schools.pearson.co.zaschools.pearson.co.za/media/73462/platinum-english-fal... · Web viewTo help them do this, read the sentences in which the word occurs. Then go through the words

INTERMEDIATE PHASE

GRADE 5 LESSON PLANS

2012

Platinum ENGLISHFirst Additional Language

1

CONTENTS PAGE

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

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

EXEMPLAR TEACHING GUIDELINE– GRADE 5...............................................................................6THEME 1: WHAT I LOVE TO DO.............................................................................................................................6

TERM 1: PLATINUM LESSON PLANS – GRADE 5.........................................................................13THEME 1: WHAT I LOVE TO DO..........................................................................................................................13THEME 2: GOING PLACES.....................................................................................................................................15THEME 3: FRIENDS................................................................................................................................................. 17THEME 4 : MAKE IT................................................................................................................................................19THEME 5: PLENTY OF POETRY.............................................................................................................................21

TERM 2: PLATINUM LESSON PLANS – GRADE 5.........................................................................23THEME 6: STORIES TO ENJOY...............................................................................................................................23THEME 7: INVENTIONS...........................................................................................................................................25THEME 8: MONSTERS AND STRANGE CREATURES...........................................................................................27THEME 9: HEALTHY HABITS.................................................................................................................................29

TERM 3: PLATINUM LESSON PLANS – GRADE 5.........................................................................31THEME 10: PEOPLE WE ADMIRE.........................................................................................................................31THEME 11: BEAUTIFUL BIRDS..............................................................................................................................33THEME 12: ANIMALS AND THE ENVIRONMENT...............................................................................................35THEME 13: LONG AGO IN EGYPT.........................................................................................................................37THEME 14: WORK PEOPLE DO............................................................................................................................39

TERM 4: PLATINUM LESSON PLANS – GRADE 5.........................................................................41THEME 15: PLAY SAFE...........................................................................................................................................41THEME 16: FIRE!.................................................................................................................................................... 43Theme 18: Digging Up Dinosaurs................................................................................................................47

2

ENGLISH First Additional Language WORKSCHEDULE GRADE 5

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. W

hat

I lo

ve t

o d

o

Listen to a story and answer questionsRetell storyDaily listening and speaking

Read a storyComplete a comprehensionRead aloud Reflect on textsIndependent reading

Personal recountPersonal opinionPersonal dictionary

Use a dictionarySpellingSight wordsHigh frequency wordsRevise punctuationCountable and proper nounsArticles ‘a’ and ‘the’ Personal pronounsSubject-verb concordSimple past tenseWords from reading texts

Baseline assessment

LB pp 1–10 TG pp 1–15

3-4

2. G

oin

g p

lace

s

Conversation on a familiar topicFactual recountCorrect sequenceDaily listening and speaking

Information text Comprehension Read aloud Reflect on textsIndependent reading

Factual recountDraw and label imagesSelect informationPersonal dictionary

Use a dictionaryPresent simple tenseModals AdverbsWords from reading texts

Term 1 FAT 1

LB pp 11–18 TG pp 16–31

5-6

3. F

rien

ds

Contemporary storyDescribe charactersDialogueRole-playDaily listening and speaking

Contemporary storyAnswer questionsSMS messages Read aloudIndependent reading

Description of personParagraph Short messagePersonal dictionary

Question forms Uncountable nouns Prepositions Connecting words Reported speechCapital letters

Term 1 FAT 1

LB pp 19–26 TG pp 32–46

7-8

4. m

ake

it

InstructionsDescribe a processLanguage gameDaily listening and speaking

Instructions Read aloudIndependent reading

InstructionsAccount of procedurePersonal dictionary

Use a dictionary Possessive formPossessive pronounsComparative adjectivesApostrophesWords from reading texts

Term 1 FAT 2

LB pp 27–34 TG pp 47–60

9-10

5. P

len

ty o

f poe

try Poetry

Perform a poemDaily listening and speaking

Poetry Read aloudIndependent readingReflect on texts

PoetryParagraph about a poemPersonal dictionary

Use a dictionary Gender forms AdjectivesIrregular verb forms‘Will’ to indicate something will happenWords from reading texts

Term 1 FAT 2

LB pp 37–44 TG pp 61–73

TERM 2

WEE

KS

TH

EME

Listen and Speak Read and ViewWrite and

PresentLanguage Structures and

conventions

Formal Assessment

Teaching and

Learning Material

11-1

2

6. s

tori

es t

o en

joy

Listen to a contemporary story and answer questionsDiscuss a familiar topicDaily listening and speaking

Read a storyComplete a comprehensionBook review Read aloudIndependent readingReflects on texts: oral book review

StoryBook reviewPersonal dictionary

Use a dictionaryAlphabetical orderCountable and uncountable nounsPlural nouns Adjectives Question formsCollocationsWords from reading texts

LB pp 45–54 TG pp 74–87

13-1

4

7. I

nve

nti

ons

Descriptions of objectsClassificationDaily listening and speaking

Information text Read aloud Skim and scan Comprehension Retell a storyIndependent reading

Descriptions of objectsMindmapPersonal dictionary

Use a dictionary Proper nounsFuture tenseSimple present tense The verb ‘to be’Prepositions AntonymsPrefixes SuffixesWords from reading texts

Term 2 FAT 1

LB pp 55–64 TG pp 88–102

3

15-1

6

8. m

onst

ers

and

st

ran

ge Stories

Notes and discussionRetell a storyDaily listening and speaking

Traditional storyRead aloudComprehensionIndependent readingReflect on texts

ParagraphsPersonal dictionary

Words into syllablesConditional sentencesAdjectives Action verbs Modals SynonymsWords from reading texts

LB pp 65–74TG pp 103–116

17-1

8

9. H

ealt

hy

Hab

its

InstructionsRole-play giving instructionsDaily listening and speaking

Recipe Read aloudIndependent readingReflect on texts read

RecipeAccount of a procedurePersonal dictionary

Use a dictionary Words starting with ‘g’ AdverbsFuture tense Connecting wordsWords from reading texts

LB pp 75–82TG pp 117–129

19-2

0

Ass

essm

ent

Mid-year examination

LB pp 83–84TG pp 130–131

TERM 3

WEE

KS

TH

EME

Listen and Speak Read and View Write and PresentLanguage Structures

and conventionsFormal

Assessment

Teaching and

Learning Material

21-2

2

10

. Peo

ple

we

adm

ire

Descriptions of peopleMake notesPersonal recountDaily listening and speaking

Stories about real peopleParagraphsRead aloudComprehensionIndependent readingReflects on texts read

Events in sequenceRewrite a story in own wordsPersonal dictionary

Ways of saying ‘g’Subject-verb concordPersonal pronounsComparative adjectivesCountable and uncountable nounsWords from reading texts

LB pp 85–94TG pp 132–146

23-2

4

11

. Bea

uti

ful b

ird

s

Talk on a familiar topicDaily listening and speaking

Information textComprehensionRead aloudIndependent readingReflects on texts read

DiagramMindmap summaryPersonal dictionary

Use a dictionaryWords starting with ‘c’ pronounced as ‘s’Simple present tense for universal truthsDeterminers Possessive pronouns AdjectivesPhrasal verbsWords from reading texts

Term 3 FAT 1

LB pp 96–102TG pp 147–161

25-2

6

12

. an

imal

s an

d t

he

envi

ron

men

t

Listen to a story and answer questionsOpinions Retell the story PoetryDaily listening and speaking

StoryPoetryRead aloudIndependent readingReflect on texts read

Story with dialoguePersonal dictionary

Use a dictionaryWords starting with ‘c’PunctuationDirect and reported speechSimple sentences Connecting wordsWords from reading texts

LB pp 103–112TG pp 162–175

27-2

8

13

. Lon

g ag

o in

Egy

pt

ConversationLanguage gameDaily listening and speaking

Procedural and information textComprehension Read aloudIndependent readingReflect on texts read

Write information paragraphsPersonal dictionary

Use a dictionary Words starting with ‘k’ Connecting words PrepositionsNegative forms Passive voice PrefixesSuffixesWords from reading texts

Term 3 FAT 2

LB pp 113–122TG pp 176–189

4

29-3

0

14

. Wor

k p

eop

le d

o

Talk about a familiar topicPlay (drama)Daily listening and speaking

Play (drama)Answer questionsRead aloudIndependent readingReflect on texts read

Play (drama) Use a dictionaryPlurals with ‘es’PunctuationGender formsArticles ‘a’ and ‘the’Regular verb formsSimple past and simple present tenseConnecting wordsWords from reading texts

Term 3 FAT 2

LB pp 125–130TG pp 190–203

TERM 4

WEE

KS

TH

EM E Listen and Speak Read and View Write and PresentLanguage Structures

and conventionsFormal

Assessment

Teaching and

Learning Material

31-3

2

15

. Be

safe

StoryLanguage gameDaily listening and speaking

Read a storyComplete a comprehensionRead aloudDiscuss social issues in the storySolve a puzzleIndependent readingCompare texts

Personal recountStoryPersonal dictionary

Adding ‘ed’ or ‘ing’PunctuationConcordCountable and uncountable nounsAdjectives Personal pronounsWords from reading texts

LB pp 131–140TG pp 204–217

33-3

4

16

. Fir

e!

Discuss familiar topicsDiscuss advantages and disadvantagesDaily listening and speaking

News reportRead aloudComprehensionPosterIndependent readingRetell a story

Information textTablePosterPersonal dictionary

AdjectivesPronounsIrregular verbsNouns that are only pluralsWords from reading texts

Term 4 FAT 1 LB pp 143–148TG pp 218–230

35-3

6

17

. Fee

lin

gs

Listen to and discuss a storyTell a storyDaily listening and speaking

StoryPoetryRead aloudIndependent readingReview

Personal recountBook reviewPersonal dictionary

Use a dictionary Plurals with ‘s’ ModalsAdverbs PrepositionsWords from reading texts

LB pp 149–158TG pp 231–244

37-3

8

18

. dig

gin

g u

p

din

osau

rs

Conversation on a less familiar topicDaily listening and speaking

Information textComprehensionPosterRead aloudIndependent readingReflects on texts read

Poster Information textPersonal dictionary

Use a dictionarySingular and plural noun formsAdverbsFuture tense with ‘will’Present progressive tenseWords from reading texts

LB pp 159–167TG pp 245–257

39-4

0

Ass

essm

ent

End-of-year examination

LB pp 168–169TG pp 258–259

5

EXEMPLAR TEACHING GUIDELINE– GRADE 5Subject: English First Additional Language Grade: 5Theme 1: What I Love To DoDuration: 2 weeks (10 hours) Term 1 Weeks 1 & 2

CAPS Content

and Skills

Listening and Speaking(2 hours)

Reading and Viewing (5 hours)

Writing and Presenting(2 hours)

Language Structures and Conventions

(1 hour)• Do daily listening and speaking practice• Talk about photographs that introduce the theme• Listen to a story about children playing• Retell the story

• Read a story about getting lost• Practise reading the story aloud• Do a comprehension on the story• Read independently or in pairs

• Write a story• Use the writing process to develop the story• Write an opinion on a story• Create a personal dictionary

Spelling and punctuation• Spelling: check spelling and meanings of words• Build on phonic knowledge• Punctuation: fullstop, question mark, exclamation markWork with words and sentences• Personal pronouns• Countable nouns• Proper nouns• ‘A’ and ‘the’ with nouns• Concord• Simple past tenseVocabulary in context• Words taken from shared or individually read texts

LEARNING ACTIVITY

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

pages 3–4 in the TGRESOURCES

Week 1LESSON 1:

Duration: 60 minutes Platinum English FAL Grade 5 Learner's Book and Teacher's Guide

Platinum English FAL Grade 5 Reader

Use the exercises in the DBOE Workbooks for additional support.

Listening and Speaking

Daily listening and speaking practiceChoose an activity a day from the list of activities on pages 3 and 4.

Listen and speak

Talk about a pictureLearner’s Book page 21. Work as a class. Ask learners to look at the photographs on page 1 quietly on

their own for a few minutes.2. Discuss Question 1. It focuses on literal aspects of the photograph: what the

children are doing. Encourage learners to use full sentences when they answer.

3. In Question 2 learners express how the photos make them feel. They must be able to explain their answers, for example: The pictures make me feel happy, because the children are playing/having fun.

4. Question 3 relates to the learners’ own lives. Learners say what they like to do for fun.

Listen to a storyThis activity can be used to do a baseline assessment of listening skills. If so, learners can answer the questions in the After you listen in writing. If you are not going to use it for baseline assessment, they can be done orally, in groups. 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 children in the picture on

page 2.2. Discuss the questions with the class. Learners use the picture and words to

predict what the story might be about.3. Explain that you will read the story four times. Remind them to sit still and

concentrate while they listen.

While you listen1. 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

6

have finished, discuss the predictions they made in Before you read. How are they the same as the story? How are they different?

3. Read the story a third time. Learners write down the words they do not understand. Discuss the meanings of the words with learners. 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, learners sit and listen carefully again.

After you listen1. Learners work either individually and answer the questions in writing, or they

discuss the questions in groups. Read through Questions 1a–e in this section. Questions 1a–c require literal answers. Question 1d requires analysis, synthesis and organisation of information in the story, and Question 1e draws on learner’s own experience.

2. In Question 2, learners use a frame to retell the story to a partner. The learners should retell the story in the correct sequence, using the simple past tense, and name the characters correctly.

Spelling and punctuationLearners complete a word building exercise in which they match beginnings and endings to words. They draw on phonic knowledge. Answers should include: helpful, unhelpful, friendly, unfriendly, grandfather. These answers are optional: grandfatherly, fatherly.

Baseline AssessmentFor listening assessment, use the memorandum provided in After you listen to mark the answers. For speaking assessment, ask learners to retell the story ‘Our rope swing’ to a partner without using the frame that they have completed. Walk around the class to observe the learners speak.

Informal assessmentIf the comprehension questions are answered 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, if this is the first group activity they are doing this year, use your observations to organize groups into different levels. Use the ideas in the introduction of the Teacher’s Guide to help you.

HomeworkLearners complete the word building activity in the Spelling and punctuation section. If there is time, do it orally in class. They must complete it in writing.

LESSON 2: Duration: 60 minutes Reading and Viewing


Read and view

Read a storyLearner’s Book page 5

Before you read1. Discuss the questions as a class.2. In Question 1a learners point at items listed in the picture.3. In Question 1b learners imagine what the children in the picture are saying to

one another.4. In Question 1c learners use the title and picture to predict what will happen 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 must do this twice.

While you read1. Learners practice reading the story aloud with a partner. They should try to use

expression and help one another pronounce new words.2. Learners need to think about situations in the story that may be dangerous.

After you read 7

1. Read through the questions with the class.2. Ask learners to complete the questions in writing. Question 1 requires literal answers. Questions 2–4 require metacognitive responses.

Spelling and punctuationRead the help item Using your dictionary (Learner’s Book page 172) with the learners. This explains where to find words that start with the same letter. Learners now find the words ‘allowed’ and ‘afraid’ in the dictionary. (They need to look at the second letter in each word to work out that the word ‘allowed’ appears after the word ‘afraid’.)

Baseline assessmentReading comprehension: Use the memorandum provided in After you read to mark the comprehension.

LESSON 3: Duration: 60 minutes Language Focus Daily listening and speaking practice

Choose an activity a day from the list of activities on pages 3 and 4.

Language FocusPronounsLearner’s Book page 71. Work as a class. Read the information about pronouns in the help box.2. Discuss the rules. Learners should be familiar with pronouns as they have

learnt them in Grade 4.3. Explain how personal pronouns refer to people and things and that they can

substitute nouns or names.4. Ask learners to do Activity 1 individually, in writing.5. About 20 minutes before the end of the lesson. Tell them to put their work

away, and to prepare for independent reading.

Baseline AssessmentLanguage structures and conventions: Use the memorandum provided above to mark the answers.

RemedialIf learners are struggling to understand personal pronouns, give them more practice. Here are a few examples you can use, answers in bold. Add some of your own to target areas of difficulty for specific individuals.a) (I/Me) love to swing.b) The puppy plays with (them/they).c) (Us/We) made the swing together.d) (He/Him) is my best friend.e) My dad helped (he/him).

ExtensionWrite the following activity on the board for learners who understand personal pronouns well.1. Replace the underlined words with personal pronouns.Sarah and I play in the park in the afternoon. Yesterday we met my brothers there for a picnic. Sarah packed sandwiches for Sarah, my brothers and I. My brother, Paul, brought a kite to fly.(Answers: We play in the park in the afternoon. Yesterday we met them there for a picnic. She packed sandwiches for us. He brought a kite to fly.)

HomeworkAsk learners to do Question 4 from the Revision section on page 10.

Independent reading - ReaderRefer to the grid in the Teacher’s Guide, which gives guidance on the independent reading in this lesson.

Baseline assessment1. For speaking, use the time allocated for Independent reading to assess a few

learners who have not yet been assessed for speaking skills. Use the ideas and rating scale from Lesson 1.

2. You can also use this time to assess a few learners for reading aloud.Ask them to read at least two paragraphs from the story ‘Lost! ‘aloud. Remind 8

them to pay attention to saying words correctly (pronunciation), reading smoothly (fluency) and reading with expression.

Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 21 for additional support.

LESSON 4: Duration: 60 minutes Writing and Presenting


Write and present

Write a storyLearner’s Book page 81. Work as a class.2. Tell learners they are going to write a story about something that happened to

them.3. Explain that so far in this chapter, they have listened to a story and read a story,

so by now they know quite a bit about stories.4. Discuss some of the basic elements of the stories they have read: They have

people in them, they happen in a place, or places, the people do and say things.5. Read the example of a story on page 8. Then read the annotations around the

story. Discuss them with the class. Tell them that these are the things you need to remember when you write a story.

7. Remind learners of the writing process. They have used it in Grade 4.8. Ask them to point out the five steps of the process in their Learner’s Books

(pages 8–9).9. About 20 minutes before the end of the lesson, tell them to put their work away

and prepare for independent reading. Explain that they will continue writing a story in the next lesson.

Independent reading - ReaderRefer to the grid, which gives guidance on the independent reading in this lesson.

Baseline assessmentReading aloud and Speaking: Use the time allocated for Independent reading to assess a few learners who have not yet been assessed for reading aloud and speaking skills. Use the ideas and rating scales from Lessons 1 and 3.

Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 30 and 31 for additional support.



Make a personal dictionaryLearners prepare their personal dictionaries using the guidelines on page 172 of the Learner’s Book. 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.

Write and presentWrite a storyLearner’s Book page 81. Work as a class.2. Remind learners that they are going to start writing their stories in this lesson.

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 start working through the writing process to write their stories.

They can use the mind map to plan their stories.6. Learners then write their notes into full sentences and arrange them in

paragraphs. They must read their work carefully and check that they have included what they need to. Can they think of any changes that will make their writing better?

7. Ask them to work in pairs and read each other’s drafts. They must check for 9

spelling and punctuation.8. 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.

9. About 20 minutes before the end of the lesson, tell them to put their work away and prepare for independent reading.

RemedialIf learners are struggling to write their own personal recount/story, give them this frame for support:On _______, _________ and I were at __________________. We were ________________.Suddenly _____________________________________ . In the end ___________________________________________.

ExtensionLearners who write their stories well and quickly can add photos or pictures to improve their presentation.

HomeworkLearners who have not finished writing their stories can complete them for homework.


Baseline assessmentReading aloud and Speaking: Use the time allocated for Independent reading to assess a few learners who have not yet been assessed for reading aloud and speaking skills.

Week 2LESSON 6:

Duration: 60 minutes



Listen and speakWork with words and sentencesLearner’s Book page 31. Learners work on their own.2. Before they work through Work with words and sentences Question 1: an

exercise on the simple past tense, explain how most verbs in the past tense end in –ed. Learners complete Question 1 in their exercise books.

3. Read and explain the information about using ‘a’ and ‘the’ in the help box to the learners. Learners complete Question 2 in their exercise books.

4. Revise the full stop, question mark and exclamation mark with learners. Read a few lines from the story ‘Our rope swing’ to show how the punctuation marks sound, for example: strong emotion for exclamation marks; a pause for a full stop; and words at the end of a question spoken with a higher tone. Learners complete Question 3 in their exercise books.

5. About 20 minutes before the lesson ends, ask learners to prepare for independent reading.

Independent reading - ReaderRefer to the grid which gives guidance on the independent reading in this lesson.

Reading aloud and SpeakingUse the time allocated for Independent reading to assess learners who have not yet been assessed for reading aloud and speaking skills. Use the ideas and rating scales from Lessons 1 and 3.

HomeworkAsk learners to do Question 1 from the Revision section on page 10.

LESSON 7: Duration: 60 minutes Work with words and sentences


Read and view10

Work with words and sentencesLearner’s Book page 61. Learners work on their own.2. Work through the help box on proper nouns with the class. Learners complete

Question 1 in their exercise books.3. Use the help box on countable nouns to explain them to the class. Ask learners

to name things in the class that can be counted, for example: chair, desk, girl, boy. Learners complete Question 2 in their exercise books.

4. Read the help box on verbs ending in –s. Give examples of sentences that describe the class situation, such as: John sits at his desk. Siya and Leti sit at their desks. Learners complete Question 3 in their exercise books.

5. About 20 minutes before the end of the lesson, ask learners to prepare for Independent reading.


Baseline assessmentReading aloud and speaking: Use the time allocated for Independent reading to assess a few learners who have not yet been assessed for reading aloud and speaking skills. Use the ideas and rating scales from Lessons 1 and 3.

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

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

Choose an activity a day from the list of activities on pages 3 and 4.

Language Focus

PronounsLearner’s Book page 71. Work as a class. Read the information about personal pronouns to the learners

again.2. Revise the rules. Learners should know what personal pronouns are now.3. Ask learners to do Activity 2 individually, in writing.4. About 20 minutes before the end of the lesson, tell them to put their work away

and prepare for independent reading.

Baseline AssessmentLanguage structures and conventions: Use the memorandum provided in the Teacher’s Guide to mark the answers.

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.



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 an opinion on a storyLearner’s Book page 91. Explain to learners that they are going to write about what they think of a story.2. First have a discussion based on these questions.a) Do you like reading stories? 11

b) What stories do you like? Why?c) What stories don’t you like? Why?3. Help learners who are struggling to give opinions. Give them a list of words that describe emotions to work with, for example: happy, sad, afraid, worried.4. Read the example of an opinion in the Learner’s Book.5. Read each annotation. Explain to learners that their opinions will need to

include these features. Emphasise that they should give a reason why they like or dislike a story.

6. Learners work with a partner and complete the frame of the opinion orally. If learners cannot think of a story they have read on their own, they can write their opinions on the story ‘Lost!’ from the Learner’s Book. Encourage them to support one another and give each other feedback.

7. About 20 minutes before the end of the lesson, ask them to put their writing away and to continue with their independent reading.


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 learner’s who have not yet been assessed. Use the ideas and rating scales from Lessons 1 and 3.

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



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

Write an opinion on a storyLearner’s Book page 91. Look again at the annotations next to the model of an opinion on a story (page

9).2. Learners copy and complete the frame, using information from a story they

have read.3. Ask them to work in pairs and read each other’s opinions. They must check for

spelling and punctuation.4. If there is time, allow them to correct their mistakes.

REVISION: Learner’s Book p10The DBOE Workbook can be used for revision work and homeworkASSESSMENT TASKBaseline AssessmentLesson 1: For listening assessment. For speaking assessment, ask learners to retell the story Our rope swing to a partner without using the frame that they have completed. Walk around the class to observe the learners speak.Lesson 2: Reading comprehensionLesson 3 and 8: Language structures and conventionsLesson 3: 1. For speaking, use the time allocated for Independent reading to assess a few learners who have not yet been assessed for speaking skills. Use the ideas and rating scale from Lesson 1.2. You can also use this time to assess a few learners for reading aloud. Ask them to read at least two paragraphs from the story Lost! aloud. Remind them to pay attention to saying words correctly (pronunciation), reading smoothly (fluency) and reading with expression.Lessons 4, 5, 7 and 9: Reading aloud and Speaking: Use the time allocated for Independent reading to assess a few learners who have not yet been assessed for reading aloud and speaking skills.Informal assessmentLesson 1: If the comprehension questions are answered 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, if this is the first group activity

12

they are doing this year, use your observations to organize groups into different levels. Lesson 7: Ask learners to swap books and mark each other’s work. Go through the questions, encouraging learners to give the answers. They should write these on the board. Make sure the words are spelt correctly.

TERM 1: PLATINUM LESSON PLANS – GRADE 5Subject: English First Additional Language Grade: 5Theme 1: What I Love To DoDuration: 2 weeks (10 hours) Term 1 Weeks 1 & 2

CAPS Content

and Skills





(1 hour)• Do daily listening and speaking practice• Talk about photographs that introduce the theme• Listen to a story about children playing• Retell the story

• Read a story about getting lost• Practise reading the story aloud• Do a comprehension on the story• Read independently or in pairs

• Write a story• Use the writing process to develop the story• Write an opinion on a story• Create a personal dictionary

Spelling and punctuation• Spelling: check spelling and meanings of words• Build on phonic knowledge• Punctuation: fullstop, question mark, exclamation markWork with words andsentences• Personal pronouns• Countable nouns• Proper nouns• ‘A’ and ‘the’ with nouns• Concord• Simple past tenseVocabulary in context• Words taken from shared or individually read texts

LEARNING ACTIVITY


pages 3–4 in the TGRESOURCES

Week 1LESSON 1:





LB page 2Talk about the photographs of happy children to introduce the theme. Listen to a story called ‘Our rope swing’. Before they listen, use pictures and vocabulary to predict what the story is about. Spelling and punctuationLearners build on phonic knowledge to spell words and build word families.

LESSON 2: Duration: 60 minutes

Reading and Viewing

LB page 4Read a story called ‘Lost!’. Before reading, use the pictures and the title to predict what the story is about. Spelling and punctuationLearners use the dictionary to check spelling and meanings of words.


Language Focus

LB page 7Personal pronounsIndependent reading – Reader

Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 21for additional support.


Writing and Presenting

LB page 7Read the model of a story provided. Use a mind map to start planning a story.Independent reading– ReaderUse the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 30 and 31 for additional support.


LB page 8Continue working through the writing process from the previous lesson.Make a personal dictionary 13

Learners prepare their personal dictionaries, if they do not have dictionaries from last year.Independent reading– Reader

Week 2LESSON 6:



LB page 2Listen to a storyComplete the Work with words and sentences activity, which is three activities covering the simple past tense, using ‘a’ or ‘the’ with nouns, and punctuation.The activities are based on the theme and vocabulary in the story.Independent reading - Reader


Work with words and sentences

LB page 4Capital letters, proper nouns, countable nouns and concord. The activities are based on the theme and vocabulary of the story they have read.Independent reading


Language Focus

LB page 7Personal pronounsVocabulary in contextLearners spend about 10 minutes working on their personal dictionaries, bringing them up to date by adding new words that they have learned from the reading and listening texts.



LB page 8Learners think about a story they have read. They use the model and the frame provided to write an opinion on the story.Vocabulary in contextLearners spend about 10 minutes working on their personal dictionaries, bringing them up to date by adding new words that they have learned from the reading and listening texts.Independent reading- Reader



LB page 8Learners complete their opinions on a story from the previous lesson.SpellingLearners do a spelling test based on new words they learnt in this cycle.

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

ASSESSMENT TASKBaseline AssessmentLesson 1: For listening assessment. For speaking assessment, ask learners to retell the story Our rope swing to a partner without using the frame that they have completed. Walk around the class to observe the learners speak.Lesson 2: Reading comprehensionLesson 3 and 8: Language structures and conventionsLesson 3: 1. For speaking, use the time allocated for Independent reading to assess a few learners who have not yet been assessed for speaking skills. Use the ideas and rating scale from Lesson 1.2. You can also use this time to assess a few learners for reading aloud. Ask them to read at least two paragraphs from the story ‘Lost!’ aloud. Remind them to pay attention to saying words correctly (pronunciation), reading smoothly (fluency) and reading with expression.Lessons 4, 5, 7 and 9: Reading aloud and Speaking: Use the time allocated for Independent reading to assess a few learners who have not yet been assessed for reading aloud and speaking skills.Informal assessmentLesson 1: If the comprehension questions are answered 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, if this is the first group activity they are doing this year, use your observations to organize groups into different levels. Lesson 7: Ask learners to swap books and mark each other’s work. Go through the questions, encouraging learners to give the answers. They should write these on the board. Make sure the words are spelt correctly.

14

PLATINUM LESSON PLANS – GRADE 5Subject: English First Additional Language Grade: 5Theme 2: Going PlacesDuration: 2 weeks (10 hours) Term 1 Weeks 3 & 4

CAPS Content

and Skills





(1 hour)• Do daily listening and speaking practice• Take part in a conversation about different types of transport• Give a personal recount of travelling experiences

• Read an information text about Mozambique• Do a comprehension based on the text• Practice reading the text aloud• Read independently or in pairs

• Write labels for visuals(maps)• Write a factual recount• Record words and their meanings in a personal dictionary

Spelling and punctuation• Spell correctly using a personal dictionary• Build vocabularyWork with words andsentences• Simple present tense• Modal verbs: can, may, must• Adverbs of timeVocabulary in context• Words taken from shared or individually read texts

LEARNING ACTIVITY

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

page 19 in the TGRESOURCES

Week 3LESSON 1:



Bring books, brochures and pictures of places of interest on the African continent.



LB page 11Talk about a photograph that shows different types of transport. Explore some of the ideas and vocabulary that will occur in the theme.Take part in a conversationTake part in a conversation about how people travel. Use the questions and the bar graph on page 13 of the Learner’s Book. Learners discuss and then apply what they have learnt by completing information on their graph.Independent reading - Reader


Reading and Viewing

LB page 14Read an information text The text is about Mozambique.Before learners read, they use the pictures and the title to predict what the text is about. They are also introduced to some vocabulary used.While they read, they are asked to locate places on a map.After they read, they do a comprehension the text. The comprehension includes literal and metacognitive questions.Record in personal dictionaryLearners record new words in their personal dictionaries.


Reading and Viewing

LB page 14Read an information textLearners continue the comprehension activity from the day before.


Language Focus

LB page 16The simple present tenseLearners read the rules about this concept in the Help box. Then they use this information to complete an activity. The activity is integrated: it is based on the ideas and vocabulary of the theme.Independent reading- Reader



LB page 19Write a factual recount and select information to complete labels.Learners write labels for a map of Africa, in preparation for a factual account of a journey through Africa. 15

Independent reading- Reader

Week 4LESSON 6:



LB page 12Give a factual recountLearners work in pairs. They match sentences to pictures to form a correctly sequenced factual recount. They then give their own factual recounts.Independent reading- Reader


Reading and Viewing

LB pages 14Practise readingLearners work in pairs and take turns to read the text on Mozambique aloud to each other.Work with words and sentencesLearners use modal verbs and adverbs of time to complete activities based on the theme.Spelling and Vocabulary in contextLearners prepare for a spelling test based on the theme.

Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 59 and DBOE Workbook 2 (Terms 3 and 4) page 91 for additional support.


Reading and Viewing

LB pages 14 and 15ReadingLearners do further comprehension work on the reading text, mostly at metacognitive level.Record in a personal dictionaryLearners record in their personal dictionaries.SpellingLearners do a spelling test based on new words they learnt in this cycle.Independent reading- Reader


Language Focus

LB page 16Simple present tenseLearners complete sentences.Formal assessment taskIndependent reading- ReaderSpell familiar words correctlyLearners learn and revise words that they were tested on – remedial.



LB pages 17Write a factual accountLearners use the information from their previous writing activity to describe a journey from the north to the south of Africa. They work through the writing process. This is a Formal Assessment Task.


ASSESSMENT TASKFormal assessment Lesson 1: Assess the learners’ conversation skills.Lesson 1: Assess independent reading in this lesson.Lessons 2, 3, 4, 5, 7, 8 and 9: Reading aloud, listening and speakingLesson 10: Creative writing

16

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

CAPS Content

and Skills





(1 hour)• Do daily listening andspeaking practice• Talk about aphotograph thatintroduces the theme• Listen to a recountstory about a groupof children gettingtogether• Role play aconversation on afamiliar topic

• Read a story about aboy who is upset• Do a comprehensionbased on the story• Practice reading thestory aloud• Read independentlyor in pairs

• Write a description ofa person• Write a shortmessage invitingsomeone to an event• Write a paragraphabout the plannedevent• Record words andtheir meanings in adictionary

Spelling and punctuation• Spell correctly using apersonal dictionary• Build vocabularyWork with words andsentences• Question forms• Prepositions of place• Reported speech• Connecting wordsVocabulary in context• Compound words• Words taken from shared or individually read texts

LEARNING ACTIVITY



Week 5LESSON 1:





Listen to a storyLB page 20Use the listening text on page 171 of the Learner’s Book. It is a personal recount, introducing the main story of the theme. Independent reading – Reader



Reading and Viewing

LB page 22Read a story: Achmat is upsetThe comprehension includes literal and metacognitive questions.Learners practice reading aloud.

LESSON 3: Duration: 60 minutes Read and view

Reading and Viewing

LB page 22Learners re-read and re-tell the story about Achmat. They complete the comprehension.Independent reading– ReaderWorking with words and sentencesLearners complete the activities on reported speech, prepositions and compound nouns.



Language Focus

LB page 24Question formsThe activity is integrated: it is based on the ideas and vocabulary of the theme.Independent reading– Reader


LB page 25Learners write descriptions of people they know.


17

Week 6LESSON 6:



LB page 21Learners work in pairs. They read and expand on a dialogue. They then make up further dialogues.Working with words and sentencesLB page 21Learners complete the activities on uncountable nouns and connecting words. These activities are based on the theme and vocabulary of the story they read.Independent reading– Reader


Reading and Viewing

LB page 23Learners read aloud in pairs. They read more about Achmat and his friends, through a series of sms texts. Complete the Before you read and While you read activities.Work with words and sentencesLB page 23Complete the exercises about compound words and prepositions.Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 30 for additional support.


Reading and Viewing

LB page 23Learners read the social texts again and complete the comprehension questions.Vocabulary in contextLearners work on their personal dictionaries.Independent reading– Reader


Language FocusLB page 24Question forms: Learners revise question forms and complete the exercises.Independent reading– Reader



LB page 25Learners write a short message, and then complete a frame about a planned event, and then write a similar paragraph about something they would like to plan. Learners do a spelling text based on new words they learnt in this cycle.Vocabulary in contextLearners spend about 10 minutes working on their personal dictionaries, bringing them up to date so they have included information on all the new words in this cycle.



ASSESSMENT TASKFormal assessmentLesson 5: Written descriptionInformal assessmentLesson 1: Go around and check on how well learners answer the questions/take notes. Take note of learners who are struggling to answer the questions. You will need to do some remedial work with them, perhaps taking them aside to listen to the text again, more slowly.Lesson 3: Comprehension: Learners mark their own work. Take in a few random books to check what they have done.Lesson 4: Learners mark their own work. Call out the answers.Lesson 6: Listen to the role plays. Note which learners are confident and creative and which learners need help.Lesson 7: Ask learners to swop books and mark each other’s work. Go through the questions, encouraging learners to give the answers. They should write these on the board. Make sure the words are spelt correctly.Lesson 8: Learners mark their own work with your assistance.Lesson 9: Learners swop books to mark one another’s work. Write the answers on the board.Lesson 10: Assess written work informally. Circulate while learners are busy. Help them and correct their work. Take it in and give an impression mark, based on the number of language and spelling errors.

18

PLATINUM LESSON PLANS – GRADE 5Subject: English First Additional Language Grade: 5Theme 4 : Make ItDuration: 2 weeks (10 hours) Term 1 Weeks 7 & 8

CAPS Content

and Skills





(1 hour)• Do daily listening andspeaking practice• Talk about aphotograph of childrendoing crafts• Listen to and carry outinstructions for howto make bubble printpaper• Retell instructions/Describe a simpleprocess• Play a language game

• Read instructions onhow to make a sockpuppet• Practice reading theinstructions aloud• Do a comprehensionon the instructions• Read independentlyor in pairs

• Write instructions onhow to decorate asock puppet• Write a paragraphexplaining how todecorate a sockpuppet (an account ofa procedure)• Record words andtheir meanings in thedictionary

Spelling• Use a dictionary to check spelling and meanings of wordsWork with words andsentences• Possessive pronouns• Possessive form of the noun• Apostrophes for showing possession• Comparative adjectivesVocabulary in contextWords taken from sharedor individually read texts

LEARNING ACTIVITY



Week 7LESSON 1:



For making bubble prints: water (either taps or large jugs of water), a washbasin/washbasins, a range of different coloured food colouring (at least four different colours), one bottle of dishwashing liquid and a white sheet of paper for each learner.



LB page 28Talk about the photograph of children doing crafts to introduce theme. Use the listening text on page 170 of the Learner’s Book to explain how to make bubble print paper. Before they listen, learners discuss pictures and vocabulary related to the instructions. While they listen, they practise carrying out the instructions.Independent reading - Reader



LB page 28Learners carry out the same instructions that they practiced in Lesson 1. Formal Assessment TaskIndependent reading- Reader


Reading and Viewing

LB page 30Read instructions for how to make a sock puppet.Discuss a picture, think of creative puppets to make and then practise reading the instructions with a partner.After they read, learners answer comprehension questions orally.Vocabulary in contextLearners spend about 10 minutes working on their personal dictionaries, bringing them up to date by adding new words that they have learned from the reading and listening texts.


Language Focus

LB page 32Possessive pronounsWrite instructionsDo a shared writing exercise to practice for formal assessment in the next lesson.



LB page 33Write instructionsLearners work on their own to write instructions on how to decorate a sock puppet. They are given a checklist, to check their own writing, because this activity will be formally assessed.Independent reading- Reader 19

Week 8LESSON 6:



LB page 29Listen to instructions and answer questions about them. Retell the instructions: Formal Assessment TaskIndependent reading - Reader



LB page 30Complete the Work with words and sentences activity, which is a short integrated activity on comparative adjectives.Play a language gameLearners play Simon Says in groups of seven or eight.



Reading and Viewing

LB page 31Complete the Reading comprehension: Formal Assessment TaskIndependent reading- ReaderVocabulary in contextLearners spend about 10 minutes working on their personal dictionaries, bringing them up to date adding new words that they have learned this week.


Language FocusLB page 32Nouns showing belonging: Formal Assessment TaskIndependent reading- Reader



LB page 34Write a paragraph explaining how to decorate a sock puppet. Follow the writing process.SpellingDo a spelling test based on new words they learnt in this cycle.


ASSESSMENT TASKFormal assessmentLesson 2 and 5: Listening: Formally assess each learner’s listening as they carry out instructions.Lesson 4: Language structures and conventionsLesson 5: WritingLesson 6: SpeakingLesson 8: Reading comprehensionLesson 9: Language structures and conventions

Informal assessmentLesson 1: Learners assess themselves. They should to say ‘yes’, ‘sometimes’ or ‘no’ for each point.Lesson 4: Write the answers to Question 2 from the Revision page on the board. Learners can swap books and mark a partner’s answers.Lesson 6: Learners check their partners’ instructions. They then give each other feedback.Lesson 9: Write the answers to Question 1 from the Revision page on the board. Learners can swap books and mark a partner’s answers.

20

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

CAPS Content

and Skills





(1 hour)• Do daily listening and speaking practice• Talk about a photograph of balloons to introduce the theme• Listen to a poem and answer questions about it• Perform a poem.

• Read two poems and answer questions about them• Practice reading a poem aloud• Read independently or in pairs

• Write a poem using a frame• Write about a poem• Record words and their meanings in a dictionary

Spelling and punctuation• Spell familiar words correctly, using a personal dictionaryWork with words andsentences• Gender forms of some nouns• Irregular forms of some verbs• Adjectives that show what things are made of• ‘Will’ to indicate something that will happenVocabulary in context• Words taken from shared or individually read texts

LEARNING ACTIVITY



Week 9LESSON 1:





LB page 36Talk about the photograph of balloons and introduce learners to the theme. Listen to a poem called ‘The little turtle’. Independent reading - Reader

Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 94 to 95 for additional support.


Reading and Viewing

LB page 38Learners discuss the questions in the Before you read section as a class. Learners complete the comprehension questions orally.This will serve as practice for a later formal assessment exercise.


Reading and Viewing

LB page 39Learners complete the comprehension questions in the After you read section on their own, and in writing, for formal assessment.Learners then complete the exercises on the future with ‘will’, and adjectives

LESSON 4 Duration: 60 minutes

Language FocusLB page 41Irregular verbsIndependent reading- Reader


LB page 42Learners work through the features of a poem.They then work with a partner to complete a frame to write a poem. A checklist is given to the learners so that they understand the assessment criteria.Vocabulary in contextLearners spend about 10 minutes working on their personal dictionariesIndependent reading- Reader


21

Week 10LESSON 6:



LB page 36Learners listen to the poem The little turtle and answer questions.Independent reading- Reader



LB page 37In this lesson learners perform the poem, ’The little turtle.’Independent reading- Reader


Reading and Viewing

LB page 38Read the poem If ‘I were a fish’ and answer questions.Vocabulary in contextLearners spend about 10 minutes working on their personal dictionaries, bringing them up to date by adding new words that they have learned from the reading and listening texts.


Language FocusLB page 41Male and female nounsIndependent reading- Reader



LB page 43Learners write an opinion on a poem they enjoyed or found interesting.They go through the writing process to complete a frame of an opinion.SpellingLearners do a spelling test based on new words they learnt in this cycle.



ASSESSMENT TASKFormal assessmentLesson 3: Reading comprehensionLesson 4: Language structures and conventionsLesson 5: WritingLesson 9: Language structures and conventions: male and female nounsInformal assessmentLesson 6: Go through the answers to the After you read section with the learners. If they wrote down the answers, they should swap books with a partner and check each other’s answers.Lesson 10: Each learner should check a partner’s frame. They should give their partner feedback.

22

TERM 2: PLATINUM LESSON PLANS – GRADE 5Subject: English First Additional Language Grade: 5Theme 6: Stories To EnjoyDuration: 2 weeks (10 hours) Term 2 Weeks 11 & 12

CAPS Content

and Skills





(1 hour)• Do daily listening andspeaking practice• Talk about aphotograph of a girlreading in a library tointroduce the theme• Listen to the beginningof a story calledDanger at the dump• Take part in aconversation aboutbooks

• Read a story calledDanger at the dump• Do a comprehensionon the story• Practice reading thestory aloud• Read a simple bookreview of Danger atthe dump• Read independentlyor in pairs

• Write a story about a problem situation and how it is resolved• Use the writing process to develop the story• Write a simple book review with a frame• Record words and their meanings in a personal dictionary

Spelling and punctuation• Use a dictionary to check meanings• Use knowledge of alphabetical order to find words in a dictionaryWork with words andsentences• Countable and uncountable nouns• Nouns that are always plural• Adjectives before nouns• Question formsVocabulary in context• Words taken from shared or individually read texts• Collocations

LEARNING ACTIVITY



Week 11LESSON 1:



Have ready examples of countable and uncountable nouns, like classroom objects (countable) and some sand, sugar or flour (uncountable).

Books to review.



LB page 46Talk about a photograph: The photograph introduces learners to the theme. Listen to a storyLB page 46Use the listening text on page 170 of the Learner’s Book. Independent reading – Reader



Reading and Viewing

LB page 48Read the story Danger at the dump. First, use the pictures and the title to predict what the story is about.After they read, they do a comprehension the story, which includes literal and metacognitive questions.


LB page 48Learners read the story again and continue with the comprehension questions.


Language Focus

LB page 51Countable and uncountable nounsPlural nounsIndependent reading– ReaderUse the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 40 to 41 for additional support.


LB page 52Learners continue the writing activity from the previous lesson. They use a mind map to start planning a story.This is the first stage of the writing process. They will complete their stories in Lesson 9 of Week 2.Independent reading– ReaderUse the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 42 to 43 23

for additional support.Week 12LESSON 6:



LB page 47Take part in a conversation about a familiar topic:Learners work in pairs. They match information about books with pictures and titles. They then discuss books that they want to read.Independent reading– Reader



Reading and Viewing

LB page 49Practise reading: Learners work in pairs and take turns to read the story ‘Danger at the dump!’ aloud to each other.They then complete questions about the story, and ask and answer in pairs.SpellingUse knowledge of alphabetical order


Reading and Viewing

LB page 50Read a book review: Learners read a book review and complete information about it on a chart.Record in a personal dictionaryLearners add to personal dictionaries



Language Focus

LB page 51CollocationsSpelling: Learners do a spelling test based on new words they learnt in this cycle.Independent reading– Reader



LB page 53Write a book review: Learners write a book review with a frame, using information from a table.Write a storyLearners work through the writing process to complete their stories.Vocabulary in contextLearners work on their personal dictionaries, bringing them up to date so they have included information on all the new words in this cycle.Independent reading– Reader



ASSESSMENT TASKInformal 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.Lesson 2: Walk around and listen to learners reading in pairs. Lesson 3, 4 and 9: Learners swop books to mark each other’s work.Lesson 5: Take in the stories and mark them. Assess the stories.Lesson 6: As you go around listening and helping students, note who is having difficulty in maintaining a conversation in English.Lesson 7 and 8: Learners mark their own work. Write the answers on the board. Make sure the words are spelt correctlyLesson 10: Take in the book reviews and comment on the work – saying, for example, whether work is good, incomplete, interesting,

24

PLATINUM LESSON PLANS – GRADE 5Subject: English First Additional Language Grade: 5Theme 7: InventionsDuration: 2 weeks (10 hours) Term 2 Weeks 13 & 14

CAPS Content

and Skills





(1 hour)• Do daily listening andspeaking practice• Listen to descriptionsof objects• Describe and classifyobjects

• Read an informationtext about inventions,with visuals• Answer questions onthe text• Complete a timelineabout the text• Practice reading thetext aloud• Read independentlyor in pairs

• Write shortdescriptions ofobjects, using a frame• Make a mind mapsummary about a setof inventions• Record words andtheir meanings in apersonal dictionary

Spelling and punctuation• Spell correctly using a personal dictionary• Use alphabetical knowledge to find words in a dictionaryWork with words andsentences• Proper nouns• Capital letters• Prepositions• Future tense, present simple• Verb ‘to be’Vocabulary in context:• Words taken from shared or individually read texts• Antonyms

LEARNING ACTIVITY



Week 13LESSON 1:



Have ready a map or pictures of famous people for learners to name when they find examples of proper nouns.

Find interesting facts or books about flight or aeroplanes to share with the class.



LB page 56Talk about the photograph of a boy surrounded by objects that have been invented at various times. Learners name and state the purpose of the objects to build vocabulary for the theme.Play a language gameLearners classify objects according to their function.Independent reading – Reader



Reading and Viewing

LB page 58Read a story about the invention of games and toys. Before learners read the text, they use the pictures and skimming and scanning skills to predict what the text is about.While they read, they match illustrations to information. After they read, they do comprehension questions and complete a timeline.Read aloud. Listen to learners reading.FORMAL ASSESSMENT: start listening to the learners reading aloud.


Reading and Viewing

LB page 58Learners continue to answer questions and make a timeline relating to the information text.Formal assessment: Mark comprehension


Language FocusLB page 61Proper nouns and capital lettersIndependent reading- Reader


LB page 64Learners write descriptions of objects, using a frame.Formal assessment: description of objects.Independent reading- Reader 25


Week 14LESSON 6:



LB page 57Listen to an information text: description of objects. Use the listening text on page 171 of the Learner’s Book. Choose five objects.FORMAL ASSESSMENT: start assessing listening and speaking about information text.Work with words and sentencesPresent simple tenseVerb ‘to be’Independent reading- Reader


Reading and Viewing

LB page 60Practise readingLearners do further activities related to the text on inventions.Work with words and sentencesLearners use prepositions correctly.


Reading and Viewing

LB page 59Read and create visual texts.Learners make a mind map relating to the information text on games.Use a personal dictionaryLearners add to their personal dictionaries.Spelling test: Words from the theme


Language Focus

LB page 61Proper nouns and capital lettersLearners do further exercises using capital letters.FORMAL ASSESSMENT: Take in and mark language activitiesIndependent reading- Reader



LB page 62Make a mind map summary: Learners read about the history of flight, and make a mind map summary of the information.Spelling: Learners practice using alphabetical order to look up words in a dictionary.Vocabulary in contextLearners work on their personal dictionaries, bringing them up to date so they have included information on all the new words in this cycle.Independent reading- Reader


ASSESSMENT TASKFormal assessmentLessons 2, 4, 7, 8, 9 and 10: Speaking and readingLesson 3: Comprehension, continue with speaking and reading assessmentLesson 5: Description of objectsLesson 6: Listening and speaking about information text.Lesson 9: Language structures and conventions

26

PLATINUM LESSON PLANS – GRADE 5Subject: English First Additional Language Grade: 5Theme 8: Monsters And Strange CreaturesDuration: 2 weeks (10 hours) Term 2 Weeks 15 & 16

CAPS Content

and Skills





(1 hour)• Do daily listening and speaking practice• Talk about a photograph of a monster thatintroduces the theme• Listen to a story and make notes about a girl who deals with a scary situation• Listen to a traditional story• Retell and discuss issues arising from the story

• Read a picture story called Theseus and the minotaur• Do a comprehension on the story• Practice reading the story aloud• Read independently or in pairs

• Write a story about a brave child and a monster• Use the writing process to develop the story• Record words and meanings in a personal dictionary

Spelling and punctuation• Use a dictionary to check spelling and meanings of words• Break longer words into syllables (smaller chunks)Work with words andsentences• Conditional sentences (if)• Verbs to describe actions, ‘should’ and ‘must’ to show obligation, ‘will’ to show intention• Adjectives relating to age and temperatureVocabulary in context• Words taken from shared or individually read texts• Synonyms

LEARNING ACTIVITY



Week 15LESSON 1:





LB page 66Use the listening text on page 170 of the Learner’s Book. It is a story.Work with words and sentencesLearners practise using ‘should’ and ‘must’ for obligation. Independent reading – Reader



Reading and Viewing

LB page 68Read the story Theseus and the minotaur. Use the pictures and the title to predict what the story is about. They are also introduced to some vocabulary from the story.


LB page 68Learners continue with the comprehension questions started the day before.Spelling test: Words from the theme


Language Focus

LB page 71Conditional sentences (if)Learners read the rules and examples in the help box. They practice putting together conditional sentences based on the story they have read.Independent reading– Reader



LB page 72Learners use pictures and ideas from the theme to start writing a story. They plan their own stories. They can use a mind map to do this.Independent reading– ReaderUse the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 88 to 89 27




LB page 67Use the listening text on page 171 of the Learner’s Book. It is a traditional story.Before they listen to the story, learners say what is happening in a series of pictures. While they listen, they match the pictures to events in the story.After they listen, they discuss and retell the story. This is largely a metacognitive discussion.Independent reading– Reader


Reading and Viewing

LB page 68Read aloud and work with sentences. Learners work in pairs and take turns to read the story ‘Theseus and the minotaur’ aloud to each other. Before they start, go through the word list, as a vocabulary and pronunciation exercise. Learners also do language in context exercises.Spelling and Vocabulary in contextLearners complete the activity on words with the ‘ch’ sound. Then they use these words in sentences. These activities are based on the theme and vocabulary of the story they read.Work with words and sentencesUse action verbs, match adjectives and nounsWork with wordsBreak words into syllables


Reading and Viewing

LB page 70Learners read the story again. They ask and answer questions about it.Spelling and Vocabulary in contextMake a personal dictionary: Learners prepare their personal dictionaries.Spelling test: Words from the theme.


Language FocusLB page 71Conditional sentencesIndependent reading– Reader



LB page 72Learners complete the stories they have planned; following the writing process outlined in their textbooks.Spelling: Learners do a spelling text based on new words they learnt in this cycle.Vocabulary in contextLearners work on their personal dictionaries, bringing them up to date so they have included information on all the new words in this cycle.Independent reading– Reader



ASSESSMENT TASKFormal assessmentLesson 2: Reading aloudLesson 10: Writing a story

Informal assessmentLessons 3, 4, 8 and 9: Learners swop books to mark each other’s work.Lesson 5: Take in the stories and make comments – saying, for example, whether the work is good, incomplete, interesting.Lesson 6: As you go around listening and helping students, note who is having difficulty in expressing ideas or retelling the story.Lesson 7: Learners mark their own work. Write the answers on the board. Make sure the words are spelt correctly.

28

PLATINUM LESSON PLANS – GRADE 5Subject: English First Additional Language Grade: 5Theme 9: Healthy HabitsDuration: 2 weeks (10 hours) Term 2 Weeks 17 & 18

CAPS Content

and Skills





(1 hour)• Do daily listening andspeaking practice• Talk about a photograph that introduces the theme.• Listen and respond to oral instructions• Answer questions based on the instructions• Role play giving instructions

• Read a proceduraltext (a recipe)• Practice reading the recipe aloud• Do comprehensionsbased on the recipe• Read independentlyor in pairs

• Write a recipe using a frame• Write a short account of a procedure followed• Record words and their meanings in the dictionary

Spelling andpunctuation• Spell familiar words correctly, using a personal dictionaryWork with words andsentences• Words starting with ‘g’ that sound like ‘j’• Adverbs of degree• Adverbs of place• Future tense• Connecting words to show contrast (but),reason (because) and purpose (so that)Vocabulary in context• Words taken from shared or individually read texts

LEARNING ACTIVITY



Week 17LESSON 1:



Learners are required to carry out the instructions to make the salad. Each group should have these ingredients and utensils: 1 lettuce, 1 cucumber, 3 tomatoes, 1 onion, salt, pepper, mustard, dried herbs, oil, lemon juice; and the following utensils: paper towel, knife, spoon chopping board, large bowl, a cup. If there aren’t taps nearby, make sure there are washbasins filled with water for learners to rinse the ingredients.



LB page 76Talk about a photograph of a group of children running to introduce the theme and explore some of the vocabulary associated with it.Use the listening text on page 171 of the Learner’s Book: a set of instructions for warm-up exercises.


Reading and Viewing

LB page 78Learners use scanning techniques; practice reading aloud and answer questions based on a recipe for salad.Vocabulary in contextLearners spend about 10 minutes working on their personal dictionaries, bringing them up to date adding new words that they have learned from the reading and listening texts.Independent reading - Reader


Reading and Viewing

LB page 78Learners work in groups of six to eight to carry out the instructions for making a salad.Independent reading- Reader


Language Focus

LB page 79AdverbsWrite a recipeLearners begin writing their own recipe by working through the writing process.


LB page 81Learners continue the writing activity they began in Lesson 4.Independent reading- Reader

29

Week 18LESSON 6:



LB page 77Role play instructionsLearners work in pairs to role-play giving and following instructions for the class.


Reading and Viewing

LB page 79Complete exercises on the future tense using the words ‘are going to’ and ‘will’ and on connecting words to show contrast (but), reason (because),and purpose (so that).Vocabulary in contextLearners spend about 10 minutes working on their personal dictionaries, bringing them up to date adding new words that they have learned from the reading and listening texts.Independent reading- Reader


Language FocusLB page 79The letter ‘g’ pronounced as ‘j’Independent reading



LB page 81Learners use the method in the recipes they wrote in Lessons 4 and 5 to start writing an account of a procedure in the form of a paragraph. Learners follow the writing process, planning their writing and writing notes.




LB page 81Learners continue writing accounts of a procedure using the writing process. They check a partner’s work and then implement feedback and write their final drafts.SpellingGive a spelling test based on new words learnt in this cycle.Independent reading- Reader


FORMAL ASSESSMENT TASKFormal AssessmentWeek 19 & 20 Mid Year Examinations

Informal assessmentLesson 5: Write this checklist on the board. Each learner should check a partner’s recipe for:— a heading saying what the food or drink is— the heading ‘Ingredients’— a list of ingredients— the heading ‘Method’— numbered steps/instructions in the right order.Lesson 10: Learners informally assess each other’s accounts of a procedure using the checklist in the guidelines above. They give their partners feedback, so that they can correct their mistakes and write a neat final draft.

30

TERM 3: PLATINUM LESSON PLANS – GRADE 5Subject: English First Additional Language Grade: 5Theme 10: People We AdmireDuration: 2 weeks (10 hours) Term 3 Weeks 21 & 22

CAPS Content

and Skills





(1 hour)• Do daily listening and speaking practice• Talk about a photograph of well known or heroic people to introduce the theme• Listen to descriptions of people and takes notes• Give a personal recount

• Read a true storyabout a miner calledRichard Simelane• Do a comprehension on the story• Practice reading the story aloud• Do a word puzzle using vocabulary from Grade 5• Read independently or in pairs

• Write events in sequence, rewrite a story• Use correct grammar, spelling and format• Record words and their meanings in a personal dictionary

Spelling and punctuation• Spell correctly using a personal dictionary• Words starting with ‘g’ can sound like ‘j’ before i, e, y.Work with words andsentences• Subject verb concord• Personal pronouns• Comparative adjectives• Verb ‘to be’Vocabulary in context• Words taken from shared or individually read texts

LEARNING ACTIVITY



Week 21LESSON 1:





LB page 86Talk about the photographs of well-known and heroic people Use the listening text on page 171 of the Learner’s Book. Work with words and sentencesLearners use the verb ‘to be’ to complete sentences relating to the theme.Independent reading – Reader



Reading and Viewing

LB page 88Read the story of Richard Simelane, Before learners read the story, they use the pictures and the title to predict what the story is about. They are also introduced to some vocabulary from the story.After they read, they do a comprehension of the story, which includes literal and metacognitive questions.Work with words and sentencesLearners use the simple past tense to complete an activity. The activity is based on the theme and vocabulary of the story they read.


Reading and Viewing

LB page 88Learners continue to work on comprehension questions relating to the story of the theme.Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 2 and 3 for additional support.


Language FocusLB page 91Subject/verb concordIndependent reading– Reader


LB page 92Write a story: Learners sequence information from the story and rewrite it in full sentences.Independent reading– ReaderUse the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 3 to 5 for additional support. 31

Week 22LESSON 6:



LB page 87Give a personal recount: Learners brainstorm ideas and vocabulary relating to good role models, or people that learners know and admire. Work with words and sentencesPronounsIndependent reading– Reader


Reading and Viewing

LB page 89Practise reading: Learners complete integrated language activities. They work with comparatives, verb ‘to be’, uncountable noun.Vocabulary in contextLearners complete the activity on words with the ‘g’ pronounced as ‘j’.Read a short paragraphLearners read a paragraph, which they summarise during the writing session.



Reading and Viewing

LB page 89Read aloud: Learners read the story of Richard Simelane in pairs. They also do further comprehension work.Make a personal dictionaryLearners prepare their personal dictionaries.



Language Focus

LB page 91Concord: Learners continue to do concord exercises with vocabulary related to the theme.Independent reading– Reader



LB page 93Make a summary of a storySpellingLearners do a spelling test based on new words they learnt in this cycle.Vocabulary in contextLearners spend time working on their personal dictionaries.Summarise a paragraphLearners summarise a short paragraph, with support.Independent reading– Reader


ASSESSMENT TASKInformal assessmentLesson 1: Learners can mark their own work when you discuss the answers to the listening activity. Take in a few books to check

their answers and how well they are able to mark. Make further corrections if necessary. During the discussion, circulate from group to group. Take note of learners who are able to express themselves well and those who are struggling to answer the questions. Take them aside and work on vocabulary when you have time.

Lesson 2: Observe how well learners can talk about the text – content, structure and related matters.Lesson 3 and 4: Learners mark their own work, with your guidance. Take in some of their books to check their answers and their

marking skills.Lesson 5: Read and check the writing of as many learners as possible. Focus on full sentences. Take in some

books and correct.Lesson 6: Listen to as many recounts as you can during the course of the lesson. Ask one or two follow-up questions each time.Lesson 7: 1. Ask learners to swap books and mark each other’s work. Go through the questions, encouraging learners to give the

answers. They should write these on the board. Make sure the words are spelt correctly. 2. For reading aloud: Ask learners to read at least two paragraphs from the text.

32

PLATINUM LESSON PLANS – GRADE 5Subject: English First Additional Language Grade: 5Theme 11: Beautiful BirdsDuration: 2 weeks (10 hours) Term 3 Weeks 23 & 24

CAPS Content

and Skills





(1 hour)• Do daily listening andspeaking practice• Talk about a photograph of an eagle to introduce thetheme• Have a discussion about birds• Talk about a familiar topic with preparation

• Read information texts with visuals• Practice reading the information textsaloud• Do comprehensions based on the information texts with visuals• Read independently or in pairs

• Draw and label a simple visual text• Make a mind map summary of a shorttext• Record words and their meanings in the dictionary

Spelling and punctuation• Use a dictionary to checkspelling and meanings ofwordsWork with words andsentences• Determiners• Words starting with c and followed by, -e, -i , or. -y:pronounce as s• Simple present to describe universal truths• Possessive pronouns• Adjectives relating to age, temperature, and what things are made ofVocabulary in context• Words taken from shared or individually read texts• Phrasal verbs

LEARNING ACTIVITY



Week 23LESSON 1:





LB page 96Talk about the photograph of a fish eagle to introduce the theme and associated vocabulary.Have a class discussion based on the photographs of eight different South African birds, guided by questions in the Learner’s Book.Answer integrated language questions about universal truths and phrasal verbs.


Reading and Viewing

LB page 98Learners read an information table about birds.They then answer comprehension questions based on the text.


Reading and Viewing

LB page 98Learners continue answering the comprehension questions they started in the previous lesson. This activity is for formal assessment.Vocabulary in contextLearners spend about 10 minutes working on their personal dictionaries, bringing them up to date by adding new words that they have learned from the reading and listening texts.Independent reading - Reader


Language Focus

LB page 100Formal Assessment Task: Number words (Determiners)Label a diagramLearners draw and label a diagram based on the theme of birds, for formal assessment.Independent reading- Reader


LB page 101Learners complete the writing activity they started in the previous lesson.Independent reading- Reader

33

Week 24LESSON 6:



LB page 97Learners work on their own to plan a talk about birds. They use the questions, ideas and steps in the Learner’s Book to plan their talks. Provide a checklist to help them prepare. (Formal Assessment Task)




LB page 97Learners present the talks they prepared in the previous lesson. They answer questions based on their talks.


Reading and Viewing

LB page 99Learners answer integrated language questions on adjectives and possessive pronouns. Learners read a section of the information table about birds aloud , for formal assessment.Vocabulary in contextLearners spend about 10 minutes working on their personal dictionaries, bringing them up to date by adding new words that they have learned from the reading and listening texts.Independent reading- Reader



Language FocusLB page 100The letter ‘c’Independent reading- Reader



LB page 101Learners read a short factual text about African grey parrots. They copy and complete a mindmap frame about the text. This is a Formal Assessment Task.SpellingGive a spelling test based on new words they learnt in this cycle.Independent reading- Reader


ASSESSMENT TASKFormal assessmentLesson 3:Reading comprehensionLesson 4: Language structures and conventionsLesson 5: WritingLesson 7: SpeakingLesson 8: Reading aloudLesson 9: Language structures and conventionsLesson 10: Reading; writing

Informal assessmentLesson 1: Write the answers to the Work with words and sentences and the Vocabulary in context questions on the board. Learners

can swap books and mark a partner’s answers.Lesson 8: Write the answers to the Work with words and sentences on the board. Learners can swap books and mark a partner’s

answers.

34

PLATINUM LESSON PLANS – GRADE 5Subject: English First Additional Language Grade: 5Theme 12: Animals And The EnvironmentDuration: 2 weeks (10 hours) Term 3 Weeks 25 & 26

CAPS Content

and Skills





(1 hour)• Do daily listening and speaking practice• Talk about a photograph of animals drinking in the wild to introduce the theme• Listen to a story about animals pushed out of their environment• Retell the story• Listen to a poem

• Read a traditional story about the markings on a cheetah• Do a comprehension on the story• Practice reading the story aloud• Read and discuss poems• Read independently or in pairs

• Write a story about people and animals• Use the writing process to develop the story• Record words and their meanings in a personal dictionary

Spelling• Spell familiar words correctly• Words starting with ‘k’Work with words andsentences• Direct speech and reported speech• Subject/verb/object• Connecting words (if)Vocabulary in context• Words taken from shared or individually read texts

LEARNING ACTIVITY



Week 25LESSON 1:





LB page 104Talk about the photograph of animals drinking in the wild and introduce learners to the theme. The questions explore some of the ideas and vocabulary they will come across in the theme.Listen to a storyUse the listening text at the end of the Learner’s Book.Retell the storyLearners retell the story to a partner, using past and present tenses, and thinking of an alternative ending.Independent reading – Reader



Reading and Viewing

LB page 106Read the traditional story about how cheetahs got their markings. Before they read, learners talk about animals and their environment. They are also introduced to some vocabulary from the story.While they read, they are asked to think about respect for animals and the environment. After they read, they do a comprehension on the story.


Reading and Viewing

LB page 106Re-read the story of the cheetah’s tears and discuss the moral of the story.Independent reading- Reader



Language FocusLB page 110Direct speech and reported speechIndependent reading- Reader

LESSON 5: Duration: 60 minutesWriting and Presenting

LB page 111Learners brainstorm ideas for a story. They use a mindmap to start planning a story. This is the first stage of the writing process. They will complete their stories in Lesson 10 (Week 6).

Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 71 to73 35




LB page 105Listen to and perform a poem: Learners answer questions and work with vocabulary.Work with words and sentencesLearners find sentences with ‘if’.Independent reading- ReaderUse the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 74 for additional support.


Reading and Viewing

LB page 108Read a poem: Learners read a poem about giraffes, and a shorter poem about a cheetah.They discuss main ideas and comparisons, like a simile.Spelling and punctuationLearners spell words with ‘k’.Work with words and sentencesLearners put together subject/verb/object sentences using vocabulary from the story they read.


Reading and Viewing

LB page 106Practise reading: Learners work in pairs and take turns to read the story about the cheetah. They also practice reading the poem in groups and as a class.Work with words and sentences:Recognize and use the connecting word ‘if’Vocabulary in contextLearners add to their personal dictionaries.Independent reading- ReaderUse the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 74 for additional support.


Language Focus

LB page 110Direct speech and reported speechSpellingGive a test on words learnt in the theme.Independent reading- Reader



LB page 111Learners write stories using the writing process.SpellingLearners do a spelling test based on new words they learnt in this cycle.Vocabulary in contextLearners spend about 10 minutes working on their personal dictionaries, bringing them up to date so they have included information on all the new words in this cycle.Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 75 to 77 for additional support.


ASSESSMENT TASKInformal assessmentLesson 1: 1. Learners mark their listening text answers themselves, with your guidance.2. During discussions, observe who is able to express views easily in English and who needs extra help.Lesson 3: Learners mark their own work, with your guidance. Collect some of their exercise books and check their answers and

marking. Use the answers provided above to mark the answers, both in class and when you check work.Lesson 4: Use 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 5: Take in and read the stories. Write comments. Read out two or three of the better stories to the class.Lesson 6: Observe how learners retell the advice in the poem. Give extra attention to those who do not understand the poem.Lesson 7: Ask learners to swap books and mark each other’s work. Go through the questions, encouraging

36

learners to give the answers. They should write these on the board. Make sure the words are spelt correctlyLesson 9: Write the correct answers on the board. Learners mark their own work.

PLATINUM LESSON PLANS – GRADE 5Subject: English First Additional Language Grade: 5Theme 13: Long Ago In EgyptDuration: 2 weeks (10 hours) Term 3 Weeks 27 & 28

CAPS Content

and Skills





(1 hour)• Do daily listening andspeaking practice• Talk about a photograph of Tutankhamun’s mask to introduce the theme• Have a conversation about Egypt• Play a language game

• Read a procedural text about how pyramids were built• Practice reading the procedural text aloud• Read an information text from across the curriculum• Do comprehensions based on information text from across the curriculum• Read independently or in pairs

• Write an information text• Use the writing process• Record words and their meanings in the dictionary

Spelling• Spell familiar words correctly, using a personal dictionary• Words starting with a k, sound and followed by, a, u, or o.Work with words andsentences• Connecting words showing addition, sequence and contrast• Prefixes and suffixes• Prepositions that show position and direction• Negative forms• Passive voiceVocabulary in context• Words taken from shared or individually read texts

LEARNING ACTIVITY



Week 5LESSON 1:



Try to source some interesting material (reading materials andvisuals) on ancient Egypt (or other places long ago) for learners to use as references and/or inspiration. You can also ask the Social Science teacher as he/ she will also be covering Egypt in this term.



LB page 114Talk about the photograph of Tutankhamun’s mask to introduce the theme and some of the ideas and vocabulary they will come across in the theme. Take part in a conversation about ancient Egypt. This is a Formal Assessment Task.Independent reading - Reader


Reading and Viewing

LB page 116Learners read about building pyramids and answer questions.Learners answer three integrated language questions in the Work with words section.


Language Focus

LB page 120Connecting wordsVocabulary in contextLearners spend about 10 minutes working on their personal dictionaries, bringing them up to date by adding new words that they have learned from the reading and listening texts.



LB page 121Learners begin the writing process to write an information text of two to three paragraphs about long ago. This is a Formal Assessment Task.Independent reading- Reader


LB page 121Learners continue working through the writing process to complete their information texts in this lesson. Learners should write their final drafts neatly.Independent reading- Reader

37

Week 6LESSON 6: Duration: 60 minutes


LB page 115The class plays a game with symbols from the Egyptian alphabet.

Independent reading - ReaderUse the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 62 to 64 for additional support.


LB page 118Learners read an information text about mummies and answer questions. This is a Formal Assessment Task.


Reading and Viewing

LB page 119Learners continue answering the reading comprehension questions on the information text that they began in Lesson 7.Vocabulary in contextLearners spend about 10 minutes working on their personal dictionaries, bringing them up to date by adding new words that they have learned from the reading and listening texts.Independent reading- Reader


Language FocusLB page 120Adding letters to make new words (Formal Assessment Task)Independent reading- Reader



LB page 121Learners complete the writing activity they started in Lesson 4. This is a Formal Assessment Task.SpellingLearners do a spelling test based on new words they learnt in this cycle.


ASSESSMENT TASKFormal assessment Lesson 1: Listening and speakingLessons 4 & 10: WritingLesson 7: ComprehensionLesson 9: Language structures and conventions

Informal assessmentLesson 1: Write the answers to the Spelling questions on the board. Learners can swap books and mark a partner’s answers.Lesson 2: Write the answers to the Work with words and sentences questions on the board. Learners can swap books and mark a partner’s answers.

38

PLATINUM LESSON PLANS – GRADE 5Subject: English First Additional Language Grade: 5Theme 14: Work People DoDuration: 2 weeks (10 hours) Term 3 Weeks 29 & 30

CAPS Content

and Skills





(1 hour)• Do daily listening andspeaking practice• Take part in a conversation on a familiar topic: people’s jobs• Perform simple plays

• Read a play• Practice reading theplay aloud• Do a comprehensionbased on the play• Read independentlyor in pairs

• Write a short playscript using a frame• Use the writingprocess• Record words andtheir meanings in thedictionary

Spelling and punctuation• Use the dictionary to check spelling and meanings of words• Add –es to form plurals • Punctuate correctlyWork with words andsentences• Simple past tense using regular forms of the verb• Simple present tense• Gender forms of some nouns• ‘A’ and ‘the’ with nouns• Connecting words to show choice (either/or)Vocabulary in context• Words taken from shared or individually read texts

LEARNING ACTIVITY




Platinum English FAL Grade 5 Learner's Book and Teacher's Guide




LB page 124Talk about the photograph of a doctor to introduce the theme and vocabulary related to the work of a doctor.Read the play ‘Emergency at the beach’ while learners listen. Learners answer questions and work with a partner to practice performing the play.




LB page 125Learners practice performing the play ‘Emergency at the beach’ with their partners. Pairs assess each other’s performance.Independent reading - Reader


Reading and Viewing

LB page 126Learners read the play ‘Lost in town.’ They answer questions about the play on their own.Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 18 and 19 for additional support.


Language FocusLB page 128The simple present tenseIndependent reading- Reader


LB page 129Learners study the format of a play script because they are going to write their own plays as a Formal Assessment Task later on in the two-week cycle. Vocabulary in contextLearners spend about 10 minutes working on their personal dictionariesIndependent reading- ReaderUse the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 19 to 21 for additional support. 39

Week 6LESSON 6:



LB page 125Learners perform their plays for formal assessment.Spelling and punctuationComplete exercises on pages 127 and 128.Independent reading- Reader



Reading and Viewing

LB page 128Read the play ‘Lost in town’ again. Complete the three integrated language questions in the Work with words and sentences section.Vocabulary in contextLearners spend about 10 minutes working on their personal dictionaries, bringing them up to date by adding new words that they have learned from the reading and listening texts.



Language FocusLB page 129The simple past tense



LB page 129Learners begin writing their own plays as a Formal Assessment Task. They write the first draft.Independent reading- Reader



LB page 129Learners complete the writing process that they started in Lesson 9. They write the final drafts of their plays.SpellingLearners do a spelling test based on new words they learnt in this cycle.Independent reading- Reader


REVISION:Learner’s Book p130The DBOE Workbook can be used for revision work and homework

ASSESSMENT TASKFormal assessmentLesson 3: Reading comprehensionLesson 4: Language structures and conventionsLesson 6: Speaking: perform a playLesson 8: Language structures and conventionsLesson 10: Writing

Informal assessmentLesson 2: Pairs of learners to assess each other.Lesson 5: Each pair of learners swaps their writing with another pair. They assess each other’s writing.

40

TERM 4: PLATINUM LESSON PLANS – GRADE 5Subject: English First Additional Language Grade: 5Theme 15: Play SafeDuration: 2 weeks (10 hours) Term 4 Weeks 31 & 32

CAPS Content

and Skills


Reading and Viewing(5 hours)



(1 hour)• Do daily listening and speaking practice• Talk about a photograph that introduces the theme• Listen to a story about a boy who finds a wallet and has to deal with ethical issues• Play a spelling game

• Read a story called ‘Take care, Sameera!’• Do a comprehension on the story• Practice reading the story aloud• Do a word puzzle using vocabulary from Grade 5• Read independently or in pairs

• Write a personal recount in correct sequence• Write a story, using a mind map to plan• Use the writing process to develop the story• Record words and their meanings in a personal dictionary

Work with words andsentences• Subject verb concord(there is/are)• Countable and uncountable nouns• Personal pronouns• Different types of adjectivesVocabulary in context• Words taken from shared or individually read textsSpelling and punctuation• Spell correctly using a personal dictionary• Double ‘l’ when adding a suffix

LEARNING ACTIVITY



Week 31LESSON 1:





LB page 132Talk about the photograph of a building site to introduce learners to the theme of safety. The questions explore some of the ideas and vocabulary they will come across in the theme.Use the listening text at the end of the Learner’s Book. Work with words and sentencesPersonal pronounsIndependent reading – ReaderUse the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 112 for additional support.


Reading and Viewing

LB page 134Read the story called ‘Take care, Sameera!’Before learners read the story, they use the pictures and the title to predict what the story is about. After they read, they do a comprehension of the story.Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 113 for additional support.


Reading and Viewing

LB page 135Learners continue with the comprehension activity from the previous lesson.Practise reading: Learners work in pairs and take turns to read the story aloud to each other.


Language FocusLB page 137Subject verb concordIndependent reading– Reader


LB page 139Learners write a personal recount, describing something that happened to them.Independent reading– ReaderUse the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 115 for additional support. 41

Week 32LESSON 6:



LB page 133Play a language game: work in groups that compete in a spelling competition.Spelling: Double ‘l’ when adding a suffix.Independent reading– Reader



Reading and Viewing

LB page 135Learners work in pairs to ask and answer questions about the story.Vocabulary in context: Learners use words from texts.Reflect on independent reading textsRetell stories and do short book reviews


Reading and Viewing

LB page 136Read and solve word puzzlesLearners work with and spell words related to the story.Work with words and sentencesUse adjectives relating to what things are made of.Use a personal dictionary.Learners add to their personal dictionaries.



Language FocusLB page 137Countable and uncountable nounsIndependent reading– Reader



LB page 139Use a mind map to plan a story and write the story using the writing process.Vocabulary in contextLearners spend about 10 minutes working on their personal dictionaries, bringing them up to date so they have included information on all the new words in this cycle.Independent reading– Reader



ASSESSMENT TASKInformal assessmentLesson: 1. Let learners swop books to mark the listening exercise. Write all possible answers on the board.2. If the discussion is done in groups, circulate from group to group. Take note of learners who are struggling to answer the questions

and give assistance.Lesson 2: During the course of discussion, assess the ability of individuals to identify setting, characters and sequence of events.Lesson 3: Learners mark their own work. Refer to the comprehension answers after Lesson 2.Lesson 4: Learners swop books to mark one another’s work. Write up or call out the answers with learner involvement. Take in a few

books to check answers and marking.Lesson 5: Take in and read the personal recounts. You do not have to give a mark, but you should look for logical sequencing. Correct

jumbled work.Lesson 6: Observe whether learners are able to understand the instructions of the game and to play in an organized way. Intervene

and help if a team is having difficulty.Lesson 7: Ask learners to swop books and mark each other’s pronouns.Lesson 8 and 9: Learners mark their own work, or swop books. Write up the answers as you go through them.Lesson 10: Give an impression mark for the stories using the creative writing scale.

42

PLATINUM LESSON PLANS – GRADE 5Subject: English First Additional Language Grade: 5Theme 16: Fire!Duration: 2 weeks (10 hours) Term 14 Weeks 33 & 34

CAPS Content

and Skills





(1 hour)• Do daily listening and speaking practice• Talk about a photograph that introduces the theme• Participate in a discussion about advantages and disadvantages of fire• Participate in a discussion about the purpose and features of a poster• Take part in a discussion for formal assessment

• Read news media texts• Do a comprehension on the texts for formal assessment• Practice reading the texts aloud• Read and interpret a poster about fire• Read independently or in pairs• Reflect on independently read texts for formal assessment• Read aloud unprepared texts for formal assessment

• Write an information text, including advantages and disadvantages for formal assessment• Use the writing process to develop the text• Design a poster warning about fire for formal assessment• Record words in a personal dictionary

Spelling and punctuation• Spell correctly using a dictionary• Spell words with long vowels and silent ‘e’.Work with words andsentences• Demonstrative pronouns• Words with plural only form• Adjectives before nounsVocabulary in context• Words taken from shared or individually read texts

LEARNING ACTIVITY




Platinum English FAL Grade 5 Learner's Book and Teacher's Guide


Bring newspapers to school. Have books/texts ready for unprepared reading assessments.

Examples of posters and big newspaper advertisements.



LB page 142Talk about a photograph that introduces the theme of fire. The questions explore some of the ideas and vocabulary they will come across in the theme.Learners work in groups to discuss the advantages and disadvantages of fire. They report back to the class. (Formal Assessment Task 6begins.)Independent reading - Reader


Reading and Viewing

LB page 144Read newspaper texts about fires. Read aloud an unprepared text. (Formal Assessment Task 6)Work with words and sentencesLearners match adjectives and nouns, putting adjectives before nouns.



LB page 145Comprehension and mind map on the information text. Formal Assessment Task 6


Language Focus

Language focusLB page 146Demonstrative pronounsWork with words and sentencesLearners identify nouns used in the plural only.Independent reading- Reader


LB page 147Brainstorm ideas, categorise them into a chart and then write paragraphs describing advantages and disadvantages.Make a personal dictionaryLearners prepare their personal dictionaries.Independent reading- Reader


43



LB page 143Work in groups. Read and interpret a poster and discuss issues arising from the message of the poster.Independent reading- Reader



Reading and Viewing

LB page 145Complete the comprehension questions for the newspaper texts already read.Spelling and Vocabulary in contextComplete the activity on words with long vowels and silent ‘e’.


Reading and Viewing

LB page 143Return to the poster discussed in Lesson 6, and focus on reading and answering questions in writing.Spelling testWords from the theme


Language Focus

LB page 146Demonstrative pronounsFormal Assessment Task 6Independent reading- Reader



LB page 147Design a poster warning about the dangers of fire. Formal Assessment Task 6Vocabulary in contextLearners spend about 10 minutes working on their personal dictionaries, bringing them up to date so they have included information on all the new words in this cycle.Independent reading- Reader



ASSESSMENT TASKFormal assessmentLessons 2 ,4, 6, 8 and 9: Reading aloud and speaking/discussionLesson 5: Writing an information textLesson 7: Writing: mind mapsLesson 9: LanguageLesson 10: Writing: poster

Informal assessmentLesson 3: Take in and mark mind maps, and give feedback.

44

PLATINUM LESSON PLANS – GRADE 5Subject: English First Additional Language Grade: 5Theme 17: FeelingsDuration: 2 weeks (10 hours) Term 4 Weeks 35 & 36

CAPS Content

and Skills





(1 hour)• Do daily listening and speaking practice• Listen to a story about a new girl at school and answer questions about it• Tell a story to a partner

• Read a story about a boy who is sad• Practice reading the story aloud• Do a comprehension• Read two poems about feelings and answer questions• Read independently or in pairs

• Write a personal recount• Write a simple book review using a frame• Record words and their meanings in the dictionary

Spelling and punctuation• Spell familiar words correctly, using a personal dictionary• Add ‘s’ to form most pluralsWork with words andsentences• Modals: ‘can’ to show ability, ‘may’ to ask forpermission• Adverbs of time• Adverbs of frequency• Prepositions to show direction, time and possessionVocabulary in context• Words taken from shared or individually read texts

LEARNING ACTIVITY



Week 35LESSON 1:





LB page 150Talk about the photographs to introduce the theme. Learners listen to the story of Zola’s first day at her new school and answer questions about the picture. Independent reading - Reader



LB page 150Learners work with a partner to discuss the comprehension questions.They then answer questions on singular and plural nouns and prepositions showing direction, time and possession.Independent reading- Reader


Reading and Viewing

LB page 152Learners read the story ‘I’m not small!’ and answer questions based on the story with a partner and then as a group.Learners complete an integrated language question on adverbs of time.Vocabulary in contextLearners spend about 10 minutes working on their personal dictionaries, bringing them up to date by adding new words that they have learned from the reading and listening texts



Language FocusLB page 156The word ‘can’Independent reading- Reader


LB page 157Learners write a story about a time when they felt sad. They go through the five steps of the writing process and check their own drafts.

45


Week 36LESSON 6:



LB page 151Learners work on a story about children who are unkind to one another. They tell their stories to a partner and assess each other.Independent reading- Reader


Reading and Viewing

LB page 154Learners read a poem about an argument and practice reading aloud. They answer comprehension questions based on the poem and complete an integrated language exercise on adverbs of frequency.


Reading and Viewing

LB page 155Learners read the poem,’ It is grey out’ and answer questions that require emotional interpretation.Vocabulary in contextLearners spend about 10 minutes working on their personal dictionaries, bringing them up to date by adding new words that they have learned from the reading and listening texts.Independent reading- Reader



Language FocusLB page 156The word ‘may’Independent reading- Reader



LB page 157Learners copy a review frame and write a review of a book or story that they have read.SpellingLearners do a spelling test based on new words they learnt in this cycle.



ASSESSMENT TASKFormal assessmentLesson 3: Reading: Comprehension

Informal assessmentLesson 4 and 9: Learners should mark a partner’s answers. Write the answers above on the board for learners to use as a Memorandum.Lesson 6: Learners should assess their partners informally.

46

PLATINUM LESSON PLANS – GRADE 5Subject: English First Additional Language Grade: 5Theme 18: Digging Up DinosaursDuration: 2 weeks (10 hours) Term 4 Weeks 37 & 38

CAPS Content

and Skills





(1 hour)• Do daily listening and speaking practice• Take part in a conversation• Participate in discussion on less familiar topics

• Read an information text from across the curriculum• Practice reading the story aloud• Do a comprehension based on the information text• Read and understand a poster• Read independently or in pairs

• Design a poster• Write an information text using a frame• Record words and their meanings in the dictionary

Spelling and punctuation• Use a dictionary to check spelling and meanings of words• Singular and plural forms of nounsWork with words andsentences• ‘Will’ to indicate something that will happen• Adverbs of manner• Adverbs of degree• Present progressive tenseVocabulary in context• Words taken from shared or individually read texts

LEARNING ACTIVITY



Week 37LESSON 1:



Learners will write an information text about an animal that is in danger of becoming extinct or an animal that is already extinct. Try to find resources about some of these animals that you can make available to learners, e.g. wildlife magazines and books with information on animals from prehistoric times, (such as dinosaurs), animals that have become extinct more recently (like the quagga), and animalsthat are endangered species (from anywhere in the world).



LB page 160Learners discuss the questions based on the pictures of fossils and dinosaurs in their groups.They are reminded of the rules of conversation.Independent reading – Reader



Reading and Viewing

LB page 162In this lesson and the next (Lesson 3), learners complete the reading comprehension questions based on the information text ‘Dinosaurs’ and answer integrated spelling questions covering plurals that do not end in ‘s’.

LESSON 3:

Duration: 60 minutes LB page 162Learners complete the reading comprehension and integrated spelling questions.Independent reading– Reader

Reading and Viewing



Language FocusLB page 165Adverbs of mannerIndependent reading– Reader


LB page 166Learners design a poster that invites people to see something that they have just discovered.Vocabulary in contextLearners spend about 10 minutes working on their personal dictionaries, bringing them up to date adding new words that they have learned from the reading and listening texts.Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 97 for additional support.

47

Week 38LESSON 6:



LB page 160Learners have a group discussion using the questions associated with the information text under ‘Talk about fossils’.Learners also answer two integrated language questions covering the present progressive tense and adverbs of degree.Independent reading


Reading and Viewing

LB page 164Learners study a poster and answer questions about it.Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 98 to 99 for additional support.


Language Focus

LB page 165The future tense with ‘will’Vocabulary in contextLearners spend about 10 minutes working on their personal dictionaries, bringing them up to date by adding new words that they have learned from the reading and listening texts.Independent reading– Reader



LB page 166Learners begin writing an information text about an animal that does not exist anymore or an animal that is in danger of becoming extinct



LB page 166Learners continue writing the information text that they began in Lesson 9.SpellingLearners do a spelling test based on new words they learnt in this cycle.Independent reading– Reader



ASSESSMENT TASKFormal AssessmentEnd of Year Examinations Week 39 & 40

Informal assessmentLesson 4: Learners swap their books with a partner. They mark each other’s answers using the above memorandum.Lesson 5: Learners check their own postersLesson 10: Learners check their partners’ drafts during the writing process.

48

Documents

schools.pearson.co.zaschools.pearson.co.za/media/73462/platinum-english-fal... · Web viewTo help them do this, read the sentences in which the word occurs. Then go through the words