simple past tense PronounsWords from texts read

Baseline assessment

LB pp 1–10 TG pp 1–16

3-4

2. H

eroe

s

Factual recount of a news eventSustain a conversation on a familiar topicDaily listening and speaking

News report E-mail AdvertisementIndependent reading: Summarise text

Personal letter Factual recountPersonal dictionary

Use a dictionary Alphabetical orderBreak words into smaller partsArticles ‘a’ and ‘the’Adjectives of comparisonPresent progressive tenseModals Adverbs of timeWords from texts read

Term 1 FAT 1

LB pp 11–20 TG pp 17–35

5-6

3. S

tan

d u

p fo

r Y

ours

elf

Listen to and summarise a storyDaily listening and speaking

Read a story and answer questionsRead aloudDiary entriesIndependent reading: Express own opinion

Diary entryPersonal dictionary

Use a dictionaryAlphabetical orderWords with ‘g’Personal pronounsVerbs to describe actionsPrepositionsQuestion forms Capital letters HomonymsWords from texts read

Term 1 FAT 2

LB pp 21–30 TG pp 36–48

7-8

4. B

e cr

eati

ve

InstructionsDescribe a processDaily listening and speaking

Information text with visualsFollow instructionsWord puzzle Read aloudIndependent reading: Reflect on texts read

Description of a simple processDefinitions of common nounsPersonal dictionaryDesign, draw and complete a collage

Use a dictionaryWords starting with ‘ce-’, ‘ci-’ or ‘cy-’Command form of verbPast progressive tensePrepositions Negative concordWords from texts read

Term 1 FAT 2

LB pp 31–40 TG pp 49–65

9-10

5. F

anta

stic

food

PoetryWord gameDaily listening and speaking

PoetryRead poems aloudIndependent reading: Reflect on and compare texts

Descriptions of people and objectsPersonal dictionary

Use a dictionaryWords with a ‘k’ soundPossessive noun formAdjectivesSimple present tense to describe regular actionsCompound wordsWords from texts read

LB pp 41–50 TG pp 66–79

TERM 2

WEE

KS

TH

EME


and conventions

Formal Assessment

Teaching and

Learning Material

11-1

2

6. P

layi

ng

Tri

cks

Listen to a traditional story and answer questionsTell and retell storiesDaily listening and speaking

Read a storyComplete a comprehensionRead aloudIndependent reading

Simple storyParagraph to express opinionPersonal dictionary

Use a dictionaryWords with a ‘k’ soundIrregular verb formsCountable and uncountable nounsDemonstrative pronounsAdjectivesPresent simple tense Modal verbsWords from reading texts

LB pp 51–60 TG pp 80–92

3

13-1

4

7. U

sefu

l pla

nts

Listen to oral descriptionsAnalyse and classify plant productsDaily listening and speaking

Read an information text and answer questionsIdentify main idea and topic sentences of paragraphIndependent reading: Reflect on text read

Description of plant productDesign, draw and label a mindmapPersonal dictionary

Use a dictionary Plurals with ‘-es’Nouns that have only pluralsPossessive pronounsComparative and superlative adjectivesAdverbs Connecting wordsWords from reading texts

Term 2 FAT 1

LB pp 61–70 TG pp 93–109

15-1

6

8. s

choo

l ou

tin

gs

Personal recount of an eventStoryAnswer questionsRole-play a familiar situationDaily listening and speaking

Diary extractAnswer questionsRead a story and complete a comprehensionRead aloudIndependent reading: Reflect on texts read

Simple personal letterPersonal dictionary

Use a dictionaryWords ending in ‘-l’Present perfect tenseRegular and irregular verb formsConnecting words The verb ‘to be’ Phrasal verbsWords from reading texts

LB pp 71–80 TG pp 110–123

17-1

8

9. t

ime

for

tele

visi

on

Interview classmates for a surveyConversation on familiar topicLanguage gameDaily listening and speaking

Book reviewInformation text with visualsComprehensionRead a TV news article aloudWord puzzleIndependent reading

Dictionary definitionsQuestionnaireParagraph to express opinionPersonal dictionaryUse dictionary words in sentences

Use a dictionaryWords with long vowel sounds and silent ‘e’Future tense Adverbs of degree The verb ‘to be’Modal verbs AntonymsWords from reading texts

LB pp 81–92 TG pp 124–138

19-2

0

Ass

essm

ent

Mid-year examination

LB pp 93–96 TG pp 139–141

TERM 3

WEE

KS

TH

EME


and conventionsFormal

Assessment

Teaching and

Learning Material

21-2

2

10

. sp

ecia

l pla

ces

Listen to a story and answer questionsListen to a description of a placeMake notesDaily listening and speaking

Read a story ComprehensionRead a personal letterAnswer questionsIndependent reading

Diary entryPersonal dictionary

Use a dictionaryPlurals with ‘-s’Proper nounsConnecting words – cause and effectSimple present tense for universal statementsFuture tense with ‘will’SynonymsWords from reading texts

Term 3 FAT 1

LB pp 97–106 TG pp 142–157

23-2

4

11

. tak

e ca

re o

f ou

r w

ater

Listen to a talk on an issueTalk about an issueCollect information with a questionnaireDaily listening and speaking

Information text with visualsComprehensionRead information text aloudWord puzzleIndependent reading

Information text with visualsTransfer text into graphic formPersonal dictionary

Use a dictionarySimple present tensePresent progressive tenseAdjectivesSubject-verb concordWords in same lexical fieldWords from reading texts

Term 3 FAT 1

LB pp 107–116 TG pp 158–173

25-2

6

12

. Sp

ace

Ad

ven

ture

s Listen to and retell a storyPoetryDaily listening and speaking

StorySummarise a storyAnswer questionsRead a poem aloudIndependent reading: Reflect on texts read

Story PoemPersonal dictionary

Use a dictionaryShorten wordsAbbreviationsPersonal pronounsSimple past tenseAdverbs of placePossessive pronounsPrefixes and suffixesWords from reading texts

LB pp 117–128 TG pp 174–190

4

27-2

8

13

. sci

ence

an

d

tech

nol

ogy

Instructions for a procedureLanguage gameDaily listening and speaking

ExperimentInformation textsIndependent reading: Reflects on texts read

Information textMindmap summaryPersonal dictionary

Use a dictionarySpelling words which are often confusedPossessive noun formAdjectivesVerbs to describe actionsPresent perfect tenseWords from reading texts

Term 3 FAT 2

LB pp 129– 140TG pp 191–208

29-3

0

14

. Act

in p

lays

Perform a play (drama)Conversation on a familiar topicDaily listening and speaking

Play (drama) ComprehensionRead a play aloudIndependent reading: Reflects on texts read

Short play scriptPersonal dictionary

Use a dictionary Spelling Determiners Adjectives Adverbs HomonymsWords from reading texts

LB pp 141– 150TG pp 209–220

TERM 4

WEE

KS

TH

EME


and conventionsFormal

Assessment

Teaching and

Learning Material

31-3

2

15

. Sp

ecia

l Day

s

Listen to and tell a storyOral book reviewDaily listening and speaking

Read a story Comprehension Personal letters Read aloudIndependent reading: Reflects on texts read

StoryPersonal dictionary

Use a dictionarySight wordsHigh frequency wordsDemonstrative pronounsAdjectives before nounsCommand form of verbPrepositions AntonymsWords from reading texts

LB pp 151–160TG pp 221–234

33-3

4

16

. Mak

ing

mu

sic

DiscussionListen to and discuss a talkLanguage gameDaily listening and speaking

Information text Comprehension Read aloud Word puzzleIndependent reading: Reflects on texts read

Instructions from visual textMindmap summaryDefinitions with examplesPersonal dictionary

Use a dictionary Alphabetical order Possessive pronouns CommasRelative clauses The word ‘the’Words from reading texts

Term 4 FAT 1 LB pp 161–170TG pp 235–250

35-3

6

17

. wea

ther

Listen to and summarise a storyPoetryDaily listening and speaking

StoryComprehensionPoetryRead a poem aloudIndependent reading: Reflects on texts read

Book review Personal letterPersonal dictionary

Use a dictionaryWords in same lexical fieldConnecting words – reason, purpose, choiceDirect speech Quotation marksWords from reading texts

LB pp 171–180TG pp 251–265

37-3

8

18

. su

mm

er’s

her

e!

Conversation Ask and answer questionsDiscussionDaily listening and speaking

Magazine articleAnswer questionsPoster Read aloudIndependent reading

News report Design a posterPersonal dictionary

Use a dictionary Alphabetical order Connecting words Question marks Exclamation marks Comparatives Compound wordsWords from reading texts

LB pp 181–192TG pp 266–280

39-4

0

Ass

essm

ent

End-of-year examination

LB pp 193–196TG pp 281–282

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EXEMPLAR TEACHING GUIDELINE– GRADE 6Subject: English First Additional Language Grade: 6Theme 1: After SchoolDuration: 2 weeks (10 hours) Term 1 Weeks 1 & 2

CAPS Content

and Skills

Listening and Speaking(2 hours)

Reading and Viewing (4 hours)

Writing and Presenting(3 hours)

Language Structures and Conventions

(1 hour)• Does daily listening and speaking practice• Talks aboutphotographs that introduce the theme• Listens to a story about a family• Plays a languagegame called ‘I wish’

• Reads a story called‘Jeff goes missing!’• Does a comprehensionon the story• Practises reading thestory aloud• Does a word puzzleusing vocabulary fromGrade 5• Reads independentlyor in pairs

• Writes a story about anenjoyable experience• Uses the writingprocess to develop thestory• Makes a personaldictionary• Records words andtheir meanings in thedictionary

Language focus• Subject-verb concord• Countable and uncountable nounsIntegrated languageSpelling• Spells correctly using a personal dictionary• Builds word families based on how they sound or look• Builds on knowledge of sight words and high-frequency words.Work with words andsentences• Personal pronouns• Simple past tenseVocabulary in contextWords taken from shared or individually read texts

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LEARNING ACTIVITY

TEACHING METHODS / APPROACHNote: 5–10 minutes Daily listening and speaking: choose an activity from page 4 in

the TGRESOURCES

Week 1LESSON 1:

Duration: 60 minutes Platinum English FAL Grade 6 Learner's Book and Teacher’s Guide

Platinum English FAL Grade 6 Reader

Use the exercises in the DBOE Workbooks for additional support.

Listening and Speaking

Daily listening and speaking practiceChoose an activity from the list of daily activities suggested at the beginning of this theme.

Listen and speakTalk about the photographsLearner’s Book page 21. Work as a class. Learners look at the photograph on page 1 quietly on their own for a few minutes.2. Discuss questions 1 and 2, which focus on literal aspects of the photograph: setting and action.

Encourage learners to use full sentences when they answer.3. In question 3, learners interpret the emotions of the people in the photographs, using their facial

expressions and body language. They must be able to explain their answers, for example: Yes, they are enjoying themselves because they are laughing.

4. Questions 4 and 5 relate to the learners’ own lives. Learners can use the Word list in the Learner’s Book to look up the words ‘programmes’ and ‘movies’ if they do not understand them. They identify different kinds of television programmes, and give opinions about them based on their own experiences. Encourage learners to support their opinions with good reasons, for example: I enjoy watching the weather because I can learn about all the places in our country.

5. Learners give examples of other kinds of television programmes they enjoy watching. List these on the board.

Listen to a storyLearner’s Book page 2This activity can be used to do a baseline assessment of listening skills. If so, learners write answers to the questions listed under the ‘After you listen’ section. If you are not going to use it for baseline assessment, the learners work in groups and answer the questions orally. Organise the class into groups before you start the ‘Before you listen’ section.

Before you listen1. Explain that you are going to read a story about the family in the pictures.2. Discuss questions 1 and 2. Learners use details in the pictures to predict what the story might be

about.3. Explain that you will read the story four times. Remind learners to sit still and concentrate while

they listen.

While you listenYou will read the story about Njeri’s family on page 204 of the Learner’s Book a few times.1. The first time you read the story, encourage learners to close their eyes and just listen.2. The second time, ask them to look at the pictures while you read. When you have finished, discuss

the predictions they made in Before you listen. How are they the same as the story? How are they different?

3. Read the story a third time. Discuss difficult words. Encourage learners to work out the meaning themselves. To help them do this, read the sentences in which the word occurs. Then go through the words and meaning in the ‘Word list’.

4. The fourth time you read the story, learners sit and listen carefully again.

After you listen1. Read through questions 1 to 5 in this section. Questions 1 to 4 require literal answers. Question 5

draws on the learners’ own experiences. Check that they understand the meaning of the following adverbs: never, sometimes, and often.

2. Learners either work individually or answer the questions in writing, or they discuss the questions in groups.

3. Question 6, which requires learners to offer opinions, should be done orally. If learners are working individually, discuss the question as a class towards the end of the lesson. It is not for assessment purposes.

Baseline assessmentUse the ‘After you listen’ activity to do a baseline assessment of listening skills. Use the memorandum provided under ‘Answers’ to mark the answers.

Informal assessmentIf the activities are done orally, circulate from group to group. Take note of learners who are

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struggling to answer the questions. You will need to do some remedial work with them during the year.Also, this is the first group activity they are doing this year. Use your observations to start thinking of how you will organise groups into different levels.

Work with words and sentencesLearner’s Book page 3The learners use the pronouns in the box to complete the sentences.

Answers1. My brother and I like watching television.2. She gets cross with us when we watch too much.3. She likes reading books but we don’t like reading them.4. There is soccer on tonight but I don’t like watching it.5. My brother always says, ‘I don’t understand why you don’t like soccer!’

HomeworkLearners complete answers to the activity on pronouns in ‘Work with words and sentences’. They have studied these pronouns in Grade 5. Find out what they remember. Read through the activity. If there is time, do it orally in class before the learners write the answers for homework.Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 8 for additional support.

LESSON 2: Duration: 60 minutes

Reading and Viewing


Read and viewRead a storyLearner’s Book page 4

Before you read1. Discuss the questions as a class.2. In question 1, learners use the title and pictures to predict what will happen in the story.3. Questions 2–4 extend learners’ knowledge of adverbs of frequency. (In Listen and speak in Lesson

1, they use the adverbs ‘never’, ‘sometimes’ and ‘often’.) They skim through the story to find specific words. They use the ‘Word list’ for help if necessary.

4. Ask learners to identify how many paragraphs there are in the story.5. Read the story to the class. Read it a second time.6. Ask learners to read the story quietly on their own. They do this twice.

While you readThis activity reinforces the adverbs of frequency from ‘Before you read’. Learners read the words in the context of the story.

After you read1. Discuss difficult words.2. Read through the questions with the class.3. Ask learners to complete the questions in writing. Questions 1 to 3 require literal answers. In question 4, learners are asked to analyse a situation and compare it with what happened before.

Baseline assessmentUse the ‘After you read’ activity to do a baseline assessment of reading comprehension skills. Use the memorandum provided under ‘Answers’ to mark the answers.Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 6 for additional support.

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Language Focus Daily listening and speaking practiceChoose an activity from the list of daily activities suggested at the beginning of this theme.

Language focusSubject-verb concordLearner’s Book page 81. Work as a class. Read the information about subject-verb concord in the box in the Learner’s Book.2. Discuss the rules. Learners should be familiar with them as they have learnt them in Grade 4 and 5.3. Pick up things in the classroom and ask learners to identify them using ‘There is …’ or ‘There are …’. For example: There is a dustbin. There are two books.4. Do this activity again, this time asking learners to put the verbs into the past tense (was/were).5. The learners work individually and write answers to Activity 1.

Baseline assessmentUse the ‘Language focus’ activity to do a baseline assessment of language skills. Use the memorandum provided under Answers to mark the answers.

Remedial activityIf learners are struggling to understand subject-verb concord, give them more practice. Use the activity below.1. There is/are some books on the table.2. There is/are one textbook for maths.3. There is/are a lot of desks in the classroom.4. There is/are a bookcase in the corner.5. There is/are four school holidays in the school year.

Extension activityLearners complete these sentences using their own words:1. There is ...2. There are ...3. Yesterday there was ...4. Yesterday there were ...

HomeworkLearners complete questions 2 and 3 from the ‘Revision’ section on page 10 of the Learner’s Book.

Independent reading - ReaderUse the picture story ‘Faiza’s party’ on pages 6 to 9 of the Reader.1. Ask learners to point out the basic elements of the picture story, that is, frames, captions and

speech bubbles.2. Ask them to look through the pages quickly and to use the pictures to get an idea of what the story

might be about.3. Talk about the characters in the story: How many are there? Who are they?4. Talk about the different settings in the story: school, shopping mall, Faiza’s house.5. Organise learners into pairs. Ask them to read the first page of the story. They take turns to read

the speech bubbles. Remind them to look up words they do not know in the Glossary on page 92 of the Reader, or in a dictionary.

Baseline assessmentUse the time allocated for independent reading to assess a few learners for reading aloud and speaking skills. For reading-aloud skills, ask learners to read at least two paragraphs from the text they are busy with. If it is a poem, they can read one or two verses. Before they start reading, remind them to pay attention to:

saying words correctly reading smoothly reading with expression.

For speaking skills, ask learners questions about the text they are reading. Use the following ideas, but adapt them according to the genre being used:

What is the title? Describe one thing that happens/something you find interesting. Has anything like this happened to you?/Have you ever felt like this?

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Writing and Presenting


Write and presentsWrite a storyLearner’s Book page 91. Work as a class. Tell learners they are going to write their own story.2. Explain that, so far, learners have listened to a story and read a story. So by now they know quite a

bit about stories.3. Discuss some of the basic elements of the stories they have read, for example: They have people in

them. They happen in a place, or places. The people do and say things.4. Read the example of the story. Just read the story text, not the annotations.5. Read the annotations around the story. Discuss them with the class. Tell learners that these are

the things you need to remember when you write a story.6. Remind learners of the writing process. They have used it in Grades 4 and 5.7. Ask them to point out the five stages of the process in the Learner’s Book.8. Tell them that they will start planning their stories in the next lesson. For homework, learners

must decide what they will write about.Independent reading - ReaderUse the picture story ‘Faiza’s party’ on pages 6 to 9 of the Reader.1. Find out what learners can remember about the story. Ask: Who are the characters? Where are

they? What is the problem?2. Learners work in pairs and read the next two pages of the picture story. Remind them to look up

words they do not know in the Glossary on page 92 of the Reader, or in a dictionary.Baseline assessmentUse the time allocated for independent reading to assess a few learners who have not yet been assessed for reading aloud and speaking skills. Ask them questions about the story they are reading. Use the ideas and rating scales from Lesson 3.



Daily listening and speaking practiceChoose an activity from the list of daily activities suggested at the beginning of this theme.Vocabulary in contextGive learners five to ten minutes to work in their personal dictionaries. They make sure they have added all the new words they have learnt in this first week of the cycle. This includes words they have come across during independent reading. Encourage them to add sentences that show the meanings of the word.

Write and presentsWrite a storyLearner’s Book page 91. Work as a class. Remind learners that they are going to start writing their stories in this lesson.2. Tell them that they are going to do the first stage of the writing process. They will use a mind map

to plan their stories.3. Read through the story and the annotations again.4. Find out if there is anything that learners are unsure about. Explain more if needed.5. Ask them to copy the mind map in the Learner’s Book into their exercise books. They could use

rough paper instead if it is available, but they will need to hand in the mind maps with their completed stories.

6. About 20 minutes before the end of the lesson, tell them to put their work away, and to prepare for independent reading. Explain that they will continue the story writing in the writing lesson next week.

HomeworkLearners decide on a topic for their stories.Independent reading - ReaderUse the picture story ‘Faiza’s party’ and the invitation on pages 6 to 9 of the Reader.

1. Learners work in pairs. They complete the picture story and discuss the questions at the end.

2. They analyse and evaluate the main character’s behaviour. They also give a personal response.

Remind them to look up words they do not know in the Glossary on page 92 of the Reader, or in a dictionary.Baseline assessmentUse the time allocated for independent reading to assess a few learners who have not yet been assessed for reading aloud and speaking skills. Ask them questions about the story they are reading. Use the ideas and rating scales from Lesson 3.Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 30 for additional support.

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Week 2LESSON 6:

Duration: 60 minutes


Daily listening and speaking practiceChoose an activity from the list of daily activities suggested at the beginning of this theme.Listen and speakPlay a language gameLearner’s Book page 31. Work as a class. Read through the instructions of how to play the game. Make sure everyone is

clear about what they need to do. Ask questions, for example: What must you do first? What must you do next?

2. Organise the class into groups. Remind them of the basic rules when they do speaking activities: give everyone a chance to speak, listen carefully when someone is speaking and let them finish before you say something.

3. Learners play their games.4. About 20 minutes before the lesson ends, end the games and ask learners to prepare for

independent reading.Independent reading - ReaderUse the picture story ‘Faiza’s party’ and the invitation on pages 6 to 9 of the Reader.1. Learners work in pairs. They use the frame below to give an oral review about the story.

The title is ... The main characters are ... The story takes place in these places .... The story is about a ... (say one or two sentences – do not tell the whole story, just the main

ideas at the beginning). I liked/did not like this story because ...

2. If there is time after the orals, ask learners to read the whole story in their pairs.Baseline assessmentUse the time allocated for independent reading to assess a few learners who have not yet been assessed for reading aloud and speaking skills. Ask them questions about the story they are reading. Use the ideas and rating scales from Lesson 3.

LESSON 7: Duration: 60 minutes Reading and Viewing


Read and viewRead the story aloudLearner’s Book page 61. Read the story ‘Jeff goes missing!’ on page 4 of the Learner’s Book to the class again.2. Organise the class into pairs.3. Read through the points under number 2 in the Learner’s Book. Give examples to demonstrate the

points. For example, read a sentence but do not pause where there is a comma. Then read the same sentence and pause correctly this time. Read an exclamation without enthusiasm. Then read the same sentence with the necessary expression.

4. Ask learners to take turns to read the story to each other, paying attention to the points they have just been through.

5. About 20 minutes before the end of the lesson, ask learners to prepare for the integrated language activities on page 6. (They will prepare their personal dictionaries in the next lesson.)

SpellingLearner’s Book page 61. Learners do questions 1 and 2 orally, in pairs.2. They do question 3 individually, in writing.Work with words and sentencesLearner’s Book page 7Learners write the answers on their own.

Do a word puzzleLearner’s Book page 71. Read the instructions of how to do the word puzzle.2. Learners complete the activity for homework.

Informal assessmentAsk learners to swap books and mark each other’s work. Go through the questions and let learners write the answers on the board. Make sure the words are spelt correctly.

HomeworkLearners do question 1 from the ‘Revision’ section on page 10 of the Learner’s Book.

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LESSON 8: Duration: 60 minutes Language Focus Daily listening and speaking practice

Choose an activity from the list of daily activities suggested at the beginning of this theme.

Language focusCountable and uncountable nounsLearner’s Book page 81. Work as a class. Read the information about countable and uncountable nouns in the box in the

Learner’s Book.2. Discuss the rules. Learners should be familiar with them as they have learnt them in Grades 4 and

5. Point out the use of ‘an’ in front of a word that starts with a vowel.3. Ask learners to find examples of countable objects in the classroom, for example: desk, chalk,

pencil. Practise using the words ‘one’, ‘a/an’ and ‘two’ with the nouns.4. Examples of uncountable nouns will be hard to find in the classroom, so use examples from a

wider context, for example: water, flour, soil.5. Learners work individually and write answers to the activity.

Baseline assessmentUse the activity ‘Countable and uncountable nouns’ to assess the learners’ language skills. Use the memorandum provided in ‘Answers’ to mark the answers.

Remedial activityIf learners are struggling to identify uncountable nouns, give them more practice. Use the activity below:1. There is a/some furniture in the room.2. There will be a/some bad weather tomorrow.3. There was a/some bad traffic on the way to school.4. You will need a/some equipment to bake that cake.5. There is a/some information on how to save money in the magazine.

Extension activityPoint out that some nouns can have both a countable and an uncountable meaning. This often happens with the names of animals that are also a type of food. For example: You eat some fish (uncountable), but there is a fish (countable) in the bucket. Chicken is another example of this.

HomeworkLearners do question 4 from the ‘Revision’ section on page 10 of the Learner’s Book.

Make a personal dictionaryLearners prepare their personal dictionaries. Some learners might still be able to use their dictionaries from the previous year. They can do independent reading while other learners are making their dictionaries.

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LESSON 9: Duration: 60 minutes Writing and Presenting


Write and presentWrite a storyLearner’s Book page 91. Explain that learners are going to use the information from their mind maps to start writing their

stories.2. Remind them that they will need to hand in their mind maps with their completed stories.3. Discuss the writing process. Read through the five stages on page 9 of the Learner’s Book again.

Explain that they have completed the first stage: Planning. Now they will write their first drafts.4. Read through the model story ‘Going to the movies’ again.5. Discuss the annotations next to the story.6. Ask learners to start writing their first drafts. They do this in their exercise books or on rough

paper.7. Tell them that, at this stage, they must concentrate on the ideas in each paragraph. Remind them

to use a dictionary to look up new words to use.8. About 20 minutes before the end of the lesson, ask the learners to put their writing away. They

will complete it in the next lesson.9. Learners continue with their independent reading.

Independent reading - ReaderUse the invitation on page 10 of the Reader.1. Ask: What is an invitation? Find out what learners know about this genre. Talk about the different

kinds of events we invite people to, such as: parties, prize-givings, special ceremonies, weddings.2. Ask them to point out the basic features of the genre, that is, greeting, paragraphs and ending.3. Find out if they know the meaning of PS (post script), and what we use it for (to add something

after the greeting).4. Ask learners to read the invitation quietly on their own. Then ask them to read it in pairs. They

can take turns to read a paragraph. Remind them to look up words they do not know in the glossary on page 92 of the Reader, or in a dictionary.

5. Ask learners to discuss the questions below the invitation. They relate the topic of the invitation to their own experience and express opinions about it. They also identify information that is missing from the invitation, that is, the time and a contact number/address to reply to.

Baseline assessmentBy now you should have assessed most of the learners for reading aloud and speaking skills. If necessary, use the time allocated for independent reading to assess the few learners who have not yet been assessed. Ask them questions about the story they are reading. Use the ideas and rating scales from Lesson 3.

HomeworkGive learners the spelling list you have prepared. Ask them to learn the words for a spelling test in the next lesson.

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SpellingGive learners the spelling test. Ask them to swap books and to mark each other’s work. Record their marks out of 10 if you need to.

Vocabulary in contextGive learners five to ten minutes to work in their personal dictionaries. They must make sure they have added all the new words they have learnt in this two-week cycle. This includes words they have come across during independent reading. Encourage them to add sentences that show the meanings of the word.

Write and present

Write a storyLearner’s Book page 91. Learners work on their own and complete their first drafts. Give them about 15 to 20 minutes to

do this.2. Read the annotated notes next to the model story in the Learner’s Book again. Ask learners to read

their work carefully and to check that they have included everything they need to. Ask them to think of any changes that will make their writing better.

3. Learners work in pairs. They read each other’s drafts and check spelling and punctuation.4. If there is time, let them write their final drafts in their exercise books. Remind them to add a title.

Also remind them to write neatly. If there is not time, they can finish their stories for homework. They must hand in their mind maps with their stories.

REVISION: Learner’s Book p10The DBOE Workbook can be used for revision work and homework

ASSESSMENT TASKBaseline assessmentLesson 1 and 2: Use the ‘After you listen’ activity to do a baseline assessment of listening skills. Lesson 3: Use the ‘Language focus’ activity to do a baseline assessment of language skillsLessons 3, 4, 5 and 6: Use the time allocated for independent reading to assess a few learners for reading aloud and speaking skills. For

reading-aloud skills, ask learners to read at least two paragraphs from the text they are busy with. If it is a poem, they can read one or two verses. Before they start reading, remind them to pay attention to:saying words correctly, reading smoothly, and reading with expression. For speaking skills, ask learners questions about the text they are reading. Use the following ideas, but adapt them according to the genre being used: What is the title? Describe one thing that happens/something you find interesting. Has anything like this happened to you?/Have you ever felt like this?

Lesson 8: Use the activity ‘Countable and uncountable nouns’ to assess the learners’ language skills.Lesson 10: Use the learners’ stories to do a baseline assessment for creative writing.

Informal assessmentLesson 1: If the activities are done orally, circulate from group to group. Take note of learners who are struggling to answer the questions.

You will need to do some remedial work with them during the year. Also, this is the first group activity they are doing this year. Use your observations to start thinking of how you will organise groups into different levels.

Lesson 7: Ask learners to swap books and mark each other’s work. Go through the questions and let learners write the answers on the board. Make sure the words are spelt correctly.

14

TERM 1: PLATINUM LESSON PLANS – GRADE 6Subject: English First Additional Language Grade: 6Theme 1: After SchoolDuration: 2 weeks (10 hours) Term 1 Weeks 1 & 2

CAPS Content

and Skills


Reading and Viewing(4 hours)



(1 hour)• Does daily listening and speaking practice• Talks about photographs that introduce the theme• Listens to a story about a family• Plays a languagegame called ‘I wish’

• Reads a story called‘Jeff goes missing!’• Does a comprehension on the story• Practises reading the story aloud• Does a word puzzleusing vocabulary fromGrade 5• Reads independently or in pairs

• Writes a story about an enjoyable experience• Uses the writing process to develop the story• Makes a personal dictionary• Records words andtheir meanings in thedictionary

Language focus• Subject-verb concord• Countable anduncountable nounsIntegrated languageSpelling• Spells correctly using a personal dictionary• Builds word families based on how they sound or look• Builds on knowledge of sight words and high-frequency wordsWork with words andsentences• Personal pronouns• Simple past tenseVocabulary in contextWords taken from shared or individually read texts

LEARNING ACTIVITY

TEACHING METHODS / APPROACHNote: 5–10 minutes Daily listening and speaking: choose an

activity from page 4 in the TGRESOURCES

Week 1LESSON 1: Duration: 60 minutes

Platinum English FAL Grade 6 Learner's Book and Teacher’s Guide




Learner’s Book page 2Talk about photographs: The questions explore some of the ideas and vocabulary theywill come across in the theme.Listen to a story: Use the listening text on page 204 of the Learner’s Book. Work with words and sentences: Learners use personal pronouns to complete an activity.Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 8 for additional support.


Reading and Viewing

Learner’s Book page 4Read a story: The story is called ‘Jeff goes missing!’. Work with words and sentences: Learners use the simple past tense to complete an activity. Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 6 for additional support.


Language Focus

Learner’s Book page 8Subject-verb concord: Learners read the rules about this concept in the box. Then they use this information to complete an activity. Independent reading - Reader



Learner’s Book page 9Write a story: This activity will be done over threelessons. Independent reading - Reader

15


Learner’s Book page 9Write a story: Learners continue the writing activity from the previous lesson. They use a mindmap to start planning a story.Independent reading- ReaderUse the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 30 for additional support.

Week 2LESSON 6:



Learner’s Book page 2Play a language game: Learners work in groups.They read and follow instructions to play a game called ‘I wish’. Independent reading- Reader


Reading and Viewing

Learner’s Book page 4Practice reading: Learners work in pairs and take turns to read the story ‘Jeff goes missing!’ aloud to each other.Spelling and Vocabulary in context: Learners complete the activity on words with the ‘ch’ sound. Then they use these words in sentences.Do a word puzzle: The puzzle focuses on new vocabulary in this theme.


Language Focus

Learner’s Book page 8Countable and uncountable nouns: Learners read the rules about this concept in the ‘Help’ box. Then they use this information to complete an activity. Make a personal dictionary: Learners prepare their personal dictionaries.



Learner’s Book page 9Write a story: Learners use their mind maps from Lesson 5 Week 1 to write a first draft of their story.Independent reading- Reader



Learner’s Book page 9Spelling: Learners do a spelling test based on new words they learnt in this cycle.Vocabulary in context: Learners spendabout ten minutes working on their personal dictionaries.Write a story: Learners work through the writing process to complete their stories.


ASSESSMENT TASKBaseline assessmentLesson 1 and 2: Use the ‘After you listen’ activity to do a baseline assessment of listening skills. Lesson 3: Use the ‘Language focus’ activity to do a baseline assessment of language skillsLessons 3, 4, 5 and 6: Use the time allocated for independent reading to assess a few learners for reading aloud and speaking skills. For

reading-aloud skills, ask learners to read at least two paragraphs from the text they are busy with. If it is a poem, they can read one or two verses. Before they start reading, remind them to pay attention to: saying words correctly, reading smoothly, and reading with expression. For speaking skills, ask learners questions about the text they are reading. Use the following ideas, but adapt them according to the genre being used: What is the title? Describe one thing that happens/something you find interesting. Has anything like this happened to you? Have you ever felt like this?

Lesson 8: Use the activity ‘Countable and uncountable nouns’ to assess the learners’ language skills.Lesson 10: Use the learners’ stories to do a baseline assessment for creative writing.

Informal assessmentLesson 1: If the activities are done orally, circulate from group to group. Take note of learners who are struggling to answer the questions.

You will need to do some remedial work with them during the year. Also, this is the first group activity they are doing this year. Use your observations to start thinking of how you will organise groups into different levels.

Lesson 7: Ask learners to swap books and mark each other’s work. Go through the questions and let learners write the answers on the board. Make sure the words are spelt correctly.

16

PLATINUM LESSON PLANS – GRADE 6Subject: English First Additional Language Grade: 6Theme 2: HeroesDuration: 2 weeks (10 hours) Term 1 Weeks 3 & 4

CAPS Content

and Skills





(1 hour)• Does daily listening and speaking practice• Talks about a photograph that introduces the theme• Listens to a factual recount about the tsunami• Sustains a conversation on the topic of information that could save them

• Reads a simple factual account about a boy saving his sister• Does a comprehension• Reads an e-mail• Reads an advertisement• Practices reading• Reflects on texts read

• Writes a simple personal letter• Writes a simple factual recount of a time they helped someone• Records words and meanings in personal dictionaries

Language focus• Present progressive tense• AdjectivesIntegrated languageWork with words andsentences• Use of ‘a’ and ‘the’• Modals• Adverbs of timeSpelling• Spells correctly using a personal dictionary• Builds word families based on how they sound or look• Builds on knowledge of sight words and high-frequency wordsVocabulary in context• Words taken from shared or individually read texts

LEARNING ACTIVITY



Week 3LESSON 1:Listening and Speaking

Duration: 60 minutesLearner’s Book page 12Talk about a photograph: page 11 of the Learner’s Book.Listen to a true story: Learners listen to a story about a girl who saved others during a tsunami. (Term 1 Formal Assessment Task 1)Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 5 for additional support.



If possible, bring other photographs about the Asian tsunami to class to show the learners.

Collect newspaper articles about young people who have done something helpful or brave. Displaythese in the classroom during this theme as an extra reading resource.

Write the words ‘the’, ‘a’ and ‘an’ on large pieces of cardboard.

If possible, have real envelopes to address.


Reading and Viewing

Learner’s Book page 14Read a newspaper article: This follows the stages of ‘Before’, ‘While’ and ‘After you read’. (Term 1 Formal Assessment Task 1)Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 2 to 4 for additional support.


Reading and Viewing

Learner’s Book page 14Work with words and sentences: This integrated activity practises when to use the articles ‘a’ and ‘the’. (Term 1 Formal Assessment Task 1)Independent reading- Reader


Language Focus

Learner’s Book page 18Use the present progressive tense: Learners read notes and complete sentences.Independent reading- Reader

LESSON 5:Writing and Presenting

Duration: 60 minutesLearner’s Book page 19

18

Write a letter: Learners read a model letter and then write their own, following the writing process on page 19 of the Learner’s Book.Independent reading- ReaderUse the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 5 for additional support.

Have posters showing important telephone numbers such as the numbers for Childline and the police.

Week 4LESSON 6:



Learner’s Book page 12Talk about information that could save you:Learners have a structured group discussion about what to do in given situations.Work with words and sentences: This integrated activity practises the modal verbs ‘may’ and ‘can’.

LESSON 7: Duration: 60 minutes Have other examples of advertisements and posters to display in the classroom.

If possible, show learners real e-mails on a computer screen.

Have a dictionary available.


Reading and Viewing

Learner’s Book page 16Read an advertisement: Learners develop critical reading skills, as they understand how the advertisement works. (Term 1 Formal Assessment Task 1)Independent reading- ReaderAbout 20 minutes before the end of the lesson, learners prepare for independent reading. They read the poem on page 14 of the Reader, or any other suitable text.


Reading and Viewing

Learner’s Book page 14Read an e-mail: This activity combines understanding the layout and content of an e-mail.Vocabulary in context: Learners use some of the words that might be new to them.


Language Focus

Learner’s Book page 18Use adjectives: This explains how adjectives change when we compare two or more than two things. (Term 1 Formal Assessment Task 1)Spelling: Learners do a spelling test on new words they learnt in this cycle.Independent reading- Reader



Learner’s Book page 19Write a true story: Learners write their own story, using a given structure. They follow the writing process. (Term 1 Formal Assessment Task 1)Independent readingAbout 20 minutes before the end of the lesson, learners prepare for independent reading. They complete the texts on pages 14 and 15 of the Reader, or they use any other suitable text.Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 9 for additional support.

REVISION: Learner’s Book p20The DBOE Workbook can be used for revision work and homeworkASSESSMENT TASKFormal assessmentLesson 1: Listens and speaks about a storyLesson 2: Reading comprehension; reads aloud; reflects on texts read independentlyLesson 3: Language structuresLesson 7: Reading comprehension: advertLesson 9: Language structuresLesson 10: Writes three paragraphs

Informal assessmentLesson 1: Monitor whether all learners participate in group or class discussions.

Encourage those who do not.Lesson 6: Walk around the class during this activity, and monitor that all learners are

taking part and are allowing others in their group to speak.

19

PLATINUM LESSON PLANS – GRADE 6Subject: English First Additional Language Grade: 6Theme 3: Stand Up For yourselfDuration: 2 weeks (10 hours) Term 1 Weeks 5 & 6

CAPS Content

and Skills





(1 hour)• Does daily listening and speaking practice• Talks about a photograph that introduces the theme• Listens to a story

• Reads a story• Practices reading the story aloud• Does a comprehension based on the story• Reads independently or in pairs

• Writes for personal reflections (a diary entry)• Records words and their meanings in the dictionary

Language focus• Prepositions that showposition• HomonymsIntegrated languageSpelling• Uses knowledge of alphabetical order and first letters of a word to find words in a dictionary• Words starting with ‘g’and followed by ‘-e’, ‘-i’ or‘-y’; words starting with ‘g’ even though they sound like ‘j’Work with words andsentences• Personal pronouns• Verbs to describe actions• Use of question forms• Capital letters for proper nouns, titles and initialsof peopleVocabulary in context• Words taken from sharedor individually read

textsLEARNING ACTIVITY



Week 5LESSON 1:





Learner’s Book page 22Talk about a photograph: Learners look at a photograph of happy, confident children and then discuss questions that are based on it.Listen to a story: Learners listen to a story called ‘Say no to bullying’, and answer questions about it.Independent reading- Reader


Reading and Viewing

Learner’s Book page 24Read a story: Learners read the story ‘Bongi and the bully’ and answer questions based on it. They also answer two integrated language questions (covering verbs and personal pronouns) that are based on the story.Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 63 for additional support.

LESSON 3:20


Reading and Viewing

Learner’s Book page 24Read a story: ‘Bongi and the bully’ continued.Independent reading- Reader


Language FocusLearner’s Book page 27Prepositions: Learners work with prepositions.


Learner’s Book page 28Write a diary entry: Learners begin to write a diary entry. Vocabulary in context: Learners spend about 10 minutes working on their personal dictionaries.

21

Week 6LESSON 6:



Learner’s Book page 22Listen to a story: Learners listen to the same story from Lesson 1 and answer questions about it.Learners then answer two integrated spelling and punctuation questions that are based on the story.Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 17 for additional support.


Reading and Viewing

Learner’s Book page 24Read diary entries: In this lesson and in Lesson 8, learners read a diary entry and answer questions about it. They complete two integrated language questions based on the diary entries.Vocabulary in context: Learners spend about 10 minutes working on their personal dictionaries, bringing them up to date by adding new words that they have learnt from the reading and listening texts.


Reading and Viewing

Learner’s Book page 24Read diary entries: Learners read and answer more questions about the diary entry they read.Independent reading- ReaderAbout 20 minutes before the end of the lesson, learners prepare for independent reading. They use the letters on pages 16 and 17 of the Reader, or any other suitable text.


Language Focus

Learner’s Book page 27Homonyms: Learners learn the rules about homonyms.Independent reading- ReaderAbout 20 minutes before the end of the lesson, learners prepare for independent reading. They use the letters on pages 16 and 17 of the Reader, or any other suitable text.



Learner’s Book page 28Spelling: Learners do a spelling test based on new words they learnt in this two-week cycle.Write a diary entry: Learners continue the writing process that they began in Lesson 5 to complete their diary entries.Independent reading - Reader


ASSESSMENT TASKFormal AssessmentLesson 2: Reading comprehension

Informal assessmentLesson 4 and 9: Learners swap their books with a partner. They mark each other’s answers.Lesson 10: Learners check their own or their partner’s writing

22

PLATINUM LESSON PLANS – GRADE 6Subject: English First Additional Language Grade: 6Theme 4: Be CreativeDuration: 2 weeks (10 hours) Term 1 Weeks 7 & 8

CAPS Content

and Skills





(1 hour)• Does daily listening and speaking practice• Talks about a photograph that introduces the theme• Listens to instructions about how to make a card• Gives instructions about making a collage picture• Describes a process of making a model of a house

• Reads information text with visuals, called ‘The Keiskamma Art Project’• Does a comprehension activity on the text• Follows instructions about making butterflies• Does a word puzzle• Reads independently

• Writes a descriptionof a simple process of making butterflies• Writes simple definitions using a frame• Designs, draws and completes a collage• Records words and meanings in a personal dictionary

Language focus• Past progressive tense• Prepositions• Use of shortened formsIntegrated language Use of ‘must’, ‘can’

and ‘may’ Words beginning with

‘c’ pronounced as ‘s’ and as ‘k’

Connecting words such as ‘next’, ‘then’ and ‘finally’

Spelling• Spells correctly • Builds word families based on how they sound or look• Sight words and high frequency words.Vocabulary in context• Words taken from shared or individually read texts

LEARNING ACTIVITY



Week 7LESSON 1:

Duration: 60 minutes Learner’s Book page 32



If possible, bring examples of other collages to class to show the learners.

You will need cardboard or paper, old newspapers, scissors and glue for learners to make their ownbirthday cards

If possible, bring other pictures of the Keiskamma tapestry to class.

paper, paint or crayons, small sticks, glue, a large sheet of paper as the base for the butterfly collage


Talks about a photograph: Learners discuss the photograph on page 31 (LB).Listen to instructions: Learners use the listening text on page 204 (LB). (Term 1 Formal Assessment Task 2)Give instructions: Learners generate their own instructions (Term 1 Formal Assessment Task 2)


Reading and Viewing

Learner’s Book page 34Read an information text with visuals: (Term 1 Formal Assessment Task 2)Independent reading- ReaderUse the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 66 to 67 for additional support.


Language Focus

Learner’s Book page 37Follow instructions: Learners read instructions about how to make a collage.Spelling: Learners distinguish between the ‘k’ sound and the ‘s’ sound in words that start with the letter ‘c’.


Learner’s Book page 3823

The past progressive tense: Learners read notes and complete sentences. (Term 1 Formal Assessment Task 2)Independent reading- Reader


Learner’s Book page 38Write a description of a simple process: Learners write their own instructions.Independent reading- ReaderUse the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 68 to 69 for additional support.

Week 8LESSON 6:

Duration: 60 minutes Have available a textbook from one of the learners’ other subjects. The textbook should contain definitions of words from the subject.

Make a collage: paper, glue, old magazines, scraps of fabric

Use the exercises in the DBOE Workbooks for additional support


Learner’s Book page 32Describe a process: Learners choose a process from one of their other learning areas to describe. (Term 1 Formal Assessment Task 2)Independent reading- ReaderAbout 20 minutes before the end of the lesson, learners prepare for independent reading.They use the texts on pages 6 to 19 of the Reader, or any other suitable text.


Reading and Viewing

Learner’s Book page 34Work with words and sentences: Revise how to use the modals ‘must’, ‘can’ and ‘may’. Learners complete sentences.Do a word puzzle: Learners make a sentence with words starting with letters that spell a word.


Reading and Viewing

Learner’s Book page 34Prepositions: Revise what prepositions are. Then learners complete the sentences and write them. (Term 1 Formal Assessment Task 2)Don’t and doesn’t: Learners choose the correct abbreviation to complete the sentences. (Term 1 Formal Assessment Task 2)Independent reading- ReaderAbout 20 minutes before the end of the lesson, learners prepare for independent reading. They use the texts on pages 6 to 19 of the Reader, or any other suitable text.Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 70 to 71 for additional support.


Language Focus

Learner’s Book page 37Write definitions: Learners write their own definitions, from the content of this theme, or from other learning areas.Record words and meanings in a personal dictionary: Learners update their personal dictionaries.Spelling: Learners do a spelling test on new words they learnt in this cycle.



Learner’s Book page 38Design and draw a collage: Learners make their own collage of healthy and unhealthy food. They write labels and use symbols. (Term 1 Formal Assessment Task 2)Independent readingAbout 20 minutes before the end of the lesson, learners prepare for independent reading. They use the texts on pages 6 to 19 of the Reader, or any other suitable text.Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 72 to 73 for additional support.


ASSESSMENT TASKFormal assessment

24

Lesson 1: Listens to and gives instructionsLesson 2: Reading comprehensionLesson 4: Language structuresLesson 5: Write a description of a processLesson 6: Language structuresLesson 8: Language structures

Informal assessmentLesson 3: Assess whether learners can read instructions by looking at whether they have made their butterflies correctly.Lesson 6: Learners assess their peers by answering the following questions:

1. Did the learner explain the process clearly?2. Did the learner use connecting words such as the following: first, then, next?3. Was the description in the correct order?

25

PLATINUM LESSON PLANS – GRADE 6Subject: English First Additional Language Grade: 6Theme 5: Fantastic FoodDuration: 2 weeks (10 hours) Term 1 Weeks 9 & 10

CAPS Content

and Skills





(1 hour)• Does daily listening and speaking practice• Talks about a photograph that introduces the theme• Listens to poems• Plays a language game

• Reads poems• Practices reading a story aloud• Does comprehensions based on poems• Reads independently or in pairs.

• Writes a description of a person• Writes a description of an object• Records words and their meanings in a personal dictionary• Uses the writing process.

Language focus• Possessive form of nouns• Compound wordsIntegrated languageSpelling• Spells familiar words • Works with wordsstarting with a ‘k’ sound and followed by ‘-e’ or ‘-i’, using the letter ‘k’ to spell the wordWork with words andsentences• Different types of adjectives • Simple present tense Vocabulary in context

LEARNING ACTIVITY



Week 9LESSON 1:





Learner’s Book page 42Talk about a picture: Learners discuss questions based on photographs of different food. They point at the pictures of the different food, and then they point at the foods that the adjectives describe.Listen to poems: Listen to two poems‘I don’t like custard’ and ‘Mangoes’. Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 43 for additional support.


Reading and Viewing

Learner’s Book page 44Read poems: Learners start to read the poem ‘Today for lunch’ and work through the questions based on it. They continue work on it in Lesson 3.


Reading and Viewing

Learner’s Book page 44Read poems: Learners continue working throughthe questions based on the poem ‘Today for lunch’. Learners complete the questions by the end of this lesson.Independent reading- ReaderUse the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 36 for additional support.

LESSON 4: Duration: 60 minutes Language Focus Learner’s Book page 47

Nouns showing belonging: Learners learn the rules about ‘nouns showing belonging’.Vocabulary in context: Learners spend about10 minutes working on their personal dictionaries, bringing them up to date by adding new words that they have learnt from the reading and listening texts.

26

Independent reading- ReaderUse the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 93 for additional support.


Learner’s Book page 48Write about a person: Learners write about a girl in a picture by completing a writing frame and editing their writing.Independent reading- Reader

27

Week 10LESSON 6:



Learner’s Book page 42Listen to poems: Learners listen to ‘I don’t like custard’ and ‘Mangoes’ again, and answer more questions based on them. Learners write sentences describing foods from the poems.They then work with words that start with a ‘k’ sound but are spelt beginning with either a ‘k’ ora ‘c’. Learners then work with different types of adjectives.Play a language game: Learners in a group take turns to describe a fruit or vegetable for others to guess its name. Learners have only 30 seconds to describe the fruit or vegetable. The learner who guesses correctly takes his or her turn.


Reading and Viewing

Learner’s Book page 44Read poems: Learners read and work throughthe questions based on the poem ‘One day a boy went walking’. Then they answer integrated language questions based on the poem, covering the simple present tense to describe regular actions.Independent reading- ReaderAbout 20 minutes before the end of the lesson, learners prepare for independent reading. They use the story on pages 22 to 25 of the Reader, or any other suitable text.Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 21 for additional support.


Language Focus

Learner’s Book page 47Compound words: Learners learn the rulesabout compound words.Vocabulary in context: Learners spend about 10 minutes working on their personal dictionaries, bringing them up to date by adding new words that they have learnt from the reading and listening texts.Independent reading- ReaderAbout 20 minutes before the end of the lesson, learners prepare for independent reading. They use the story on pages 22 to 25 of the Reader, or any other suitable text.



Learner’s Book page 48Write about your favourite food: Learners begin writing a description about their favourite food and complete their writing in Lesson 10.



Learner’s Book page 48Spelling: Learners do a spelling test based on new words they learnt in this two-week cycle.Write about your favourite food: Learners complete the writing process that they began in Lesson 9.Independent reading- ReaderAbout 20 minutes before the end of the lesson, learners prepare for independent reading. They use the story on pages 22 to 25 of the Reader, or any other suitable text.


ASSESSMENT TASKInformal assessmentLesson 3: Learners swap their books with a partner. They mark each other’s answers.Lesson 9: Learners check their rough drafts for language, punctuation and spelling errors.

28

TERM 2: PLATINUM LESSON PLANS – GRADE 6Subject: English First Additional Language Grade: 6Theme 6: Playing TricksDuration: 2 weeks (10 hours) Term 2 Weeks 11 & 12

CAPS Content

and Skills





(1 hour)• Does daily listening and speaking practice• Relates a story about a hare• Listens to a traditionalstory about Hare andLion and answers questions about the story• Explains a story about why monkeys have flat tummies• Discusses meanings of words• Completes sentences using own words

• Reads a flowchart with visuals indicating the sequence of events in the Hare and Lion story• Reads a story with pictures about a trickster who tricked monkeys• Reads and adjusts own text• Analyses a picture of lions in order to complete sentences• Reads independently

• Writes notes in the form of a flow chart• Completes sentences to explain a story• Writes a paragraph expressing own opinions• Writes a draft for a story using a frame• Writes a final draft after checking and editing own story• Presents the story with an illustration• Records words and meanings in personal dictionary

Language focus• Regular and irregular forms of verbs • Uncountable nouns• Words that show obligationIntegrated languageWork with words and sentences• The correct form of the noun in sentences• Demonstrative pronouns • Simple present tense• Adjectives before nouns Spelling• Spells correctly • Builds word families • Builds on knowledge of sight words and high-frequency words• Uses words starting with a ‘k’ sound and followed by -a’, ‘-u’ or‘-o’Vocabulary in context

LEARNING ACTIVITY

TEACHING METHODS / APPROACHNote: 5–10 minutes Daily listening and speaking: choose an activity from

page 82 in the TGRESOURCES

Week 11LESSON 1:




Learner’s exercise books with their flow charts

Have dictionaries available.



Talk about a photograph: Learners talk about a photograph. Listen to a story: Learners listen to a traditional story and answer questions about it. They make notes in the form of a flow chart about the story.Independent reading- ReaderUse the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 1 to 3 for additional support.



Learner’s Book page 53Listen to a story: Learners read their own flow chart notes and explain the story. They also read new words and explain the meanings to a partner.Independent reading


Reading and Viewing

Learner’s Book page 54Read a story: Learners predict a traditional story by analysing the illustrations. They read the story.


Language Focus

Learner’s Book page 57Work with words and sentences: Learners work with countable and uncountable nouns, demonstrative pronouns and regular and irregular verb forms.

29


Learner’s Book page 58Write a paragraph to express an opinion: Learners complete a paragraph to explain their own opinion.Independent reading- ReaderUse the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 4 to 9 for additional support.

Week 12LESSON 6:



Learner’s Book page 52Spelling: Learners do a spelling test.Vocabulary in context: Learners discuss and explain the meaning of words.Independent reading- ReaderUse the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 10 to 11 for additional support.


Reading and Viewing

Learner’s Book page 54Work with words and sentences: Learners explain how adjectives are used before or after nouns in sentences.Write a story using a frame: Learners analyse illustrations and plan a story using a mind map.


Language Focus

Learner’s Book page 57Regular and irregular verbs in the simple past tense: Learners revise regular and irregular verbs.Independent reading- Reader



Learner’s Book page 58Write a story using a frame: Learners write a first draft of a story, using their mind maps and a frame.Record words and meanings in a personal dictionary: Learners update their personal dictionaries.Spelling: Learners do a spelling test on new words they learnt in this two-week cycle.Independent reading- ReaderUse the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 12 to 13 for additional support.



Learner’s Book page 58Write a story using a frame: Learners edit their stories and write a final draft.Revision: Learners complete revision activities.


ASSESSMENT TASKInformal assessmentLesson 1: In pairs, learners check each other’s flow charts and give suggestions on how the flow charts could be improved if relevant.Lesson 3: Mark the learners’ answers. Discuss common mistakes with the class. Write the correct answers on the board for learners to copy.Lesson 5: Check whether learners have:• expressed their own ideas or opinions• used at least three sentences to explain their opinion.Make a note of the learners who need additional practice in expressing their own opinions and writing them down.

30

PLATINUM LESSON PLANS – GRADE 6Subject: English First Additional Language Grade: 6Theme 7: Useful PlantsDuration: 2 weeks (10 hours) Term 2 Weeks 13 & 14

CAPS Content

and Skills





(1 hour)• Does daily listening and speaking practice• Listens to oral descriptions of plants• Analyses and classifies things

• Reads an information text• Does a comprehension based on the information text• Reflects on texts read during independent/ pair reading

• Writes a description of a plant product• Designs, draws and labels a visual text: mind map• Records words and their meanings in a personal dictionary• Uses the writing process

Language focus• Possessive pronouns• Use of comparative andsuperlative adjectivesIntegrated languageSpelling• Adds ‘-es’ to form pluralsof words ending in ‘-s’, ‘-sh’,‘-ch’ or ‘-z’Work with words andsentences:• Nouns that have only plurals• Adverbs of manner• Use of connecting words showing addition, sequence and contrastVocabulary in context• Words taken from shared or individually read texts

LEARNING ACTIVITY



Week 13 LESSON 1:






Talk about photographs: Learners look at the plants in the picture.Listen to descriptions of plants: Learners listen to a description.Independent reading- Reader


Reading and Viewing

Learner’s Book page 64Read about paper: Learners read an information text with visuals about paper. Learners look around the classroom to find examples of other paper products. Independent reading- Reader(Term 2 Formal Assessment Task 1)


Language Focus

Learner’s Book page 67Possessive pronouns: Learners learn the rules about possessive pronouns.(Term 2 Formal Assessment Task 1)Vocabulary in context: Learners spend about 10 minutes working on their personal dictionaries.Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 8 to 9 for additional support.



Learner’s Book page 68Write a description of a plant product: Learners begin writing about something that is made from plants. They work through the writing process and complete their writing in Lesson 5.


Learner’s Book page 68Write a description of a plant product: Learners continue and complete the writing process that they began in Lesson 4. (Term 2 Formal Assessment Task 1)Independent reading- Reader(Term 2 Formal Assessment Task 1)

Week 14 31



Learner’s Book page 62Listen to descriptions of plants: Learners continue working through the section they started in Lesson 1. (Term 2 Formal Assessment Task 1)Sort plant products into groups: Learners look at illustrations of plant products and identify the products. Learners then identify similarities and differences between the plant products. They sort the products into groups and explain why the items in each group belong together.



Learner’s Book page 62Sort plant products into groups: Learners complete the questions that they started answering in Lesson 6. They also begin working on integrated spelling and language questions.Independent reading- ReaderThey use the poem on page 36 of the Reader. (Term 2 Formal Assessment Task 1)


Reading and Viewing

Learner’s Book page 64Read about paper: Learners answer questions based on the text and visuals they have read and looked at. Learners write answers to questions on their own. Learners then answer two integrated language questions based on the information text ‘Paper’. (Term 2 Formal Assessment Task 1)Vocabulary in context: Learners spend about 10 minutes working on their personal dictionaries, bringing them up to date by adding new words that they have learnt from the reading and listening texts.Independent reading- ReaderThey use the poem on page 36 of the Reader or any other suitable text. (Term 2 Formal Assessment Task 1)


Language Focus

Learner’s Book page 67Adjectives to compare things: Learners learn the rules about adjectives when comparing things. (Term 2 Formal Assessment Task 1)Independent reading- ReaderThey use the poem on page 36 of the Reader or any other suitable text. (Term 2 Formal Assessment Task 1)Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 43 for additional support.



Learner’s Book page 68Spelling Learners do a spelling test based on new words they learnt.Copy and complete a mind map: Learners read a short information text about saving our plants.They copy and complete a mind map frame with the relevant information from the text. (Term 2 Formal Assessment Task 1)Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 32 for additional support.


ASSESSMENT TASKFormal AssessmentLesson 2: Reads aloud and reflects on texts readLesson 3: Language structuresLessons 4 & 5: Writes a descriptionLesson 6: Listens to and speaks about oral descriptionsLesson 8: Reading comprehensionLesson 9: Language structuresLesson 10: Writing: mind map

Informal assessmentLesson 3: Write the answers to question 2 from the ‘Revision’ section on the board. Learners swap books and mark a partner’s

answers.Lesson 4: Learners check their own rough drafts (or a partner’s right draft) for language, punctuation and spelling errors.

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PLATINUM LESSON PLANS – GRADE 6Subject: English First Additional Language Grade: 6Theme 8: School OutingsDuration: 2 weeks (10 hours) Term 2 Weeks 15 & 16

CAPS Content

and Skills





(1 hour)• Does daily listening and speaking practice• Talks about a photograph that introduces the theme• Listens to a personal recount about a school outing• Listens to a true story• Listens to a funny story• Takes part in a roleplay based on the listening text• Practices listening and speaking

• Reads a story about a school outing to a dam• Does a comprehension activity on the text• Practices reading• Reads personal texts: a diary• Reflects on texts read

• Writes a simple personal letter• Records words and meanings in a personal dictionary

Language focus• Connecting words• Phrasal verbs• Use of ‘is’ or ‘are’Integrated languageSpelling• Checks spelling andmeaning of words in a dictionary• Works with words that are often confused• Spells words with double consonantsWork with words andsentences• Use of ‘has/have’• Past tenseVocabulary in context• Words taken from shared or individually read texts

LEARNING ACTIVITY



Week 15LESSON 1:



If possible, have pictures of people camping, so that learners can see the tents or sleeping rooms andother details of a camp.

Try to find a map of South Africa or of Limpopo Province, showing Mapungubwe. If possible, bring a simple newspaper article about rhino poaching to class, to use for the extension activity.

If possible, bring examples of real letters of thanks to class. These can be formal and informal letters.

Use the exercises in


Learner’s Book page 72Talk about a photograph: Learners discuss a photograph.Listen to a true story: Learners listen to a true story and do pre-, during and post-listening activities.


Reading and Viewing

Learner’s Book page 74Read a diary extract: Learners focus on diaries as a personal text and read an extract about a trip to Mapungubwe.Independent reading- ReaderUse the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 54 to 57 for additional support.


Reading and Viewing

Learner’s Book page 74Read a diary extract: Learners finish the comprehension activity from Lesson 2.Work with words and sentences: Learners practice the use of ‘have/has’.Independent reading- ReaderUse the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 58 to 60 for additional support.


Language Focus

Learner’s Book page 78Connecting words: Learners work with connecting words to join sentences.Independent reading- Reader


Learner’s Book page 79Write a letter: Learners use a model letter as an example and write

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the DBOE Workbooks for additional support.

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Week 16LESSON 6:



Learner’s Book page 72Listen to a funny story: Learners listen to a funny story and do pre-, during and post-listening activities.Role play a situation: Learners do a role play about seeing a donkey in the dark.Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 61 to 63 for additional support.


Reading and Viewing

Learner’s Book page 76Read a story: Learners read a story about a school trip to a dam.Independent reading- Reader


Reading and Viewing

Learner’s Book page 76Spelling: Learners work with words that double a consonant.Work with words and sentences: Learners work with the past tense forms of irregular verbs.Independent reading- Reader


Language Focus

Learner’s Book page 78Phrasal verbs: Learners use phrasal verbs to complete sentences.Using is/are: Learners practise the correct use of concord.Personal dictionaries: Learners enter new words into their personal dictionaries.



Learner’s Book page 79Write a letter: Learners edit the letter they drafted in Lesson 5.Spelling test: Learners do a spelling test of words from the theme.Independent reading- ReaderUse the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 64 to 66 for additional support.


ASSESSMENT TASKInformal assessmentLesson 1: Learners work in groups to check each others’ answers. They check that the information is correct and that the answers are written in full sentences.Lesson 7: Monitor learners’ answers to check that they are able to predict the story and the ending of the story. Note that prediction is a valid form of testing comprehension. However, weaker learners might need some help with it, as it is a more challenging activity than answering straightforward comprehension questions.Lesson 8: Learners work in groups and check each others’ answers.

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PLATINUM LESSON PLANS – GRADE 6Subject: English First Additional Language Grade: 6Theme 9: Time For TelevisionDuration: 2 weeks (10 hours) Term 2 Weeks 17 & 18

CAPS Content

and Skills





(1 hour)• Does daily listening and speaking practice• Interviews classmates for a survey on who watches which programmes• Sustains a conversation on TV programmes• Plays a card game, giving and following instructions.

• Reads a simple book review• Reads and answers questions about a TVprogramme guide• Practises reading a TV news article aloud• Unscrambles TVprogrammes to solve a word puzzle• Reflects on reviews and articles and compares the texts

• Writes simple dictionary definitions• Develops a simple questionnaire on who in the class watches which types of TV programmes• Writes a paragraph to express and explain an opinion on the amount of time spent watching TV• Uses the writing process to plan questionnaires and to give an opinion• Records words and meaning in a personal dictionary

Language focus• Uses the future tense• Uses adverbs of degree• (very, really, almost, too)• Uses the verb ‘to be’• Shows obligation (must, should, have to)Integrated languageWork with words andsentences• Uses words with long vowel sounds and silent ‘e’• Uses antonymsSpelling• Spells correctly using a personal dictionary• Builds word families based on how they sound or look• Builds on knowledge of sight words and high frequency wordsVocabulary in context• Works with words taken from read texts• Works with antonyms

LEARNING ACTIVITY



Week 17LESSON 1:



If possible, bring a TV guide for the class to refer to.

Have dictionaries available

You will need blank sheets of card for a language game.

Collect book reviews from newspapers and magazines to display in the classroom.


Learner’s Book page 82Have a conversation on a familiar topic:Learners practise listening and speaking daily.


Reading and Viewing

Learner’s Book page 85Read an information text with visuals: Learners read and answer questions about an information text. They practise reading a TV news article aloud.Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 50 for additional support.


Reading and Viewing

Read and viewLearner’s Book page 85After you read: Learners reflect on texts read.Independent reading - Reader


The future tense: Learners work with the future tense of the verb ‘to be’.

36

Independent readingUse the exercises in the DBOE Workbooks for additional support.


Learner’s Book page 90Write simple definitions: Learners use dictionary skills and write simple definitions.Independent reading- ReaderUse the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 51 for additional support.

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Week 18LESSON 6:



Learner’s Book page 82Carry out a class survey: Learners interview classmates for a survey.Play a language game: Learners give and follow instructions.


Reading and Viewing

Learner’s Book page 85Spelling: Learners use words with long vowel sounds and silent ‘e’.Work with words and sentences: Learners use ‘must’, ‘should’ and ‘have to’ to show obligation.Vocabulary in context: Learners work with words taken from shared or individually read texts. They also identify antonyms.Independent reading- ReaderUse the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 52 to 53 for additional support.


Language Focus

Learner’s Book page 89Solve word puzzles: Learners unscramble names of TV programmes and complete sentences.Read a book review: Learners read a book review and answer questions about it.Independent reading- Reader



Learner’s Book page 90Adverbs of degree: Learners complete sentences using appropriate adverbs (very, really, almost, too).Spelling: Learners do a spelling test on new words they learnt in this two-week cycle.Develop a questionnaire: Learners develop a questionnaire to find out what learners in their class usually do after school.Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 54 and 55 for additional support.



Learner’s Book page 90Write a paragraph to express an opinion:Learners follow the writing process to write a paragraph.Records meanings in a personal dictionary:Learners record words and meanings in a personal dictionary.Independent reading- Reader


ASSESSMENT TASKFormal AssessmentMid Year Examinations Week 19 & 20

Informal assessmentLesson 1: Learners work in groups. They check that each learner has had a chance to ask and answer a question. They check that their peers answer in full sentences and give reasons for their opinions.Lesson 3:Learners work in pairs. They compare each other’s underlined sentences and explain why they chose those sentences.Lesson 4: Go through the answers with the class. Learners check and correct their own work.Lesson 5: Learners read their definitions to a partner. The partner must guess which word they are defining.Lesson 7: Pairs of learners read their complete sentences to another pair. They check each other’s choice of words and correct each other if necessary, explaining their corrections.Lesson 8: Learners swap books and mark each other’s work.Lesson 9: Learners correct their own work as you go through the answers with the class.Lesson 9: Learners check their spelling using class dictionaries. Also write the words on the board for them to check. Learners swap

38

books and mark each other’s work.Lesson 10: Collect the paragraphs to assess whether the learners have completed them clearly. Check whether they use full sentences to express their ideas. Also check their spelling, punctuation and grammar. Make any necessary corrections.

TERM 3: PLATINUM LESSON PLANS – GRADE 6Subject: English First Additional Language Grade: 6Theme 10: Special PlacesDuration: 2 weeks (10 hours) Term 3 Weeks 21 & 22

CAPS Content

and Skills





(1 hour)• Does daily listening and speaking practice• Talks about a photograph that introduces the theme• Listens to a story about a girl going on holiday and answers questions• Listens to an oral description of two beaches and makes notes

• Reads a story called‘Giving things up’, about a boy’s tree house, and answers questions• Reads a personal letter about the same story and answer questions• Identifies main ideas and features of the letter• Reflects on texts read• Reads independently

• Writes a diary entry• Writes paragraphs to tell the events in the correct order, using the writing process• Records wordsand meanings in apersonal dictionary

Language focus• PluralsIntegrated languageWork with words andsentences• Proper nouns• Connecting words toshow cause and effect• Simple present tenseto describe universalstatements• Use of ‘will’ to indicatefutureSpellingSpells correctly • Builds word families• Builds on knowledge of sight words and high frequency wordsVocabulary in context

LEARNING ACTIVITY



Week 21LESSON 1:





Learner’s Book page 98Talk about photographs: Learners discuss photographs of people hiking and people at a beach.Listen to a story: Learners listen to a story about a girl going to visit her grandparents. (Term 3 Formal Assessment Task 1)



Learner’s Book page 98Work with words and sentences: Learners complete an activity on proper nouns and capital letters. They use future tense verbs to complete a paragraph.Independent reading- Reader


Reading and Viewing

Learner’s Book page 100Read a story: Learners use the pictures of a story to predict what it is about. Then they read the story called ‘Giving things up’. Independent reading- Reader (Term 3 Formal Assessment Task 1)


Learner’s Book page 100After you read: Learners answer the comprehension activity

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Work with words and sentences: Language focusLearner’s Book page 103Plurals: Learners start the activities on plurals.Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 52 for additional support.


Learner’s Book page 104Write a diary entry: Learners read a sample diary entry as a model text. They then plan and draft their own diary entry, following the writing process. Independent reading- ReaderUse the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 53 for additional support.

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Week 22LESSON 6:



Learner’s Book page 98Listen to a description of places: Learnerslisten to descriptions of one polluted beach and one unspoilt beach. They answer questions and they complete a chart as a way of arranging information visually.Vocabulary in context: Learners use synonyms based on the listening texts.


Reading and Viewing

Learner’s Book page 101Read a personal letter: Learners read a friendly letter and answer questions about it. They focus on the layout.Independent reading- ReaderAbout 20 minutes before the end of the lesson, learners prepare for independent reading. They read any suitable text about which they will write a review.


Reading and Viewing

Learner’s Book page 101Work with words and sentences: Learners join sentences using given conjunctions. They also reinforce the work done orally on the future tense.Independent reading- ReaderAbout 20 minutes before the end of the lesson, learners prepare for independent reading.They write a review of the text they read in Lesson 7.Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 54 and 55 for additional support.


Language Focus

Learner’s Book page 103Plurals: Learners complete a paragraph bywriting the correct plurals. Then they apply the spelling rules.Vocabulary in context: Learners record wordsand their meanings in a personal dictionary.Independent reading- ReaderAbout 20 minutes before the end of the lesson, learners prepare for independent reading. They continue reading texts from the Reader orany other suitable text.



Learner’s Book page 104Write a diary entry: Learners edit their diary entries from Lesson 5, and they write the neat entry.Spelling: Learners do a spelling test on new words they learnt in this two-week cycle.


ASSESSMENT TASKFormal assessmentLesson 1: Listens to a storyLesson 2: Retells a storyLesson 3: Reads aloud; reflects on texts read

Informal assessmentLesson 2: Write the paragraph correctly on the board. Learners correct their own mistakes.Lesson 2: Walk around the classroom as the learners read the sentences and check whether they have chosen

the correct options and put them into the future tense.Lesson 4: Walk around the classroom as the learners write the answers. Explain any mistakes and show them

how to correct them.Lesson 6: Listen to the learners’ descriptions has they talk about the beaches. Take note of those who struggled

with this task and those who managed well.Lesson 8: Learners mark their own work as you go through the answers with the class.Lesson 9: Go through the answers to question 1 orally and write the answers to question 2 on the board, and let

learners check their own work.Lesson 10: 1. Check that learners have edited their work correctly, by asking them what they edited,

41

whatpunctuation they needed to change and whether they checked their spelling. 2. Check that they have set out the entry clearly and neatly. 3. Learners work in pairs to assess each other’s diary entries. They read their diary entries aloud to their partners. Their partners go through the checklist and tell them of any aspects they missed out, and if they think the diary entry was interesting and easy to understand.

PLATINUM LESSON PLANS – GRADE 6Subject: English First Additional Language Grade: 6Theme 11: Take Care Of Our Water!Duration: 2 weeks (10 hours) Term 3 Weeks 23 & 24

CAPS Content

and Skills





(1 hour)• Does daily listening and speaking practice• Talks about a photograph that introduces the theme• Listens to a talk about polluted water: asks and answers questions, and uses the information to read a diagram• Talks about the issue of water pollution, after preparation using photographs• Collects information for a survey on water use in the learners’ homes, using a questionnaire

• Reads an information text with a map, photographs, and a table• Does a comprehension activity• Practices reading an information text aloud• Do a crossword puzzle• Reflects on texts read: summarises the text in a mind map format• Reads independently

• Writes an informationtext about SouthAfrican dams and completes a graph• Transfers text into graphic form: collects, writes and analyses information• Writes a short report on information collected• Records words and meanings in a personal dictionary

Language focus• Simple present tenseIntegrated languageWork with words and sentences• Present progressive tense• Adjectives before and after nouns• Subject-verb concordSpelling• Spells correctly using a personal dictionary• Builds word families • Builds on knowledge of sight words and high-frequency wordsVocabulary in context

LEARNING ACTIVITY



Week 23LESSON 1:



Collect information brochures or posters about water processing and water saving from your local municipal or council office. Display these in your classroom.

If possible, find a large map of South Africa with rivers and dams clearly shown.

Copies of the crossword puzzle on page 112 of the Learner’s Book



Learner’s Book page 108Talk about a photograph:Learners discuss a photograph of children and water as an introduction to the theme.They use the illustration to predict the listening text.



Learner’s Book page 108Talk about an issue after preparation: Learners have a structured group discussion about water pollution. They write notes to use in the discussion.Independent reading - ReaderUse the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 78 and 79 for additional support.


Reading and Viewing

Learner’s Book page 110Read an information text: Learners read a text called ‘Water in South Africa’,Independent reading- ReaderUse the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 80 and 81 for additional support.


Learner’s Book page 110Read an information text: Learners answer questions about the text in Lesson 3.Work with words and sentences: Learners complete sentences

42

using the correct form of the verb ‘to be’. This is an integrated activity.Language focusLearner’s Book page 113The present tenses: Learners work with the simple present and present progressive tenses. (Term 3 Formal Assessment Task 1)


Learner’s Book page 114Write an information text using visuals:Learners generate their own graph, using the model of a graph and the text in the Learner’s Book. (Term 3 Formal Assessment Task 1)Independent reading- Reader

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Learner’s Book page 108Do a survey: Learners use a questionnaire to collect information about water use. Note that they will use this information for the writing activity in lessons 9 and 10.Vocabulary in context: Learners complete two mind maps to consolidate their knowledge of some of the vocabulary they have used in this theme.Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 82 for additional support.


Reading and Viewing

Learner’s Book page 110Read an information text: Learners complete a summary of a text using the format of a mind map. They also practise reading aloud. (Term 3 Formal Assessment Task 1)Independent reading- Reader


Reading and Viewing

Learner’s Book page 110Do a word puzzle: The crossword puzzle consolidates the vocabulary learners have encountered in this theme. They also write sentences with those words.Vocabulary in context: Learners record words and meanings in a personal dictionary.Work with words and sentences: Learners revise adjectives as they complete sentences correctly. They do exercises on the present progressive tense.



Learner’s Book page 114Transfer text into graphic form: Learners use the information they gathered in lesson 6 to create a graph showing information.Spelling: Learners do a spelling test on new words they learnt in this two-week cycle.Independent reading- ReaderUse the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 83 to 85 for additional support.



Learner’s Book page 115Write a short report: Learners write a report about saving water. They follow the writing process of planning, drafting, editing and rewriting.Independent reading- Reader


ASSESSMENT TASKFormal AssessmentLesson 4: Reading comprehensionLesson 4: Language structuresLesson 5: Completes a visual textLesson 7: Reading comprehensionLesson 8: Language structures

Informal assessmentLesson 6: Complete the mind map on the board for learners to check their own answers.Lesson 8: Go through the answers with the class and let learners mark their own work.Lesson 9: Make certain that the learners transfer the information from their questionnaires onto the bar graph with reasonable accuracy.Lesson 9: Learners swap books and mark each other’s spelling test. Record their marks out of 10 if you need to.

44

PLATINUM LESSON PLANS – GRADE 6Subject: English First Additional Language Grade: 6Theme 12: Space AdventureDuration: 2 weeks (10 hours) Term 3 Weeks 25 & 26

CAPS Content

and Skills





(1 hour)• Does daily listening and speaking practice• Listens to a story about visiting outer space• Retells a story• Listens to a poem

• Reads a story aboutschool childrendiscussing life inspace• Does a comprehension based on the story• Reads a poem• Practices reading• Reflects on texts read during independent/ pair reading

• Writes a simple story using the writing process more independently• Writes for fun – a poem or simple rhyming sentences• Records words and their meanings in a personal dictionary• Uses the writing process

Language focus• Personal pronouns• Joining prefixes orsuffixes to a base word• Shortening wordsIntegrated languageSpelling:• Spells familiar words correctly, using a personal dictionary• Uses abbreviations correctlyWork with words andsentences:• Builds on understanding and use of simple past tense• Uses adverbs of place• Begins to use possessive pronounsVocabulary in context:• Words taken fromshared or individually read texts

LEARNING ACTIVITY









Learner’s Book page 118Talk about a photograph: Learners identify and discuss the stars, sky and moon in a photograph.Listen to a story: Learners look at a diagram of Earth and the moon in space and then listen to a story called ‘A trip to space’.Independent reading- Reader


Reading and Viewing

Learner’s Book page 120Read a story: Learners read a text called ‘The aliens’ and answer a comprehension. Learners do exercises on abbreviations.Independent reading


Learner’s Book page 120Read a story: Learners continue and complete the story and comprehension.Vocabulary in context: Personal dictionaries.Independent reading- Reader

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Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 114 and 115 or additional support.


Language Focus

Learner’s Book page 124Personal pronouns: Learners learn the rules about personal pronouns.Write a story: Learners begin with the first stage of the writing process to plan their stories.


Learner’s Book page 126Write a story: Learners continue with the writing process.

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Learner’s Book page 118Listen to a story: Learners listen to the story ‘A trip to space’ again. They answer questions about the story and then retell the story to a partner, using a frame. They also tell an alternative ending to the story. Learners answer two integrated language questions covering the simple past tense and possessive pronouns.Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 116 to 117 for additional support.



Learner’s Book page 118Listen to a poem: Learners listen to a poem called ‘Space-men’ and answer literal and metacognitive questions based on the poem.Pairs of learners then perform the first or second verse of the poem with actions.Independent reading- ReaderUse the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 118 and 119 for additional support.


Reading and Viewing

Learner’s Book page 120Read a poem: Learners read a poem called ‘Walking on the moon’ and answer literal and metacognitive questions based on it. Learners answer an integrated language question based on the story. The question covers adverbs of place.Vocabulary in context: Learners spend about 10 minutes working on their personal dictionaries, bringing them up to date by adding new words that they have learnt from the reading and listening texts.Independent reading- Reader


Language Focus

Learner’s Book page 124Adding letters to make new words: Learners learn about adding letters to the beginning of an ending of words to make new words.Shortening words: Learners learn about shortened forms of words, such as ‘exam’ for ‘examination’.



Learner’s Book page 126Spelling: Learners do a spelling test based on new words they learnt in this two-week cycle.Write for fun: Learners write a simple four-line poem or rhyming sentences for fun. They choose one of two writing frames to help them.Independent reading- ReaderUse the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 120 and 121 for additional support.


ASSESSMENT TASKInformal assessmentLesson 3: Learners swap their books with a partner. They mark each other’s answers to the questions in the ‘After you read’ section. They use the memorandum from Lesson 2, which you could either dictate orally or write on the board.Lesson 6: Learners swap their books with a partner. They mark each other’s answers to the previous activity

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PLATINUM LESSON PLANS – GRADE 6Subject: English First Additional Language Grade: 6Theme 13: Science And TechnologyDuration: 2 weeks (10 hours) Term 3 Weeks 27 & 28

CAPS Content

and Skills





(1 hour)• Does daily listening and speaking practice• Talks about a photograph that introduces the theme• Listens to and carries out instructions about using a cell phone• Practices listening and speaking• Plays a language game

• Reads procedural text: an experiment• Reads information text about the cycles of the moon• Uses the features of a book, such as cover and contents pages• Practices reading• Reflects on texts read• Reads independently

• Writes information text• Writes a mind map summary• Records words and meanings in a personal dictionary

Language focus• Present perfect tense• Possessive form of the nounIntegrated languageWork with words and sentences• Types of adjectives• VerbsSpelling• Checks spelling and meaning of words in a dictionaryVocabulary in context• Words taken from shared or individually read texts

LEARNING ACTIVITY



Week 27LESSON 1:



Bring items of technology for learners to look at. Some possibilities are: calculators, cell phones, acomputer.

You will need the following materials to carry out the experiment: a small bowl, milk, food colouring or ink, washing-up liquid.


Have a variety of books in the classroom, that have interesting covers, and that have contents pages, sothat learners can see a variety of layouts and designs.

Use the exercises in


Learner’s Book page 130Talk about a photograph: Learners are introduced to the theme of technology and information.Listen to and carry out instructions: Learners follow instructions about how to use a cell phone as a calculator. (Term 3 Formal Assessment Task 2)Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 90 and 91 for additional support.


Reading and Viewing

Learner’s Book page 132Read instructions for a simple scientific experiment: Learners read an experiment about the effect of soap on milk. (Term 3 Formal Assessment Task 2)Independent reading- Reader


Reading and Viewing

Read and view Learner’s Book page 132Work with words and sentences: Learners use verbs and adjectives. (Term 3 Formal Assessment Task 2)Independent reading- ReaderUse the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 92 for additional support.


Language Focus

Learner’s Book page 137The present perfect tense: Learners write the correct form of the verb. (Term 3 Formal Assessment Task 2)Independent reading- Reader


Learner’s Book page 138Write an information text: Learners write a text describing an ecosystem. They also revise using the active and passive voice. (Term 3 Formal Assessment Task 2)

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Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 93 for additional support.

the DBOE Workbooks for additional support.



Learner’s Book page 130Play a language game: Learners ask and answer questions about inventions.Independent reading- Reader


Reading and Viewing

Learner’s Book page 134Read information texts: Learners work with an extract of a contents page to develop cross-curricular literacy skills. They also read information and a diagram about the cycle of the moon. (Term 3 Formal Assessment Task 2)Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 94 and 95 for additional support.


Reading and Viewing

Learner’s Book page 134Vocabulary in context: Learners use new vocabulary. (Term 3 Formal Assessment Task 2)Work with words and sentences: Learners use adjectives.Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 96 and 97 for additional support.


Language Focus

Learner’s Book page 137Use the possessive form of the noun: Learners practise the use of the apostrophe. (Term 3 Formal Assessment Task 2)Spelling: Learners do a spelling test on new words they learnt in this two-week cycle.Independent reading- Reader



Learner’s Book page 138Make a mind map summary: Learners make a summary in the form of a mind map to describe an ecosystem.Independent reading- Reader


ASSESSMENT TASKFormal AssessmentLesson 1: Listens to and carries out instructionsLesson 2: Reading comprehensionLessons 3 & 4: Language structures and conventionsLesson 5: Writes an information textLesson 7: Reading comprehensionLesson 9: Language structures and conventions

Informal assessmentLesson 3: Listen to some pairs read, for formative assessment. Select learners who are not showing the expected development in their reading ability. Give them extra attention, possibly modeling the reading of one paragraph, which they then repeat.Lesson 8: Learners who struggled with the terms in the previous activity can draw the shapes and write the words as labels.

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PLATINUM LESSON PLANS – GRADE 6Subject: English First Additional Language Grade: 6Theme 14: Act In PlaysDuration: 2 weeks (10 hours) Term 3 Weeks 29 & 30

CAPS Content

and Skills





(1 hour)• Does daily listening and speaking practice• Talks about a photograph that introduces the theme• Performs a simple play about a haircut• Participates in aconversation on thetopic of finding or losing money

• Read a play• Identifies the storyline of the play, expresses feelings and discusses punctuation• Becomes familiar with the format of play scripts• Uses the title andillustrations of a play script to predict the text• Does a comprehension on the play script• Practices reading a play aloud• Reflects on texts read: gives opinions• Reads independently

• Writes a short play script using an informal style• Follows the writing process by planning, using a flow chart, drafting, revising and rewriting• Records words and meanings in a personal dictionary

Language focus• Homonyms• Determiners• Different types of adjectives• AdverbsIntegrated languageWork with words andsentences• Spells words using different spellings of the ‘i’ sound• Uses adjectives SpellingVocabulary in context• Words taken from shared or individually read texts

LEARNING ACTIVITY



Week 29LESSON 1:





Learner’s Book page 142Talk about a photograph: Learners discuss the photograph of children acting. They draw on their experience from Creative Arts lessons.Perform a play: Learners read a play script aloud.



Learner’s Book page 142Perform a play: Learners work in groups to make up their own play. They present this to the rest of the class if there is time.Independent reading- Reader


Reading and Viewing

Learner’s Book page 144Read a play: Learners predict the text and become familiar with the layout and features of plays. They also answer questions about a play.Independent reading- ReaderUse the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 82 and 83 for additional support.


Language Focus

Learner’s Book page 147Homonyms: Learners develop their vocabulary by creating sentences using common homonyms.Adjectives: This activity combines revision of adjectives with comprehension of the play script.


Learner’s Book page 147Write a play script: Learners read the story on which they will base their own play script. They plan their plays and write a first draft. They focus on using informal language suited to the characters. They

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will complete their play scripts in Lesson 10.Independent reading- ReaderUse the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 84 to 87 for additional support.

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Week 30LESSON 6:



Learner’s Book page 142Spelling: Learners practise different spellings of the ‘i’ sound.Participate in a conversation: Learners work in groups and discuss finding and losing money. Each group reports back to the rest of the class.


Reading and Viewing

Learner’s Book page 144Read a play: Learners work in groups of three to read a play aloud. Some groups present their reading to the rest of the class.Independent reading- Reader


Reading and Viewing

Learner’s Book page 144Work with words and sentences: Learners work with adjectives.Spelling: Learners do a spelling test on new words they learnt in this two-week cycle.Independent reading- Reader


Language Focus

Learner’s Book page 147Adverbs: Learners work with some common adverbs, and practise sentence structure. They also work with adverbs of frequency and manner.Determiners: Learners generate sentences beginning with ‘first’, ‘second’, ‘next’ and ‘last’. Note that learners do not need to know the word ‘determiners’.Record words and meanings in a personal dictionary: Learners update their personal dictionaries by adding new words they learnt in this theme.



Learner’s Book page 149Write a play script: Learners edit, revise and complete the play script they started in Lesson 5.Independent reading- Reader


ASSESSMENT TASKInformal assessmentLesson 1: Note whether learners are speaking and acting simultaneously. You may need to change the pair groupings if both learners struggle with this activity.Lesson 3: Ask a few learners to read their answers. Discuss the replies with the class. Correct any misconceptions if necessary.Lesson 3: Listen to some pairs reading, to monitor how their reading ability is developingLesson 4 and 8: Go through the answers with the class and let learners mark their own work.Lesson 7: The class listens carefully and gives feedback to the learners who have read the play to the class. The feedback should include comments on their ability to speak loudly and clearly, and to show emotion through their tone of voice.Lesson 8: Learners swap books and mark each other’s work. Record their marks out of 10 if you need to.Lesson 8: Monitor learners’ reading skills by listening to different pairs of learners read aloud.

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TERM 4: PLATINUM LESSON PLANS – GRADE 6Subject: English First Additional Language Grade: 6Theme 15: Special DaysDuration: 2 weeks (10 hours) Term 4 Weeks 31 & 32

CAPS Content

and Skills





(1 hour)• Does daily listening and speaking practice• Talks about a photograph that introduces the theme• Listens to a story about a wedding• Tells own story aboutthe wedding and about a personal special day• Presents an oral book review

• Reads a story about a surprise birthday party• Does a comprehension activity• Reads personal letters about a naming ceremony• Practices reading a paragraph from a story aloud• Reflects on texts read: retell the story• Reads independently

• Writes a simple story about a celebration• Uses the writing process• Records words and meanings in a personal dictionary

Language focus• Demonstrative pronouns (this, that, those, these)Integrated languageWork with words andsentences• Adjectives before nouns• Command form of the verb• Prepositions that show direction, time and possessionSpelling• Spells correctly• Builds word families• Builds on knowledge of sight words and high-frequency wordsVocabulary in context

LEARNING ACTIVITY



Week 31LESSON 1:



Have large cards with the following words on them: this, that, those, these. Display these cards in theclassroom, and point to them as you teach this work.

Have dictionaries available that give antonyms.

Learners will need books they have read, in order to present a book review about it.


Learner’s Book page 152Talk about a photograph: Learners discuss the photograph to start thinking about the theme.Listen to a story: Learners complete a listening comprehension and retell the story.Work with words and sentences: Learners revise adjectives and prepositions.


Reading and Viewing

Learner’s Book page 154Read a personal letter: Learners read a letter describing a naming ceremony and answer questions about it.Independent reading- ReaderUse the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 100 and 101 for additional support.


Reading and Viewing

Learner’s Book page 154Work with words and sentences: Learners write sentences using command (instruction) verbs.Independent reading- Reader


Pronouns: Learners revise pronouns and use them to complete 54

sentences.Independent reading- Reader

Use the exercises in the DBOE Workbooks for additional support.LESSON 5: Duration: 60 minutes


Learner’s Book page 159Write a story: Learners read a model story. Then they plan and draft their own story. Note that they finish their writing in Lesson 10.Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 102 and 103 for additional support.

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Week 32LESSON 6:



Learner’s Book page 152Tell your own story: Learners choose a day they have enjoyed and tell the story.Present a book review: Learners review a book orally, telling the main points of the story and giving their opinion.


Reading and Viewing

Learner’s Book page 154Read a story: Learners read a fictional story about a surprise birthday party.Independent reading- Reader


Reading and Viewing

Learner’s Book page 154Read a story: Learners answer questions on the story they read in Lesson 7. They also practise reading aloud.Independent reading- ReaderUse the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 104 for additional support.


Language Focus

Learner’s Book page 158Words with opposite meanings: Learners revise antonyms and use them in sentences.Record words and meanings in a personaldictionary: Learners update their personal dictionaries by adding new words learnt in this theme.Spelling: Learners do a spelling test on new words they learnt in this two-week cycle.



Learner’s Book page 159Write a story: Learners revise, edit and write the final version of the story they started writing in lesson 5.Independent reading- ReaderUse the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 105 to 107 for additional support.

REVISION: LB p160The DBOE Workbook can be used for homework and revision work

ASSESSMENT TASKInformal assessmentLesson 1: Listen to how learners take part in the discussions. Check that learners show evidence of improvement in their ability to listen and speak in English.Lesson 4: Check that learners can answer the questions correctly.Lesson 8: Check that learners are able to read the story in the previous activity with understanding.Lesson 10: Mark the learners’ stories from the previous activity.

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PLATINUM LESSON PLANS – GRADE 6Subject: English First Additional Language Grade: 6Theme 16: Making MusicDuration: 2 weeks (10 hours) Term 4 Weeks 33 & 34

CAPS Content

and Skills





(1 hour)• Does daily listeningand speaking practice• Talks about aphotograph thatintroduces the theme• Participates indiscussion• Listens to anddiscusses a talk aboutthe advantages oflearning music• Plays a languagegame (rhyming words)

• Reads an informationtext• Does acomprehension aboutdifferent types ofinstruments• Practices reading aparagraph aloud• Reads and solves acrossword puzzle• Reads independently

• Uses informationfrom a visual textto write instructionsabout how to make adrum• Writes a summary inthe form of a mindmap• Writes definitions withexamples• Records wordsand meanings in apersonal dictionary

Language focus• Relative clauses• The word ‘the’Integrated languageWork with words andsentences• Possessive pronouns Commas separating nounsSpelling• Spells correctly usinga personal dictionary• Builds word familiesbased on how theysound or look• Builds on knowledgeof sight words andhigh-frequency wordsVocabulary in context• Words taken fromshared or individuallyread texts

LEARNING ACTIVITY



Week 33LESSON 1:



If possible, display musical instruments in class, or display pictures of them.

If possible, bring examples of kwela and mbaqanga music to play for the learners during the‘Independent reading’ session.


Bring the items needed to make a drum. (Learners may follow instructions to make a drum, or they canmake a drum in their Creative Arts class.)


Learner’s Book page 162Talk about a photograph: Learners discuss the musical instruments, and how the children are playing them.Take part in a discussion: Learners read speech bubbles, and then discuss the advantages and disadvantages of listening to music through earphones. (Term 4 Formal Assessment Task 1)


Reading and Viewing

Learner’s Book page 165Read an information text: Learners read about different musical instruments. They continue the reading activities in Lesson 3.Independent reading - Reader


Reading and Viewing

Learner’s Book page 165Read an information text: Learners answer questions about a text and write a summary of it. (Term 4 Formal Assessment Task 1)Independent reading- ReaderUse the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 120 and 121 for additional support.


Language FocusLearner’s Book page 168Clauses: Learners work with sentence structure and clauses. (Term 4 Formal Assessment Task 1)


Learner’s Book page 169Write a text: Learners use pictures to complete a text giving instructions to make a drum. (Term 4 Formal Assessment Task 1)Write and illustrate instructions: Learners create their own text about how to create a musical instrument. (Term 4 Formal Assessment Task 1)

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Independent readingWeek 34LESSON 6:

Duration: 60 minutes If possible, make copies for class of the crossword puzzle on page 167 of the Learner’s Book.

If possible, bring a CD with rap music and a CD player. (Choose the music carefully – it should nothave unacceptable language or inferences.)



Learner’s Book page 162Listen to and discuss a talk: Learners listen to a talk, and summarise it using a mind map. Then they discuss the main points.Independent reading- Reader



Learner’s Book page 162Play a language game: Learners think of rhyming words in this game.Work with words and sentences: Learners use commas in lists. (Term 4 Formal Assessment Task 1)Independent reading- ReaderUse the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 122 for additional support.


Learner’s Book page 165Solve a word puzzle: Learners revise some of the vocabulary of this theme by doing a crossword puzzle.


Language Focus

Learner’s Book page 168When to use the word ‘the’: Learners learn when nouns have the word ‘the’ in front of them and when they do not. (Term 4 Formal Assessment Task 1)Record words and meanings in a personal dictionary: Learners update their personal dictionaries by adding new words learnt in this theme.Spelling: Learners do a spelling test on new words they learnt in this two-week cycle.



Learner’s Book page 169Write a mind map summary: Learners read a paragraph, then summarise it using the mind map provided.Write definitions: Learners write basic definitions modeled on a given example.(Term 4 Formal Assessment Task 1)Independent reading- Reader (Term 4 Formal Assessment Task 1)Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 123 for additional support.


ASSESSMENT TASKFormal assessmentLesson 1: Takes part in a discussionLesson 2,3,5,6 and 7: Reads aloudLesson 3: Reading comprehensionLessons 4 ,8 and 9: Language structures and conventionsLesson 5: Writes information textLesson 5: Writes instructionsLesson 10: Writes definitionsLesson 10: Reflects on text read independently

Informal assessmentLesson 3: Listen to selected pairs of learners to assess their reading skills.Lesson 6: Walk around the classroom as you read the text in the previous activity. Note whether learners are identifying the main points for the mind map.Lesson 7: You need not be too strict on the rhyming, but point out the words that did not rhyme well.Lesson 7: In the previous activity, check that learners point to a boy when they say ‘his’ and a girl when they say ‘her’.Lesson 8: Write the answers to the crossword puzzle on the board. Learners swap their exercise books and mark

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each other’s work.Lesson 9: Learners swap books and mark each other’s spelling tests. Record their marks out of 10 if you need to.

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PLATINUM LESSON PLANS – GRADE 6Subject: English First Additional Language Grade: 6Theme 17: WeatherDuration: 2 weeks (10 hours) Term 4 Weeks 35 & 36

CAPS Content

and Skills





(1 hour)• Does daily listening and speaking practice• Listens to a story about an ant and a grasshopper• Listens to a poem

• Reads a story about a hailstorm• Does a comprehension based on the story• Reads two poems and answers questions about them• Practices reading• Reflects on texts read during independent/pair reading

• Writes a book review• Writes a personal letter• Records words and their meanings in a personal dictionary• Uses the writing process

Language focus• Connecting words showing reason and purpose• Connecting words showing choiceIntegrated languageSpelling• Uses the dictionary to check spelling and meanings of words• Works with words belonging to the same lexical fieldWork with words andsentences• Uses direct speech• Uses quotation marks for direct speechVocabulary in context• Words taken from shared or individually read texts

LEARNING ACTIVITY



Week 35LESSON 1:





Learner’s Book page 172Talk about a photograph: Learners discuss questions about a photograph and relate it to their own experiences.Listen to a story: Learners listen to a story called ‘The ant and the grasshopper’ and answer questions about it.



Learner’s Book page 172Listen to a story: Learners answer literal and metacognitive questions about a story. They also learn about direct speech and quotation marks.Independent reading- Reader


Reading and Viewing

Learner’s Book page 175Read a story: Learners read a story and answer comprehension questions about it. They also work with words belonging to the same lexical field.Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 44 for additional support.


Language Focus

Learner’s Book page 178Connecting words: Reason and purpose: Learners learn about connecting words showing reason and purpose.Vocabulary in context: Learners update their personal dictionaries Independent reading- Reader


Learner’s Book page 178Write a book review: Learners write a book review about a story called ‘The day the rain turned into ice’.

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Independent reading- ReaderUse the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 45 for additional support.

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Week 36LESSON 6:



Learner’s Book page 172Listen to a poem: Learners listen to a poem that includes the poetic devices of rhyme, alliteration and comparison. Learners also answer literal and metacognitive questions based on the poem.Independent reading- ReaderUse the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 46 and 47 for additional support.


Learner’s Book page 175Read a poem: Learners read a poem and answer questions based on it.


Reading and Viewing

Learner’s Book page 175Read another poem: Learners read another poem and answer questions based on it.Independent reading- ReaderUse the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 48 and 49 for additional support.


Language Focus

Learner’s Book page 178Connecting words: Choice: Learners learn about connecting words showing choice.Records words and meanings in a personal dictionary: Learners update their personal dictionaries by adding new words that they have learnt from the reading and listening texts.



Learner’s Book page 178Spelling: Learners do a spelling test based on new words they learnt in this two-week cycle.Write a personal letter: Learners write a personal letter to a good friend about a time when the weather caused a problem.Independent reading- ReaderUse the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 50 and 51 for additional support.


ASSESSMENT TASKInformal assessmentLesson 3 and 9: Learners swap books and mark each other’s answers to the previous activity. You could either dictate orally or write on the board.Lesson 4 and 10: Learners swap their books with a partner. They mark each other’s answers.

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PLATINUM LESSON PLANS – GRADE 6Subject: English First Additional Language Grade: 6Theme 18: Summer’s Here!Duration: 2 weeks (10 hours) Term 4 Weeks 37 & 38

CAPS Content

and Skills





(1 hour)• Does daily listening and speaking practice• Has a conversation about a festive event• Takes part in adiscussion about the summer holidays

• Reads and does acomprehension on a magazine article about a summer festival• Reads a poster that advertises the summer festival• Reads an advertisement advertising food you can buy at the festival• Does independent reading

• Does a spelling test• Writes a reportabout the CelebrateSummer Festival• Designs and producesa poster about a special event, using the writing process• Records words and meanings in a personal dictionary

Language focus• Sentences using ‘if’and ‘then’Integrated languageSpelling• Spells familiar words correctly, using a personal dictionary• Uses knowledge of alphabetical order and first letters of a word to find words in a dictionaryWork with words andsentences• Question marks• Exclamation marks• comparatives (e.g. as... as, whereas)Vocabulary in context• Words taken from shared or individually read texts

LEARNING ACTIVITY



Week 37LESSON 1:




Bring some old newspapers to school. Cut out examples of newspaper articles for learners to discuss intheir pairs.

Learners will need rough paper, white paper and colour pencils or kokis to make their posters.



Listen and speak: Learners discuss a photograph.Take part in a conversation: Learners have a conversation about a festive event.Independent reading - ReaderUse the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 128 and 129 for additional support.


Reading and Viewing

Learner’s Book page 184Read a magazine article: Learners read an article about a summer festival. They focus on the layout and design of the text.Vocabulary in context: Learners work with compound words.Work with words and sentences: Learners work with question marks and exclamation marks.Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 130 for additional support.


Reading and Viewing

Learner’s Book page 184Read a magazine article: Learners do a comprehension on the magazine article about a summer festival.Independent reading- Reader


Language Focus

Learner’s Book page 189Sentences with ‘if’ and ‘then’: Learners use connecting words to show condition Independent reading


Learner’s Book page 190Write a news report using a frame: Learners write a report about the Celebrate Summer Festival.

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Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 132 and 133 for additional support.

Week 38LESSON 6:



Learner’s Book page 182Take part in a conversation: Learners discuss the summer holidays.Work with words and sentences: Learners use comparatives, for example as … as, whereas.Independent reading- Reader


Reading and Viewing

Learner’s Book page 184Read and understand posters and advertisements: Learners read a poster that advertises the summer festival. They also read an advertisement advertising food that can be bought at the festival. They answer questions about the texts.Spelling: Learners use knowledge of alphabetical order and first letters of a word to find words in a dictionary.


Language Focus

Learner’s Book page 189Sentences with ‘if’ and ‘then’: Learners use connecting words to show condition (if … then).Independent reading- Reader



Learner’s Book page 190Design a poster: Learners start planning a poster about a special event, using the writing process.Independent reading- Reader



Learner’s Book page 190Design a poster: Learners complete the poster about the special event, using the writing process.Spelling: Learners spell familiar words correctly using a personal dictionary.


ASSESSMENT TASKFormal AssessmentWeek 39 & 40 End of Year Examinations

Informal assessmentLesson 1,2,3,6 and 7 :Observe while learners work in groups in the previous activity. Check who is having

difficulty doing the activity. Assist where necessary.Lesson 2,6,7 and 8: Go through the answers to the previous activity with the class. Ask learners to mark their

own work.Lesson 4: Go through the answers to the previous activity with the class. Ask learners to swap books and mark

each other’s work.Lesson 5: Assess the learners’ reportsLesson 10: Mark the words from the spelling test as a class. Ask volunteers to write the words on the board.

Learners swap books and correct each other’s work.Lesson 10: Write the following checklist on the board. Ask learners to work in pairs and to take turns to assess

each other’s posters using the points in the checklist:• easy to read• letters are different shapes and sizes• bright colours• letters in main message are the biggest and have the brightest colour• picture/s go well with the message.• no spelling errors.

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platinum english fal gr6 caps lesson plan - pearson...

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