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INTERMEDIATE PHASE
GRADE 6 LESSON PLANS
2012
Platinum ENGLISH
First Additional Language
CONTENTS PAGE
CONTENTS PAGE ...................................................................................................................................... 2
ENGLISH FIRST ADDITIONAL LANGUAGE WORKSCHEDULE GRADE 6 ................................. 3
TERM 1.....................................................................................................................................................................3
TERM 2.....................................................................................................................................................................3
TERM 3.....................................................................................................................................................................4
TERM 4.....................................................................................................................................................................5
EXEMPLAR TEACHING GUIDELINE– GRADE 6 ............................................................................... 6
THEME 1: AFTER SCHOOL ......................................................................................................................................6
TERM 1: PLATINUM LESSON PLANS – GRADE 6 ......................................................................... 16
THEME 1: AFTER SCHOOL ................................................................................................................................... 16
THEME 2: HEROES ................................................................................................................................................ 18
THEME 3: STAND UP FOR YOURSELF ................................................................................................................ 20
THEME 4: BE CREATIVE....................................................................................................................................... 23
THEME 5: FANTASTIC FOOD ............................................................................................................................... 26
TERM 2: PLATINUM LESSON PLANS – GRADE 6 ......................................................................... 29
THEME 6: PLAYING TRICKS ................................................................................................................................. 29
THEME 7: USEFUL PLANTS ................................................................................................................................. 31
THEME 8: SCHOOL OUTINGS ............................................................................................................................... 33
THEME 9: TIME FOR TELEVISION ...................................................................................................................... 35
TERM 3: PLATINUM LESSON PLANS – GRADE 6 ......................................................................... 38
THEME 10: SPECIAL PLACES .............................................................................................................................. 38
THEME 11: TAKE CARE OF OUR WATER! ........................................................................................................ 41
THEME 12: SPACE ADVENTURE ......................................................................................................................... 43
THEME 13: SCIENCE AND TECHNOLOGY ......................................................................................................... 46
THEME 14: ACT IN PLAYS ................................................................................................................................... 48
TERM 4: PLATINUM LESSON PLANS – GRADE 6 ......................................................................... 50
THEME 15: SPECIAL DAYS .................................................................................................................................. 50
THEME 16: MAKING MUSIC ................................................................................................................................ 52
THEME 17: WEATHER ......................................................................................................................................... 55
THEME 18: SUMMER’S HERE! ............................................................................................................................ 58
2
ENGLISH First Additional Language WORKSCHEDULE GRADE 6
THEME
1. After School
2. Heroes
3. Stand up for
Yourself
4. Be creative
5. Fantastic food
9-10
7-8
5-6
3-4
1-2
WEEKS
TERM 1
Listen and Speak
Read and View
Write and Present
Listen to a story and
answer questions
Language game (give and
follow instructions)
Daily listening and
speaking
Read a story and answer
questions
Read a story aloud
Word puzzle
Independent reading
Story
Personal dictionary
Factual recount of a news
event
Sustain a conversation on
a familiar topic
Daily listening and
speaking
News report E-mail
Advertisement
Independent reading:
Summarise text
Personal letter Factual
recount
Personal dictionary
Listen to and summarise
a story
Daily listening and
speaking
Read a story and answer
questions
Read aloud
Diary entries
Independent reading:
Express own opinion
Diary entry
Personal dictionary
Instructions
Describe a process
Daily listening and
speaking
Information text with
visuals
Follow instructions
Word puzzle
Read aloud
Independent reading:
Reflect on texts read
Description of a simple
process
Definitions of common
nouns
Personal dictionary
Design, draw and
complete a collage
Poetry
Word game
Daily listening and
speaking
Poetry
Read poems aloud
Independent reading:
Reflect on and compare
texts
Descriptions of people
and objects
Personal dictionary
Language Structures
and conventions
Spell familiar words
Use a dictionary
Word families
Sight words
High frequency words
Subject-verb concord
Countable nouns
Simple past tense
Pronouns
Words from texts read
Use a dictionary
Alphabetical order
Break words into smaller
parts
Articles ‘a’ and ‘the’
Adjectives of comparison
Present progressive
tense
Modals
Adverbs of time
Words from texts read
Use a dictionary
Alphabetical order
Words with ‘g’
Personal pronouns
Verbs to describe actions
Prepositions
Question forms
Capital letters
Homonyms
Words from texts read
Use a dictionary
Words starting with ‘ce-’,
‘ci-’ or ‘cy-’
Command form of verb
Past progressive tense
Prepositions
Negative concord
Words from texts read
Use a dictionary
Words with a ‘k’ sound
Possessive noun form
Adjectives
Simple present tense to
describe regular actions
Compound words
Words from texts read
Formal
Assess
ment
Baseline
assessm
ent
Teaching
and
Learning
Material
LB pp 1–
10
TG pp 1–
16
Term 1
FAT 1
LB pp 11–
20
TG pp 17–
35
Term 1
FAT 2
LB pp 21–
30
TG pp 36–
48
Term 1
FAT 2
LB pp 31–
40
TG pp 49–
65
LB pp 41–
50
TG pp 66–
79
THEME
6. Playing Tricks
11-12
WEEKS
TERM 2
Listen and Speak
Read and View
Listen to a traditional
story and answer
questions
Tell and retell stories
Daily listening and
speaking
Read a story
Complete a
comprehension
Read aloud
Independent reading
Write and Present
Simple story
Paragraph to express
opinion
Personal dictionary
3
Language Structures
and conventions
Use a dictionary
Words with a ‘k’ sound
Irregular verb forms
Countable and
uncountable nouns
Demonstrative pronouns
Adjectives
Present simple tense
Modal verbs
Words from reading texts
Formal
Assess
ment
Teaching
and
Learning
Material
LB pp 51–
60
TG pp 80–
92
7. Useful plants
8. school outings
9. time for television
Read an information text
and answer questions
Identify main idea and
topic sentences of
paragraph
Independent reading:
Reflect on text read
Description of plant
product
Design, draw and label a
mindmap
Personal dictionary
Personal recount of an
event
Story
Answer questions
Role-play a familiar
situation
Daily listening and
speaking
Diary extract
Answer questions
Read a story and
complete a
comprehension
Read aloud
Independent reading:
Reflect on texts read
Simple personal letter
Personal dictionary
Interview classmates for
a survey
Conversation on familiar
topic
Language game
Daily listening and
speaking
Book review
Information text with
visuals
Comprehension
Read a TV news article
aloud
Word puzzle
Independent reading
Dictionary definitions
Questionnaire
Paragraph to express
opinion
Personal dictionary
Use dictionary words in
sentences
Use a dictionary
Plurals with ‘-es’
Nouns that have only
plurals
Possessive pronouns
Comparative and
superlative adjectives
Adverbs
Connecting words
Words from reading texts
Use a dictionary
Words ending in ‘-l’
Present perfect tense
Regular and irregular
verb forms
Connecting words
The verb ‘to be’
Phrasal verbs
Words from reading texts
Use a dictionary
Words with long vowel
sounds and silent ‘e’
Future tense
Adverbs of degree
The verb ‘to be’
Modal verbs
Antonyms
Words from reading texts
Term 2
FAT 1
LB pp 61–
70
TG pp 93–
109
LB pp 71–
80
TG pp
110–123
LB pp 81–
92
TG pp
124–138
Midyear
examina
tion
Assessment
13-14
15-16
17-18
19-20
Listen to oral
descriptions
Analyse and classify
plant products
Daily listening and
speaking
LB pp 93–
96
TG pp
139–141
THEME
10. special places
11. take care of our
water
12. Space Adventures
25-26
23-24
21-22
WEEKS
TERM 3
Listen and Speak
Read and View
Write and Present
Listen to a story and
answer questions
Listen to a description of
a place
Make notes
Daily listening and
speaking
Read a story
Comprehension
Read a personal letter
Answer questions
Independent reading
Diary entry
Personal dictionary
Listen to a talk on an
issue
Talk about an issue
Collect information with
a questionnaire
Daily listening and
speaking
Information text with
visuals
Comprehension
Read information text
aloud
Word puzzle
Independent reading
Information text with
visuals
Transfer text into
graphic form
Personal dictionary
Listen to and retell a
story
Poetry
Daily listening and
speaking
Story
Summarise a story
Answer questions
Read a poem aloud
Independent reading:
Reflect on texts read
Story
Poem
Personal dictionary
4
Teaching
and
Learning
Material
Language Structures
and conventions
Formal
Assessment
Use a dictionary
Plurals with ‘-s’
Proper nouns
Connecting words –
cause and effect
Simple present tense for
universal statements
Future tense with ‘will’
Synonyms
Words from reading
texts
Use a dictionary
Simple present tense
Present progressive
tense
Adjectives
Subject-verb concord
Words in same lexical
field
Words from reading
texts
Use a dictionary
Shorten words
Abbreviations
Personal pronouns
Simple past tense
Adverbs of place
Possessive pronouns
Prefixes and suffixes
Words from reading
texts
Term 3 FAT
1
LB pp 97–
106
TG pp
142–157
Term 3 FAT
1
LB pp
107–116
TG pp
158–173
LB pp
117–128
TG pp
174–190
13. science and
technology
14. Act in plays
27-28
29-30
Instructions for a
procedure
Language game
Daily listening and
speaking
Experiment
Information texts
Independent reading:
Reflects on texts read
Information text
Mindmap summary
Personal dictionary
Perform a play (drama)
Conversation on a
familiar topic
Daily listening and
speaking
Play (drama)
Comprehension
Read a play aloud
Independent reading:
Reflects on texts read
Short play script
Personal dictionary
Use a dictionary
Spelling words which are
often confused
Possessive noun form
Adjectives
Verbs to describe actions
Present perfect tense
Words from reading
texts
Use a dictionary
Spelling
Determiners
Adjectives
Adverbs
Homonyms
Words from reading
texts
Term 3 FAT
2
LB pp
129– 140
TG pp
191–208
LB pp
141– 150
TG pp
209–220
THEME
15. Special Days
16. Making music
17. weather
18. summer’s here!
Listen and Speak
Read and View
Write and Present
Language Structures
and conventions
Formal
Assessment
Teaching
and
Learning
Material
Listen to and tell a
story
Oral book review
Daily listening and
speaking
Read a story
Comprehension
Personal letters
Read aloud
Independent reading:
Reflects on texts read
Story
Personal dictionary
Use a dictionary
Sight words
High frequency words
Demonstrative
pronouns
Adjectives before
nouns
Command form of verb
Prepositions
Antonyms
Words from reading
texts
Discussion
Listen to and discuss a
talk
Language game
Daily listening and
speaking
Information text
Comprehension
Read aloud
Word puzzle
Independent reading:
Reflects on texts read
Instructions from
visual text
Mindmap summary
Definitions with
examples
Personal dictionary
Use a dictionary
Alphabetical order
Possessive pronouns
Commas
Relative clauses
The word ‘the’
Words from reading
texts
Listen to and
summarise a story
Poetry
Daily listening and
speaking
Story
Comprehension
Poetry
Read a poem aloud
Independent reading:
Reflects on texts read
Book review
Personal letter
Personal dictionary
Use a dictionary
Words in same lexical
field
Connecting words –
reason, purpose, choice
Direct speech
Quotation marks
Words from reading
texts
LB pp 171–
180
TG pp 251–
265
Conversation
Ask and answer
questions
Discussion
Daily listening and
speaking
Magazine article
Answer questions
Poster
Read aloud
Independent reading
News report
Design a poster
Personal dictionary
Use a dictionary
Alphabetical order
Connecting words
Question marks
Exclamation marks
Comparatives
Compound words
Words from reading
texts
LB pp 181–
192
TG pp 266–
280
LB pp 151–
160
TG pp 221–
234
Term 4 FAT 1
End-of-year
examination
Assessment
39-40
37-38
35-36
33-34
31-32
WEEKS
TERM 4
5
LB pp 161–
170
TG pp 235–
250
LB pp 193–
196
TG pp 281–
282
EXEMPLAR TEACHING GUIDELINE– GRADE 6
Subject: English First Additional Language
Grade: 6
Theme 1: After School
Duration: 2 weeks (10 hours)
Listening and Speaking
(2 hours)
CAPS
Content
and
Skills
• Does daily listening and
speaking practice
• Talks about
photographs that introduce
the theme
• Listens to a story about a
family
• Plays a language
game called ‘I wish’
Term 1 Weeks 1 & 2
Reading and Viewing
(4 hours)
Writing and Presenting
(3 hours)
• Reads a story called
‘Jeff goes missing!’
• Does a comprehension
on the story
• Practises reading the
story aloud
• Does a word puzzle
using vocabulary from
Grade 5
• Reads independently
or in pairs
• Writes a story about an
enjoyable experience
• Uses the writing
process to develop the
story
• Makes a personal
dictionary
• Records words and
their meanings in the
dictionary
6
Language Structures and
Conventions
(1 hour)
Language focus
• Subject-verb concord
• Countable and uncountable
nouns
Integrated language
Spelling
• Spells correctly using a
personal dictionary
• Builds word families based
on how they sound or look
• Builds on knowledge of
sight words and highfrequency words.
Work with words
andsentences
• Personal pronouns
• Simple past tense
Vocabulary in context
Words taken from shared or
individually read texts
LEARNING
ACTIVITY
TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from page 4 in
the TG
Week 1
LESSON 1:
Duration: 60 minutes
Listening and
Speaking
Daily listening and speaking practice
Choose an activity from the list of daily activities suggested at the beginning of this theme.
Listen and speak
Talk about the photographs
Learner’s Book page 2
1. Work as a class. Learners look at the photograph on page 1 quietly on their own for a few minutes.
2. Discuss questions 1 and 2, which focus on literal aspects of the photograph: setting and action.
Encourage learners to use full sentences when they answer.
3. In question 3, learners interpret the emotions of the people in the photographs, using their facial
expressions and body language. They must be able to explain their answers, for example: Yes, they
are enjoying themselves because they are laughing.
4. Questions 4 and 5 relate to the learners’ own lives. Learners can use the Word list in the Learner’s
Book to look up the words ‘programmes’ and ‘movies’ if they do not understand them. They
identify different kinds of television programmes, and give opinions about them based on their
own experiences. Encourage learners to support their opinions with good reasons, for example: I
enjoy watching the weather because I can learn about all the places in our country.
5. Learners give examples of other kinds of television programmes they enjoy watching. List these
on the board.
Listen to a story
Learner’s Book page 2
This activity can be used to do a baseline assessment of listening skills. If so, learners write answers
to the questions listed under the ‘After you listen’ section. If you are not going to use it for baseline
assessment, the learners work in groups and answer the questions orally. Organise the class into
groups before you start the ‘Before you listen’ section.
Before you listen
1. Explain that you are going to read a story about the family in the pictures.
2. Discuss questions 1 and 2. Learners use details in the pictures to predict what the story might be
about.
3. Explain that you will read the story four times. Remind learners to sit still and concentrate while
they listen.
While you listen
You will read the story about Njeri’s family on page 204 of the Learner’s Book a few times.
1. The first time you read the story, encourage learners to close their eyes and just listen.
2. The second time, ask them to look at the pictures while you read. When you have finished, discuss
the predictions they made in Before you listen. How are they the same as the story? How are they
different?
3. Read the story a third time. Discuss difficult words. Encourage learners to work out the meaning
themselves. To help them do this, read the sentences in which the word occurs. Then go through
the words and meaning in the ‘Word list’.
4. The fourth time you read the story, learners sit and listen carefully again.
After you listen
1. Read through questions 1 to 5 in this section. Questions 1 to 4 require literal answers. Question 5
draws on the learners’ own experiences. Check that they understand the meaning of the following
adverbs: never, sometimes, and often.
2. Learners either work individually or answer the questions in writing, or they discuss the
questions in groups.
3. Question 6, which requires learners to offer opinions, should be done orally. If learners are
working individually, discuss the question as a class towards the end of the lesson. It is not for
assessment purposes.
7
RESOURCES
Platinum
English FAL
Grade 6
Learner's Book
and Teacher’s
Guide
Platinum
English FAL
Grade 6 Reader
Use the
exercises in the
DBOE
Workbooks for
additional
support.
Baseline assessment
Use the ‘After you listen’ activity to do a baseline assessment of listening skills. Use the
memorandum provided under ‘Answers’ to mark the answers.
Informal assessment
If the activities are done orally, circulate from group to group. Take note of learners who are
struggling to answer the questions. You will need to do some remedial work with them during the
year.
Also, this is the first group activity they are doing this year. Use your observations to start thinking
of how you will organise groups into different levels.
Work with words and sentences
Learner’s Book page 3
The learners use the pronouns in the box to complete the sentences.
Answers
1. My brother and I like watching television.
2. She gets cross with us when we watch too much.
3. She likes reading books but we don’t like reading them.
4. There is soccer on tonight but I don’t like watching it.
5. My brother always says, ‘I don’t understand why you don’t like soccer!’
LESSON 2:
Reading and
Viewing
Homework
Learners complete answers to the activity on pronouns in ‘Work with words and sentences’. They
have studied these pronouns in Grade 5. Find out what they remember. Read through the activity. If
there is time, do it orally in class before the learners write the answers for homework.
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 8 for additional support.
Duration: 60 minutes
Daily listening and speaking practice
Choose an activity from the list of daily activities suggested at the beginning of this theme.
Read and view
Read a story
Learner’s Book page 4
Before you read
1. Discuss the questions as a class.
2. In question 1, learners use the title and pictures to predict what will happen in the story.
3. Questions 2–4 extend learners’ knowledge of adverbs of frequency. (In Listen and speak in Lesson
1, they use the adverbs ‘never’, ‘sometimes’ and ‘often’.) They skim through the story to find
specific words. They use the ‘Word list’ for help if necessary.
4. Ask learners to identify how many paragraphs there are in the story.
5. Read the story to the class. Read it a second time.
6. Ask learners to read the story quietly on their own. They do this twice.
While you read
This activity reinforces the adverbs of frequency from ‘Before you read’. Learners read the words in
the context of the story.
After you read
1. Discuss difficult words.
2. Read through the questions with the class.
3. Ask learners to complete the questions in writing. Questions 1 to 3 require literal answers. In
question 4, learners are asked to analyse a situation and compare it with what happened before.
Baseline assessment
Use the ‘After you read’ activity to do a baseline assessment of reading comprehension skills. Use the
memorandum provided under ‘Answers’ to mark the answers.
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 6 for additional support.
8
LESSON 3:
Language Focus
Duration: 60 minutes
Daily listening and speaking practice
Choose an activity from the list of daily activities suggested at the beginning of this theme.
Language focus
Subject-verb concord
Learner’s Book page 8
1. Work as a class. Read the information about subject-verb concord in the box in the Learner’s Book.
2. Discuss the rules. Learners should be familiar with them as they have learnt them in Grade 4 and
5.
3. Pick up things in the classroom and ask learners to identify them using ‘There is …’ or ‘There are
…’. For example: There is a dustbin. There are two books.
4. Do this activity again, this time asking learners to put the verbs into the past tense (was/were).
5. The learners work individually and write answers to Activity 1.
Baseline assessment
Use the ‘Language focus’ activity to do a baseline assessment of language skills. Use the
memorandum provided under Answers to mark the answers.
Remedial activity
If learners are struggling to understand subject-verb concord, give them more practice. Use the
activity below.
1. There is/are some books on the table.
2. There is/are one textbook for maths.
3. There is/are a lot of desks in the classroom.
4. There is/are a bookcase in the corner.
5. There is/are four school holidays in the school year.
Extension activity
Learners complete these sentences using their own words:
1. There is ...
2. There are ...
3. Yesterday there was ...
4. Yesterday there were ...
Homework
Learners complete questions 2 and 3 from the ‘Revision’ section on page 10 of the Learner’s Book.
Independent reading - Reader
Use the picture story ‘Faiza’s party’ on pages 6 to 9 of the Reader.
1. Ask learners to point out the basic elements of the picture story, that is, frames, captions and
speech bubbles.
2. Ask them to look through the pages quickly and to use the pictures to get an idea of what the story
might be about.
3. Talk about the characters in the story: How many are there? Who are they?
4. Talk about the different settings in the story: school, shopping mall, Faiza’s house.
5. Organise learners into pairs. Ask them to read the first page of the story. They take turns to read
the speech bubbles. Remind them to look up words they do not know in the Glossary on page 92
of the Reader, or in a dictionary.
Baseline assessment
Use the time allocated for independent reading to assess a few learners for reading aloud and
speaking skills. For reading-aloud skills, ask learners to read at least two paragraphs from the text
they are busy with. If it is a poem, they can read one or two verses. Before they start reading, remind
them to pay attention to:

saying words correctly

reading smoothly

reading with expression.
For speaking skills, ask learners questions about the text they are reading. Use the following ideas,
but adapt them according to the genre being used:

What is the title?

Describe one thing that happens/something you find interesting.

Has anything like this happened to you?/Have you ever felt like this?
9
LESSON 4:
Writing and
Presenting
Duration: 60 minutes
Daily listening and speaking practice
Choose an activity from the list of daily activities suggested at the beginning of this theme.
Write and presents
LESSON 5:
Writing and
Presenting
Write a story
Learner’s Book page 9
1. Work as a class. Tell learners they are going to write their own story.
2. Explain that, so far, learners have listened to a story and read a story. So by now they know quite a
bit about stories.
3. Discuss some of the basic elements of the stories they have read, for example: They have people in
them. They happen in a place, or places. The people do and say things.
4. Read the example of the story. Just read the story text, not the annotations.
5. Read the annotations around the story. Discuss them with the class. Tell learners that these are
the things you need to remember when you write a story.
6. Remind learners of the writing process. They have used it in Grades 4 and 5.
7. Ask them to point out the five stages of the process in the Learner’s Book.
8. Tell them that they will start planning their stories in the next lesson. For homework, learners
must decide what they will write about.
Independent reading - Reader
Use the picture story ‘Faiza’s party’ on pages 6 to 9 of the Reader.
1. Find out what learners can remember about the story. Ask: Who are the characters? Where are
they? What is the problem?
2. Learners work in pairs and read the next two pages of the picture story. Remind them to look up
words they do not know in the Glossary on page 92 of the Reader, or in a dictionary.
Baseline assessment
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.
Duration: 60 minutes
Daily listening and speaking practice
Choose an activity from the list of daily activities suggested at the beginning of this theme.
Vocabulary in context
Give learners five to ten minutes to work in their personal dictionaries. They make sure they have
added all the new words they have learnt in this first week of the cycle. This includes words they
have come across during independent reading. Encourage them to add sentences that show the
meanings of the word.
Write and presents
Write a story
Learner’s Book page 9
1. Work as a class. Remind learners that they are going to start writing their stories in this lesson.
2. Tell them that they are going to do the first stage of the writing process. They will use a mind map
to plan their stories.
3. Read through the story and the annotations again.
4. Find out if there is anything that learners are unsure about. Explain more if needed.
5. Ask them to copy the mind map in the Learner’s Book into their exercise books. They could use
rough paper instead if it is available, but they will need to hand in the mind maps with their
completed stories.
6. About 20 minutes before the end of the lesson, tell them to put their work away, and to prepare
for independent reading. Explain that they will continue the story writing in the writing lesson
next week.
Homework
Learners decide on a topic for their stories.
Independent reading - Reader
Use the picture story ‘Faiza’s party’ and the invitation on pages 6 to 9 of the Reader.
1. Learners work in pairs. They complete the picture story and discuss the questions at the
end.
2. They analyse and evaluate the main character’s behaviour. They also give a personal
response.
Remind them to look up words they do not know in the Glossary on page 92 of the Reader, or in a
dictionary.
Baseline assessment
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.
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 30 for additional support.
10
Week 2
LESSON 6:
Duration: 60 minutes
Listening and
Speaking
Daily listening and speaking practice
Choose an activity from the list of daily activities suggested at the beginning of this theme.
LESSON 7:
Play a language game
Learner’s Book page 3
1. Work as a class. Read through the instructions of how to play the game. Make sure everyone is
clear about what they need to do. Ask questions, for example: What must you do first? What must
you do next?
2. Organise the class into groups. Remind them of the basic rules when they do speaking activities:
give everyone a chance to speak, listen carefully when someone is speaking and let them finish
before you say something.
3. Learners play their games.
4. About 20 minutes before the lesson ends, end the games and ask learners to prepare for
independent reading.
Independent reading - Reader
Use the picture story ‘Faiza’s party’ and the invitation on pages 6 to 9 of the Reader.
1. Learners work in pairs. They use the frame below to give an oral review about the story.

The title is ...

The main characters are ...

The story takes place in these places ....

The story is about a ... (say one or two sentences – do not tell the whole story, just the main
ideas at the beginning).

I liked/did not like this story because ...
2. If there is time after the orals, ask learners to read the whole story in their pairs.
Baseline assessment
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.
Duration: 60 minutes
Listen and speak
11
Reading and
Viewing
Daily listening and speaking practice
Choose an activity from the list of daily activities suggested at the beginning of this theme.
Read and view
Read the story aloud
Learner’s Book page 6
1. Read the story ‘Jeff goes missing!’ on page 4 of the Learner’s Book to the class again.
2. Organise the class into pairs.
3. Read through the points under number 2 in the Learner’s Book. Give examples to demonstrate the
points. For example, read a sentence but do not pause where there is a comma. Then read the
same sentence and pause correctly this time. Read an exclamation without enthusiasm. Then read
the same sentence with the necessary expression.
4. Ask learners to take turns to read the story to each other, paying attention to the points they have
just been through.
5. About 20 minutes before the end of the lesson, ask learners to prepare for the integrated language
activities on page 6. (They will prepare their personal dictionaries in the next lesson.)
Spelling
Learner’s Book page 6
1. Learners do questions 1 and 2 orally, in pairs.
2. They do question 3 individually, in writing.
Work with words and sentences
Learner’s Book page 7
Learners write the answers on their own.
Do a word puzzle
Learner’s Book page 7
1. Read the instructions of how to do the word puzzle.
2. Learners complete the activity for homework.
Informal assessment
Ask learners to swap books and mark each other’s work. Go through the questions and let learners
write the answers on the board. Make sure the words are spelt correctly.
Homework
Learners do question 1 from the ‘Revision’ section on page 10 of the Learner’s Book.
12
LESSON 8:
Language Focus
Duration: 60 minutes
Daily listening and speaking practice
Choose an activity from the list of daily activities suggested at the beginning of this theme.
Language focus
Countable and uncountable nouns
Learner’s Book page 8
1. Work as a class. Read the information about countable and uncountable nouns in the box in the
Learner’s Book.
2. Discuss the rules. Learners should be familiar with them as they have learnt them in Grades 4 and
5. Point out the use of ‘an’ in front of a word that starts with a vowel.
3. Ask learners to find examples of countable objects in the classroom, for example: desk, chalk,
pencil. Practise using the words ‘one’, ‘a/an’ and ‘two’ with the nouns.
4. Examples of uncountable nouns will be hard to find in the classroom, so use examples from a
wider context, for example: water, flour, soil.
5. Learners work individually and write answers to the activity.
Baseline assessment
Use the activity ‘Countable and uncountable nouns’ to assess the learners’ language skills. Use the
memorandum provided in ‘Answers’ to mark the answers.
Remedial activity
If learners are struggling to identify uncountable nouns, give them more practice. Use the activity
below:
1. There is a/some furniture in the room.
2. There will be a/some bad weather tomorrow.
3. There was a/some bad traffic on the way to school.
4. You will need a/some equipment to bake that cake.
5. There is a/some information on how to save money in the magazine.
Extension activity
Point out that some nouns can have both a countable and an uncountable meaning. This often
happens with the names of animals that are also a type of food. For example: You eat some fish
(uncountable), but there is a fish (countable) in the bucket. Chicken is another example of this.
Homework
Learners do question 4 from the ‘Revision’ section on page 10 of the Learner’s Book.
Make a personal dictionary
Learners prepare their personal dictionaries. Some learners might still be able to use their
dictionaries from the previous year. They can do independent reading while other learners are
making their dictionaries.
13
LESSON 9:
Writing and
Presenting
Duration: 60 minutes
Daily listening and speaking practice
Choose an activity from the list of daily activities suggested at the beginning of this theme.
Write and present
Write a story
Learner’s Book page 9
1. Explain that learners are going to use the information from their mind maps to start writing their
stories.
2. Remind them that they will need to hand in their mind maps with their completed stories.
3. Discuss the writing process. Read through the five stages on page 9 of the Learner’s Book again.
Explain that they have completed the first stage: Planning. Now they will write their first drafts.
4. Read through the model story ‘Going to the movies’ again.
5. Discuss the annotations next to the story.
6. Ask learners to start writing their first drafts. They do this in their exercise books or on rough
paper.
7. Tell them that, at this stage, they must concentrate on the ideas in each paragraph. Remind them
to use a dictionary to look up new words to use.
8. About 20 minutes before the end of the lesson, ask the learners to put their writing away. They
will complete it in the next lesson.
9. Learners continue with their independent reading.
Independent reading - Reader
Use the invitation on page 10 of the Reader.
1. Ask: What is an invitation? Find out what learners know about this genre. Talk about the different
kinds of events we invite people to, such as: parties, prize-givings, special ceremonies, weddings.
2. Ask them to point out the basic features of the genre, that is, greeting, paragraphs and ending.
3. Find out if they know the meaning of PS (post script), and what we use it for (to add something
after the greeting).
4. Ask learners to read the invitation quietly on their own. Then ask them to read it in pairs. They
can take turns to read a paragraph. Remind them to look up words they do not know in the
glossary on page 92 of the Reader, or in a dictionary.
5. Ask learners to discuss the questions below the invitation. They relate the topic of the invitation to
their own experience and express opinions about it. They also identify information that is missing
from the invitation, that is, the time and a contact number/address to reply to.
Baseline assessment
By now you should have assessed most of the learners for reading aloud and speaking skills. If
necessary, use the time allocated for independent reading to assess the few learners who have not
yet been assessed. Ask them questions about the story they are reading. Use the ideas and rating
scales from Lesson 3.
Homework
Give learners the spelling list you have prepared. Ask them to learn the words for a spelling test in
the next lesson.
14
LESSON 10:
Writing and
Presenting
Duration: 60 minutes
Daily listening and speaking practice
Choose an activity from the list of daily activities suggested at the beginning of this theme.
Spelling
Give learners the spelling test. Ask them to swap books and to mark each other’s work. Record their
marks out of 10 if you need to.
Vocabulary in context
Give learners five to ten minutes to work in their personal dictionaries. They must make sure they
have added all the new words they have learnt in this two-week cycle. This includes words they have
come across during independent reading. Encourage them to add sentences that show the meanings
of the word.
Write and present
Write a story
Learner’s Book page 9
1. Learners work on their own and complete their first drafts. Give them about 15 to 20 minutes to
do this.
2. Read the annotated notes next to the model story in the Learner’s Book again. Ask learners to read
their work carefully and to check that they have included everything they need to. Ask them to
think of any changes that will make their writing better.
3. Learners work in pairs. They read each other’s drafts and check spelling and punctuation.
4. If there is time, let them write their final drafts in their exercise books. Remind them to add a title.
Also remind them to write neatly. If there is not time, they can finish their stories for homework.
They must hand in their mind maps with their stories.
REVISION: Learner’s Book p10
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Baseline assessment
Lesson 1 and 2: Use the ‘After you listen’ activity to do a baseline assessment of listening skills.
Lesson 3: Use the ‘Language focus’ activity to do a baseline assessment of language skills
Lessons 3, 4, 5 and 6: Use the time allocated for independent reading to assess a few learners for reading aloud and speaking skills. For
reading-aloud skills, ask learners to read at least two paragraphs from the text they are busy with. If it is a poem, they can read one
or two verses. Before they start reading, remind them to pay attention to:saying words correctly, reading smoothly, and reading
with expression. For speaking skills, ask learners questions about the text they are reading. Use the following ideas, but adapt them
according to the genre being used: What is the title? Describe one thing that happens/something you find interesting. Has anything
like this happened to you?/Have you ever felt like this?
Lesson 8: Use the activity ‘Countable and uncountable nouns’ to assess the learners’ language skills.
Lesson 10: Use the learners’ stories to do a baseline assessment for creative writing.
Informal assessment
Lesson 1: If the activities are done orally, circulate from group to group. Take note of learners who are struggling to answer the questions.
You will need to do some remedial work with them during the year. Also, this is the first group activity they are doing this year. Use
your observations to start thinking of how you will organise groups into different levels.
Lesson 7: Ask learners to swap books and mark each other’s work. Go through the questions and let learners write the answers on the board.
Make sure the words are spelt correctly.
15
TERM 1: PLATINUM LESSON PLANS – GRADE 6
Subject: English First Additional Language
Grade: 6
Theme 1: After School
Duration: 2 weeks (10 hours)
Listening and Speaking
(2 hours)
CAPS
Content
and
Skills
• Does daily listening and
speaking practice
• Talks about photographs
that introduce the theme
• Listens to a story about a
family
• Plays a language
game called ‘I wish’
LEARNING
ACTIVITY
Week 1
LESSON 1:
Listening and
Speaking
LESSON 2:
Reading and
Viewing
LESSON 3:
Language Focus
LESSON 4:
Writing and
Presenting
Term 1 Weeks 1 & 2
Reading and Viewing
(4 hours)
Writing and Presenting
(3 hours)
• Reads a story called
‘Jeff goes missing!’
• Does a comprehension on
the story
• Practises reading the
story aloud
• Does a word puzzle
using vocabulary from
Grade 5
• Reads independently or in
pairs
• Writes a story about an
enjoyable experience
• Uses the writing process
to develop the story
• Makes a personal
dictionary
• Records words and
their meanings in the
dictionary
TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from
page 4 in the TG
Duration: 60 minutes
Learner’s Book page 2
Talk about photographs: The questions explore some of the ideas and
vocabulary theywill come across in the theme.
Listen to a story: Use the listening text on page 204 of the Learner’s Book.
Work with words and sentences: Learners use personal pronouns to complete
an activity.
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 8 for
additional support.
Duration: 60 minutes
Learner’s Book page 4
Read a story: The story is called ‘Jeff goes missing!’.
Work with words and sentences: Learners use the simple past tense to
complete an activity.
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 6 for
additional support.
Duration: 60 minutes
Learner’s Book page 8
Subject-verb concord: Learners read the rules about this concept in the box.
Then they use this information to complete an activity.
Independent reading - Reader
Duration: 60 minutes
Learner’s Book page 9
Write a story: This activity will be done over threelessons.
Independent reading - Reader
16
Language Structures and
Conventions
(1 hour)
Language focus
• Subject-verb concord
• Countable and
uncountable nouns
Integrated language
Spelling
• Spells correctly using a
personal dictionary
• Builds word families
based on how they sound or
look
• Builds on knowledge of
sight words and highfrequency words
Work with words and
sentences
• Personal pronouns
• Simple past tense
Vocabulary in context
Words taken from shared
or individually read texts
RESOURCES
Platinum English FAL Grade
6 Learner's Book and
Teacher’s Guide
Platinum English FAL Grade
6 Reader
Use the exercises in the
DBOE Workbooks for
additional support.
LESSON 5:
Writing and
Presenting
Week 2
LESSON 6:
Duration: 60 minutes
Learner’s Book page 9
Write a story: Learners continue the writing activity from the previous lesson.
They use a mindmap to start planning a story.
Independent reading- Reader
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 30 for
additional support.
Duration: 60 minutes
Learner’s Book page 2
Play a language game: Learners work in groups.They read and follow
instructions to play a game called ‘I wish’.
Independent reading- Reader
Duration: 60 minutes
LESSON 7:
Learner’s Book page 4
Practice reading: Learners work in pairs and take turns to read the story ‘Jeff
Reading and
goes missing!’ aloud to each other.
Viewing
Spelling and Vocabulary in context: Learners complete the activity on words
with the ‘ch’ sound. Then they use these words in sentences.
Do a word puzzle: The puzzle focuses on new vocabulary in this theme.
Duration: 60 minutes
LESSON 8:
Learner’s Book page 8
Countable and uncountable nouns: Learners read the rules about this concept
Language Focus
in the ‘Help’ box. Then they use this information to complete an activity.
Make a personal dictionary: Learners prepare their personal dictionaries.
Duration: 60 minutes
LESSON 9:
Learner’s Book page 9
Writing and
Write a story: Learners use their mind maps from Lesson 5 Week 1 to write a
first draft of their story.
Presenting
Independent reading- Reader
Duration: 60 minutes
LESSON 10:
Learner’s Book page 9
Spelling: Learners do a spelling test based on new words they learnt in this cycle.
Writing and
Vocabulary in context: Learners spendabout ten minutes working on their
personal dictionaries.
Presenting
Write a story: Learners work through the writing process to complete their
stories.
REVISION: Learner’s Book p10
The DBOE Workbook can be used for revision work and homework
Listening and
Speaking
ASSESSMENT TASK
Baseline assessment
Lesson 1 and 2: Use the ‘After you listen’ activity to do a baseline assessment of listening skills.
Lesson 3: Use the ‘Language focus’ activity to do a baseline assessment of language skills
Lessons 3, 4, 5 and 6: Use the time allocated for independent reading to assess a few learners for reading aloud and speaking skills. For
reading-aloud skills, ask learners to read at least two paragraphs from the text they are busy with. If it is a poem, they can read
one or two verses. Before they start reading, remind them to pay attention to: saying words correctly, reading smoothly, and
reading with expression. For speaking skills, ask learners questions about the text they are reading. Use the following ideas, but
adapt them according to the genre being used: What is the title? Describe one thing that happens/something you find interesting.
Has anything like this happened to you? Have you ever felt like this?
Lesson 8: Use the activity ‘Countable and uncountable nouns’ to assess the learners’ language skills.
Lesson 10: Use the learners’ stories to do a baseline assessment for creative writing.
Informal assessment
Lesson 1: If the activities are done orally, circulate from group to group. Take note of learners who are struggling to answer the questions.
You will need to do some remedial work with them during the year. Also, this is the first group activity they are doing this year.
Use your observations to start thinking of how you will organise groups into different levels.
Lesson 7: Ask learners to swap books and mark each other’s work. Go through the questions and let learners write the answers on the
board. Make sure the words are spelt correctly.
17
PLATINUM LESSON PLANS – GRADE 6
Subject: English First Additional Language
Grade: 6
Theme 2: Heroes
Duration: 2 weeks (10 hours)
CAPS
Content
and
Skills
Term 1 Weeks 3 & 4
Listening and Speaking
(2 hours)
Reading and Viewing
(4 hours)
• Does daily listening and
speaking practice
• Talks about a photograph
that introduces the theme
• Listens to a factual
recount about the tsunami
• Sustains a conversation
on the topic of information
that could save them
• Reads a simple factual
account about a boy saving
his sister
• Does a comprehension
• Reads an e-mail
• Reads an advertisement
• Practices reading
• Reflects on texts read
LEARNING
ACTIVITY
Week 3
LESSON 1:
Listening and
Speaking
LESSON 2:
Reading and
Viewing
LESSON 3:
Reading and
Viewing
LESSON 4:
Language Focus
Writing and Presenting
(3 hours)
• Writes a simple personal
letter
• Writes a simple factual
recount of a time they
helped someone
• Records words and
meanings in personal
dictionaries
TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from
page 19 in the TG
Duration: 60 minutes
Learner’s Book page 12
Talk about a photograph: page 11 of the Learner’s Book.
Listen to a true story: Learners listen to a story about a girl who saved others
during a tsunami. (Term 1 Formal Assessment Task 1)
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 5 for
additional support.
Duration: 60 minutes
Learner’s Book page 14
Read a newspaper article: This follows the stages of ‘Before’, ‘While’ and ‘After
you read’. (Term 1 Formal Assessment Task 1)
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 2 to 4 for
additional support.
Duration: 60 minutes
Learner’s Book page 14
Work with words and sentences: This integrated activity practises when to use
the articles ‘a’ and ‘the’. (Term 1 Formal Assessment Task 1)
Independent reading- Reader
Duration: 60 minutes
Learner’s Book page 18
Use the present progressive tense: Learners read notes and complete
sentences.
Independent reading- Reader
18
Language Structures and
Conventions
(1 hour)
Language focus
• Present progressive tense
• Adjectives
Integrated language
Work with words and
sentences
• Use of ‘a’ and ‘the’
• Modals
• Adverbs of time
Spelling
• Spells correctly using a
personal dictionary
• Builds word families
based on how they sound or
look
• Builds on knowledge of
sight words and highfrequency words
Vocabulary in context
• Words taken from shared
or individually read texts
RESOURCES
Platinum English FAL Grade
6 Learner's Book and
Teacher’s Guide
Platinum English FAL Grade
6 Reader
If possible, bring other
photographs about the
Asian tsunami to class to
show the learners.
Collect newspaper articles
about young people who
have done something
helpful or brave. Display
these in the classroom
during this theme as an
extra reading resource.
Write the words ‘the’, ‘a’
and ‘an’ on large pieces of
cardboard.
LESSON 5:
Writing and
Presenting
Week 4
LESSON 6:
Duration: 60 minutes
Learner’s Book page 19
Write a letter: Learners read a model letter and then write their own, following
the writing process on page 19 of the Learner’s Book.
Independent reading- Reader
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 5 for
additional support.
Duration: 60 minutes
Learner’s Book page 12
Talk about information that could save you:
Listening and
Learners have a structured group discussion about what to do in given situations.
Speaking
Work with words and sentences: This integrated activity practises the modal
verbs ‘may’ and ‘can’.
Duration: 60 minutes
LESSON 7:
Learner’s Book page 16
Read an advertisement: Learners develop critical reading skills, as they
Reading and
understand how the advertisement works. (Term 1 Formal Assessment Task 1)
Viewing
Independent reading- Reader
About 20 minutes before the end of the lesson, learners prepare for independent
reading. They read the poem on page 14 of the Reader, or any other suitable text.
Duration: 60 minutes
LESSON 8:
Learner’s Book page 14
Reading and
Read an e-mail: This activity combines understanding the layout and content of
an e-mail.
Viewing
Vocabulary in context: Learners use some of the words that might be new to
them.
Duration: 60 minutes
LESSON 9:
Learner’s Book page 18
Use adjectives: This explains how adjectives change when we compare two or
Language Focus more than two things. (Term 1 Formal Assessment Task 1)
Spelling: Learners do a spelling test on new words they learnt in this cycle.
Independent reading- Reader
Duration: 60 minutes
LESSON 10:
Learner’s Book page 19
Write a true story: Learners write their own story, using a given structure. They
follow the writing process. (Term 1 Formal Assessment Task 1)
Independent reading
Writing and
About 20 minutes before the end of the lesson, learners prepare for independent
Presenting
reading. They complete the texts on pages 14 and 15 of the Reader, or they use
any other suitable text.
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 9 for
additional support.
REVISION: Learner’s Book p20
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Formal assessment
Lesson 1: Listens and speaks about a story
Lesson 2: Reading comprehension; reads aloud; reflects on texts read independently
Lesson 3: Language structures
Lesson 7: Reading comprehension: advert
Lesson 9: Language structures
Lesson 10: Writes three paragraphs
Informal assessment
Lesson 1: Monitor whether all learners participate in group or class discussions. Encourage those who
do not.
Lesson 6: Walk around the class during this activity, and monitor that all learners are taking part and
are allowing others in their group to speak.
19
If possible, have real
envelopes to address.
Have posters showing
important telephone
numbers such as the
numbers for Childline and
the police.
Have other examples of
advertisements and posters
to display in the classroom.
If possible, show learners
real e-mails on a computer
screen.
Have a dictionary available.
Use the exercises in the
DBOE Workbooks for
additional support.
PLATINUM LESSON PLANS – GRADE 6
Subject: English First Additional Language
Grade: 6
Theme 3: Stand Up For yourself
Duration: 2 weeks (10 hours)
Term 1 Weeks 5 & 6
Listening and Speaking
(2 hours)
Reading and Viewing
(4 hours)
Writing and Presenting
(3 hours)
• Does daily listening and
speaking practice
• Talks about a photograph
that introduces the theme
• Listens to a story
• Reads a story
• Practices reading the
story aloud
• Does a comprehension
based on the story
• Reads independently or in
pairs
• Writes for personal
reflections (a diary entry)
• Records words and their
meanings in the dictionary
CAPS
Content
and
Skills
LEARNING
ACTIVITY
Week 5
LESSON 1:
Listening and
Speaking
LESSON 2:
Reading and
Viewing
LESSON 3:
Reading and
Viewing
LESSON 4:
Language Focus
LESSON 5:
TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from
page 38 in the TG
Duration: 60 minutes
Learner’s Book page 22
Talk about a photograph: Learners look at a photograph of happy, confident
children and then discuss questions that are based on it.
Listen to a story: Learners listen to a story called ‘Say no to bullying’, and answer
questions about it.
Independent reading- Reader
Duration: 60 minutes
Learner’s Book page 24
Read a story: Learners read the story ‘Bongi and the bully’ and answer questions
based on it. They also answer two integrated language questions (covering verbs
and personal pronouns) that are based on the story.
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 63 for
additional support.
Duration: 60 minutes
Learner’s Book page 24
Read a story: ‘Bongi and the bully’ continued.
Independent reading- Reader
Duration: 60 minutes
Learner’s Book page 27
Prepositions: Learners work with prepositions.
Duration: 60 minutes
20
Language Structures and
Conventions
(1 hour)
Language focus
• Prepositions that show
position
• Homonyms
Integrated language
Spelling
• Uses knowledge of
alphabetical order and first
letters of a word to find
words in a dictionary
• Words starting with ‘g’
and followed by ‘-e’, ‘-i’ or
‘-y’; words starting with ‘g’
even though they sound like
‘j’
Work with words and
sentences
• Personal pronouns
• Verbs to describe actions
• Use of question forms
• Capital letters for proper
nouns, titles and initials
of people
Vocabulary in context
• Words taken from shared
or individually read texts
RESOURCES
Platinum English FAL Grade
6 Learner's Book and
Teacher’s Guide
Platinum English FAL Grade
6 Reader
Use the exercises in the
DBOE Workbooks for
additional support.
Writing and
Presenting
Learner’s Book page 28
Write a diary entry: Learners begin to write a diary entry.
Vocabulary in context: Learners spend about 10 minutes working on their
personal dictionaries.
21
Week 6
LESSON 6:
Duration: 60 minutes
Learner’s Book page 22
Listen to a story: Learners listen to the same story from Lesson 1 and answer
Listening and
questions about it.
Learners then answer two integrated spelling and punctuation questions that are
Speaking
based on the story.
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 17 for
additional support.
Duration: 60 minutes
LESSON 7:
Learner’s Book page 24
Read diary entries: In this lesson and in Lesson 8, learners read a diary entry and
answer questions about it. They complete two integrated language questions
Reading and
based on the diary entries.
Viewing
Vocabulary in context: Learners spend about 10 minutes working on their
personal dictionaries, bringing them up to date by adding new words that they
have learnt from the reading and listening texts.
Duration: 60 minutes
LESSON 8:
Learner’s Book page 24
Read diary entries: Learners read and answer more questions about the diary
entry they read.
Reading and
Independent reading- Reader
Viewing
About 20 minutes before the end of the lesson, learners prepare for independent
reading. They use the letters on pages 16 and 17 of the Reader, or any other
suitable text.
Duration: 60 minutes
LESSON 9:
Learner’s Book page 27
Homonyms: Learners learn the rules about homonyms.
Independent reading- Reader
Language Focus
About 20 minutes before the end of the lesson, learners prepare for independent
reading. They use the letters on pages 16 and 17 of the Reader, or any other
suitable text.
Duration: 60 minutes
LESSON 10:
Learner’s Book page 28
Spelling: Learners do a spelling test based on new words they learnt in this twoweek cycle.
Writing and
Write a diary entry: Learners continue the writing process that they began in
Presenting
Lesson 5 to complete their diary entries.
Independent reading - Reader
REVISION: Learner’s Book p30
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Formal Assessment
Lesson 2: Reading comprehension
Informal assessment
Lesson 4 and 9: Learners swap their books with a partner. They mark each other’s answers.
Lesson 10: Learners check their own or their partner’s writing
22
PLATINUM LESSON PLANS – GRADE 6
Subject: English First Additional Language
Grade: 6
Theme 4: Be Creative
Duration: 2 weeks (10 hours)
CAPS
Content
and
Skills
Term 1 Weeks 7 & 8
Listening and
Speaking
(2 hours)
• Does daily listening and
speaking practice
• Talks about a photograph
that introduces the theme
• Listens to instructions
about how to make a card
• Gives instructions about
making a collage picture
• Describes a process of
making a model of a house
LEARNING
ACTIVITY
Week 7
LESSON 1:
Listening and
Speaking
LESSON 2:
Reading and
Viewing
LESSON 3:
Language Focus
LESSON 4:
Writing and
Presenting
LESSON 5:
Reading and Viewing
(4 hours)
• Reads information text
with visuals, called ‘The
Keiskamma Art Project’
• Does a comprehension
activity on the text
• Follows instructions
about making butterflies
• Does a word puzzle
• Reads independently
Writing and
Presenting
(3 hours)
• Writes a description
of a simple process of
making butterflies
• Writes simple definitions
using a frame
• Designs, draws and
completes a collage
• Records words and
meanings in a personal
dictionary
TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from
page 52 in the TG
Duration: 60 minutes
Learner’s Book page 32
Talks about a photograph: Learners discuss the photograph on page 31 (LB).
Listen to instructions: Learners use the listening text on page 204 (LB). (Term 1
Formal Assessment Task 2)
Give instructions: Learners generate their own instructions (Term 1 Formal
Assessment Task 2)
Duration: 60 minutes
Learner’s Book page 34
Read an information text with visuals: (Term 1 Formal Assessment Task 2)
Independent reading- Reader
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 66 to 67
for additional support.
Duration: 60 minutes
Learner’s Book page 37
Follow instructions: Learners read instructions about how to make a collage.
Spelling: Learners distinguish between the ‘k’ sound and the ‘s’ sound in words
that start with the letter ‘c’.
Duration: 60 minutes
Learner’s Book page 38
The past progressive tense: Learners read notes and complete sentences.
(Term 1 Formal Assessment Task 2)
Independent reading- Reader
Duration: 60 minutes
23
Language Structures
and Conventions
(1 hour)
Language focus
• Past progressive tense
• Prepositions
• Use of shortened forms
Integrated language
 Use of ‘must’, ‘can’ and
‘may’
 Words beginning with ‘c’
pronounced as ‘s’ and as
‘k’
 Connecting words such as
‘next’, ‘then’ and ‘finally’
Spelling
• Spells correctly
• Builds word families
based on how they sound or
look
• Sight words and high
frequency words.
Vocabulary in context
• Words taken from shared
or individually read texts
RESOURCES
Platinum English FAL Grade
6 Learner's Book and
Teacher’s Guide
Platinum English FAL Grade
6 Reader
If possible, bring examples
of other collages to class to
show the learners.
You will need cardboard or
paper, old newspapers,
scissors and glue for
learners to make their own
birthday cards
If possible, bring other
pictures of the Keiskamma
tapestry to class.
paper, paint or crayons,
small sticks, glue, a large
sheet of paper as the base
for the butterfly collage
Writing and
Presenting
Learner’s Book page 38
Write a description of a simple process: Learners write their own instructions.
Independent reading- Reader
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 68 to 69
for additional support.
Week 8
LESSON 6:
Duration: 60 minutes
Learner’s Book page 32
Describe a process: Learners choose a process from one of their other learning
Listening and
areas to describe. (Term 1 Formal Assessment Task 2)
Independent reading- Reader
Speaking
About 20 minutes before the end of the lesson, learners prepare for independent
reading.They use the texts on pages 6 to 19 of the Reader, or any other suitable
text.
Duration: 60 minutes
LESSON 7:
Learner’s Book page 34
Reading and
Work with words and sentences: Revise how to use the modals ‘must’, ‘can’ and
‘may’. Learners complete sentences.
Viewing
Do a word puzzle: Learners make a sentence with words starting with letters
that spell a word.
Duration: 60 minutes
LESSON 8:
Learner’s Book page 34
Prepositions: Revise what prepositions are. Then learners complete the
sentences and write them. (Term 1 Formal Assessment Task 2)
Don’t and doesn’t: Learners choose the correct abbreviation to complete the
Reading and
sentences. (Term 1 Formal Assessment Task 2)
Independent reading- Reader
Viewing
About 20 minutes before the end of the lesson, learners prepare for independent
reading. They use the texts on pages 6 to 19 of the Reader, or any other suitable
text.
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 70 to 71
for additional support.
Duration: 60 minutes
LESSON 9:
Learner’s Book page 37
Write definitions: Learners write their own definitions, from the content of this
theme, or from other learning areas.
Language Focus
Record words and meanings in a personal dictionary: Learners update their
personal dictionaries.
Spelling: Learners do a spelling test on new words they learnt in this cycle.
Duration: 60 minutes
LESSON 10:
Learner’s Book page 38
Design and draw a collage: Learners make their own collage of healthy and
unhealthy food. They write labels and use symbols. (Term 1 Formal Assessment
Task 2)
Writing and
Independent reading
About 20 minutes before the end of the lesson, learners prepare for independent
Presenting
reading. They use the texts on pages 6 to 19 of the Reader, or any other suitable
text.
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 72 to 73
for additional support.
REVISION: Learner’s Book p40
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
24
Have available a textbook
from one of the learners’
other subjects. The
textbook should contain
definitions of words from
the subject.
Make a collage: paper, glue,
old magazines, scraps of
fabric
Use the exercises in the
DBOE Workbooks for
additional support
Formal assessment
Lesson 1: Listens to and gives instructions
Lesson 2: Reading comprehension
Lesson 4: Language structures
Lesson 5: Write a description of a process
Lesson 6: Language structures
Lesson 8: Language structures
Informal assessment
Lesson 3: Assess whether learners can read instructions by looking at whether they have made their butterflies correctly.
Lesson 6: Learners assess their peers by answering the following questions:
1. Did the learner explain the process clearly?
2. Did the learner use connecting words such as the following: first, then, next?
3. Was the description in the correct order?
25
PLATINUM LESSON PLANS – GRADE 6
Subject: English First Additional Language
Grade: 6
Theme 5: Fantastic Food
Duration: 2 weeks (10 hours)
CAPS
Content
and
Skills
Term 1 Weeks 9 & 10
Listening and Speaking
(2 hours)
Reading and Viewing
(4 hours)
Writing and Presenting
(3 hours)
• Does daily listening and
speaking practice
• Talks about a photograph
that introduces the theme
• Listens to poems
• Plays a language game
• Reads poems
• Practices reading a story
aloud
• Does comprehensions
based on poems
• Reads independently or in
pairs.
• Writes a description of a
person
• Writes a description of an
object
• Records words and their
meanings in a personal
dictionary
• Uses the writing process.
LEARNING
ACTIVITY
Week 9
LESSON 1:
Listening and
Speaking
LESSON 2:
Reading and
Viewing
LESSON 3:
Reading and
Viewing
LESSON 4:
Language Focus
LESSON 5:
TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from
page 69 in the TG
Duration: 60 minutes
Learner’s Book page 42
Talk about a picture: Learners discuss questions based on photographs of
different food. They point at the pictures of the different food, and then they point
at the foods that the adjectives describe.
Listen to poems: Listen to two poems‘I don’t like custard’ and ‘Mangoes’.
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 43 for
additional support.
Duration: 60 minutes
Learner’s Book page 44
Read poems: Learners start to read the poem ‘Today for lunch’ and work through
the questions based on it. They continue work on it in Lesson 3.
Duration: 60 minutes
Learner’s Book page 44
Read poems: Learners continue working throughthe questions based on the
poem ‘Today for lunch’. Learners complete the questions by the end of this lesson.
Independent reading- Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 36 for
additional support.
Duration: 60 minutes
Learner’s Book page 47
Nouns showing belonging: Learners learn the rules about ‘nouns showing
belonging’.
Vocabulary in context: Learners spend about10 minutes working on their
personal dictionaries, bringing them up to date by adding new words that they
have learnt from the reading and listening texts.
Independent reading- Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 93 for
additional support.
Duration: 60 minutes
26
Language Structures and
Conventions
(1 hour)
Language focus
• Possessive form of nouns
• Compound words
Integrated language
Spelling
• Spells familiar words
• Works with words
starting with a ‘k’ sound
and followed by ‘-e’ or ‘-i’,
using the letter ‘k’ to spell
the word
Work with words and
sentences
• Different types of
adjectives
• Simple present tense
Vocabulary in context
RESOURCES
Platinum English FAL Grade
6 Learner's Book and
Teacher’s Guide
Platinum English FAL Grade
6 Reader
Use the exercises in the
DBOE Workbooks for
additional support.
Writing and
Presenting
Learner’s Book page 48
Write about a person: Learners write about a girl in a picture by completing a
writing frame and editing their writing.
Independent reading- Reader
27
Week 10
LESSON 6:
Duration: 60 minutes
Learner’s Book page 42
Listen to poems: Learners listen to ‘I don’t like custard’ and ‘Mangoes’ again, and
answer more questions based on them. Learners write sentences describing foods
from the poems.They then work with words that start with a ‘k’ sound but are
Listening and
spelt beginning with either a ‘k’ ora ‘c’. Learners then work with different types of
Speaking
adjectives.
Play a language game: Learners in a group take turns to describe a fruit or
vegetable for others to guess its name. Learners have only 30 seconds to describe
the fruit or vegetable. The learner who guesses correctly takes his or her turn.
Duration: 60 minutes
LESSON 7:
Learner’s Book page 44
Read poems: Learners read and work throughthe questions based on the poem
‘One day a boy went walking’. Then they answer integrated language questions
based on the poem, covering the simple present tense to describe regular actions.
Reading and
Independent reading- Reader
Viewing
About 20 minutes before the end of the lesson, learners prepare for independent
reading. They use the story on pages 22 to 25 of the Reader, or any other suitable
text.
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 21 for
additional support.
Duration: 60 minutes
LESSON 8:
Learner’s Book page 47
Compound words: Learners learn the rulesabout compound words.
Vocabulary in context: Learners spend about 10 minutes working on their
personal dictionaries, bringing them up to date by adding new words that they
Language Focus have learnt from the reading and listening texts.
Independent reading- Reader
About 20 minutes before the end of the lesson, learners prepare for independent
reading. They use the story on pages 22 to 25 of the Reader, or any other suitable
text.
Duration: 60 minutes
LESSON 9:
Learner’s Book page 48
Writing and
Write about your favourite food: Learners begin writing a description about
Presenting
their favourite food and complete their writing in Lesson 10.
Duration: 60 minutes
LESSON 10:
Learner’s Book page 48
Spelling: Learners do a spelling test based on new words they learnt in this twoweek cycle.
Write about your favourite food: Learners complete the writing process that
Writing and
they began in Lesson 9.
Presenting
Independent reading- Reader
About 20 minutes before the end of the lesson, learners prepare for independent
reading. They use the story on pages 22 to 25 of the Reader, or any other suitable
text.
REVISION: Learner’s Book p50
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Informal assessment
Lesson 3: Learners swap their books with a partner. They mark each other’s answers.
Lesson 9: Learners check their rough drafts for language, punctuation and spelling errors.
28
TERM 2: PLATINUM LESSON PLANS – GRADE 6
Subject: English First Additional Language
Grade: 6
Theme 6: Playing Tricks
Duration: 2 weeks (10 hours)
CAPS
Content
and
Skills
Term 2 Weeks 11 & 12
Listening and Speaking
(2 hours)
Reading and Viewing
(4 hours)
Writing and Presenting
(3 hours)
• Does daily listening and
speaking practice
• Relates a story about a
hare
• Listens to a traditional
story about Hare and
Lion and answers questions
about the story
• Explains a story about
why monkeys have flat
tummies
• Discusses meanings of
words
• Completes sentences
using own words
• Reads a flow
chart with visuals
indicating the sequence of
events in the Hare and Lion
story
• Reads a story with
pictures about a trickster
who tricked monkeys
• Reads and adjusts own
text
• Analyses a picture of lions
in order to complete
sentences
• Reads independently
• Writes notes in the form
of a flow chart
• Completes sentences to
explain a story
• Writes a paragraph
expressing own opinions
• Writes a draft for a story
using a frame
• Writes a final draft after
checking and editing own
story
• Presents the story with an
illustration
• Records words and
meanings in personal
dictionary
LEARNING
ACTIVITY
Week 11
LESSON 1:
Listening and
Speaking
LESSON 2:
Listening and
Speaking
LESSON 3:
Reading and
Viewing
LESSON 4:
Language Focus
TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from
page 82 in the TG
Duration: 60 minutes
Learner’s Book page 52
Talk about a photograph: Learners talk about a photograph.
Listen to a story: Learners listen to a traditional story and answer questions
about it. They make notes in the form of a flow chart about the story.
Independent reading- Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 1 to 3 for
additional support.
Duration: 60 minutes
Learner’s Book page 53
Listen to a story: Learners read their own flow chart notes and explain the story.
They also read new words and explain the meanings to a partner.
Independent reading
Duration: 60 minutes
Learner’s Book page 54
Read a story: Learners predict a traditional story by analysing the illustrations.
They read the story.
Duration: 60 minutes
Learner’s Book page 57
Work with words and sentences: Learners work with countable and
uncountable nouns, demonstrative pronouns and regular and irregular verb
forms.
29
Language Structures and
Conventions
(1 hour)
Language focus
• Regular and irregular
forms of verbs
• Uncountable nouns
• Words that show
obligation
Integrated language
Work with words and
sentences
• The correct form of the
noun in sentences
• Demonstrative pronouns
• Simple present tense
• Adjectives before nouns
Spelling
• Spells correctly
• Builds word families
• Builds on knowledge of
sight words and highfrequency words
• Uses words starting with
a ‘k’ sound and followed by
-a’, ‘-u’ or‘-o’
Vocabulary in context
RESOURCES
Platinum English FAL Grade
6 Learner's Book and
Teacher’s Guide
Platinum English FAL Grade
6 Reader
Learner’s exercise books
with their flow charts
Have dictionaries available.
Use the exercises in the
DBOE Workbooks for
additional support.
LESSON 5:
Writing and
Presenting
Duration: 60 minutes
Learner’s Book page 58
Write a paragraph to express an opinion: Learners complete a paragraph to
explain their own opinion.
Independent reading- Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 4 to 9
for additional support.
Week 12
LESSON 6:
Duration: 60 minutes
Listening and
Speaking
Learner’s Book page 52
Spelling: Learners do a spelling test.
Vocabulary in context: Learners discuss and explain the meaning of words.
Independent reading- Reader
LESSON 7:
Duration: 60 minutes
Reading and
Viewing
Learner’s Book page 54
Work with words and sentences: Learners explain how adjectives are used
before or after nouns in sentences.
Write a story using a frame: Learners analyse illustrations and plan a story
using a mind map.
LESSON 8:
Duration: 60 minutes
Language Focus
LESSON 9:
Writing and
Presenting
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 10 to
11 for additional support.
Learner’s Book page 57
Regular and irregular verbs in the simple past tense: Learners revise regular
and irregular verbs.
Independent reading- Reader
Duration: 60 minutes
Learner’s Book page 58
Write a story using a frame: Learners write a first draft of a story, using their
mind maps and a frame.
Record words and meanings in a personal dictionary: Learners update their
personal dictionaries.
Spelling: Learners do a spelling test on new words they learnt in this two-week
cycle.
Independent reading- Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 12 to
13 for additional support.
LESSON 10:
Duration: 60 minutes
Learner’s Book page 58
Write a story using a frame: Learners edit their stories and write a final draft.
Revision: Learners complete revision activities.
REVISION: Learner’s Book p60
The DBOE Workbook can be used for revision work and homework
Writing and
Presenting
ASSESSMENT TASK
Informal assessment
Lesson 1: In pairs, learners check each other’s flow charts and give suggestions on how the flow charts could be improved if relevant.
Lesson 3: Mark the learners’ answers. Discuss common mistakes with the class. Write the correct answers on the board for learners
to copy.
Lesson 5: Check whether learners have:
• expressed their own ideas or opinions
• used at least three sentences to explain their opinion.
Make a note of the learners who need additional practice in expressing their own opinions and writing them down.
30
PLATINUM LESSON PLANS – GRADE 6
Subject: English First Additional Language
Grade: 6
Theme 7: Useful Plants
Duration: 2 weeks (10 hours)
Listening and Speaking
(2 hours)
• Does daily listening and
speaking practice
• Listens to oral
descriptions of plants
• Analyses and classifies
things
CAPS
Content
and
Skills
LEARNING
ACTIVITY
Week 13
LESSON 1:
Listening and
Speaking
LESSON 2:
Reading and
Viewing
LESSON 3:
Language Focus
LESSON 4:
Writing and
Presenting
LESSON 5:
Writing and
Presenting
Term 2 Weeks 13 & 14
Reading and Viewing
(4 hours)
Writing and Presenting
(3 hours)
• Reads an information text
• Does a comprehension
based on the information
text
• Reflects on texts read
during independent/ pair
reading
• Writes a description of a
plant product
• Designs, draws and labels
a visual text: mind map
• Records words and their
meanings in a personal
dictionary
• Uses the writing process
TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from
page 96 in the TG
Duration: 60 minutes
Learner’s Book page 62
Talk about photographs: Learners look at the plants in the picture.
Listen to descriptions of plants: Learners listen to a description.
Independent reading- Reader
Duration: 60 minutes
Learner’s Book page 64
Read about paper: Learners read an information text with visuals about paper.
Learners look around the classroom to find examples of other paper products.
Independent reading- Reader
(Term 2 Formal Assessment Task 1)
Duration: 60 minutes
Learner’s Book page 67
Possessive pronouns: Learners learn the rules about possessive pronouns.
(Term 2 Formal Assessment Task 1)
Vocabulary in context: Learners spend about 10 minutes working on their
personal dictionaries.
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 8 to 9 for
additional support.
Duration: 60 minutes
Learner’s Book page 68
Write a description of a plant product: Learners begin writing about something
that is made from plants. They work through the writing process and complete
their writing in Lesson 5.
Duration: 60 minutes
Learner’s Book page 68
Write a description of a plant product: Learners continue and complete the
writing process that they began in Lesson 4. (Term 2 Formal Assessment Task 1)
Independent reading- Reader(Term 2 Formal Assessment Task 1)
31
Language Structures and
Conventions
(1 hour)
Language focus
• Possessive pronouns
• Use of comparative and
superlative adjectives
Integrated language
Spelling
• Adds ‘-es’ to form plurals
of words ending in ‘-s’, ‘-sh’,
‘-ch’ or ‘-z’
Work with words and
sentences:
• Nouns that have only
plurals
• Adverbs of manner
• Use of connecting words
showing addition, sequence
and contrast
Vocabulary in context
• Words taken from shared
or individually read texts
RESOURCES
Platinum English FAL Grade
6 Learner's Book and
Teacher’s Guide
Platinum English FAL Grade
6 Reader
Use the exercises in the
DBOE Workbooks for
additional support.
Week 14
LESSON 6:
Duration: 60 minutes
Learner’s Book page 62
Listen to descriptions of plants: Learners continue working through the section
they started in Lesson 1. (Term 2 Formal Assessment Task 1)
Listening and
Sort plant products into groups: Learners look at illustrations of plant products
Speaking
and identify the products. Learners then identify similarities and differences
between the plant products. They sort the products into groups and explain why
the items in each group belong together.
Duration: 60 minutes
LESSON 7:
Learner’s Book page 62
Sort plant products into groups: Learners complete the questions that they
Listening and
started answering in Lesson 6. They also begin working on integrated spelling and
Speaking
language questions.
Independent reading- Reader
They use the poem on page 36 of the Reader. (Term 2 Formal Assessment Task 1)
Duration: 60 minutes
LESSON 8:
Learner’s Book page 64
Read about paper: Learners answer questions based on the text and visuals they
have read and looked at. Learners write answers to questions on their own.
Learners then answer two integrated language questions based on the
information text ‘Paper’. (Term 2 Formal Assessment Task 1)
Reading and
Vocabulary in context: Learners spend about 10 minutes working on their
Viewing
personal dictionaries, bringing them up to date by adding new words that they
have learnt from the reading and listening texts.
Independent reading- Reader
They use the poem on page 36 of the Reader or any other suitable text. (Term 2
Formal Assessment Task 1)
Duration: 60 minutes
LESSON 9:
Learner’s Book page 67
Adjectives to compare things: Learners learn the rules about adjectives when
comparing things. (Term 2 Formal Assessment Task 1)
Independent reading- Reader
Language Focus
They use the poem on page 36 of the Reader or any other suitable text. (Term 2
Formal Assessment Task 1)
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 43 for
additional support.
Duration: 60 minutes
LESSON 10:
Learner’s Book page 68
Spelling Learners do a spelling test based on new words they learnt.
Copy and complete a mind map: Learners read a short information text about
Writing and
saving our plants.They copy and complete a mind map frame with the relevant
Presenting
information from the text. (Term 2 Formal Assessment Task 1)
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 32 for
additional support.
REVISION: Learner’s Book p70
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Formal Assessment
Lesson 2: Reads aloud and reflects on texts read
Lesson 3: Language structures
Lessons 4 & 5: Writes a description
Lesson 6: Listens to and speaks about oral descriptions
Lesson 8: Reading comprehension
Lesson 9: Language structures
Lesson 10: Writing: mind map
Informal assessment
Lesson 3: Write the answers to question 2 from the ‘Revision’ section on the board. Learners swap books and mark a partner’s
answers.
Lesson 4: Learners check their own rough drafts (or a partner’s right draft) for language, punctuation and spelling errors.
32
PLATINUM LESSON PLANS – GRADE 6
Subject: English First Additional Language
Grade: 6
Theme 8: School Outings
Duration: 2 weeks (10 hours)
Term 2 Weeks 15 & 16
Listening and Speaking
(2 hours)
CAPS
Content
and
Skills
• Does daily listening and
speaking practice
• Talks about a photograph
that introduces the theme
• Listens to a personal
recount about a school
outing
• Listens to a true story
• Listens to a funny story
• Takes part in a roleplay
based on the listening text
• Practices listening and
speaking
LEARNING
ACTIVITY
Week 15
LESSON 1:
Listening and
Speaking
LESSON 2:
Reading and
Viewing
LESSON 3:
Reading and
Viewing
LESSON 4:
Language Focus
LESSON 5:
Writing and
Presenting
Reading and Viewing
(4 hours)
Writing and Presenting
(3 hours)
• Reads a story about a
school outing to a dam
• Does a comprehension
activity on the text
• Practices reading
• Reads personal texts: a
diary
• Reflects on texts read
• Writes a simple personal
letter
• Records words and
meanings in a personal
dictionary
TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from
page 112 in the TG
Duration: 60 minutes
Learner’s Book page 72
Talk about a photograph: Learners discuss a photograph.
Listen to a true story: Learners listen to a true story and do pre-, during and
post-listening activities.
Duration: 60 minutes
Learner’s Book page 74
Read a diary extract: Learners focus on diaries as a personal text and read an
extract about a trip to Mapungubwe.
Independent reading- Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 54 to 57
for additional support.
Duration: 60 minutes
Learner’s Book page 74
Read a diary extract: Learners finish the comprehension activity from Lesson 2.
Work with words and sentences: Learners practice the use of ‘have/has’.
Independent reading- Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 58 to 60
for additional support.
Duration: 60 minutes
Learner’s Book page 78
Connecting words: Learners work with connecting words to join sentences.
Independent reading- Reader
Duration: 60 minutes
Learner’s Book page 79
Write a letter: Learners use a model letter as an example and write their own
letter of thanks.
33
Language Structures and
Conventions
(1 hour)
Language focus
• Connecting words
• Phrasal verbs
• Use of ‘is’ or ‘are’
Integrated language
Spelling
• Checks spelling and
meaning of words in a
dictionary
• Works with words that
are often confused
• Spells words with double
consonants
Work with words and
sentences
• Use of ‘has/have’
• Past tense
Vocabulary in context
• Words taken from shared
or individually read texts
RESOURCES
Platinum English FAL Grade
6 Learner's Book and
Teacher’s Guide
Platinum English FAL Grade
6 Reader
If possible, have pictures of
people camping, so that
learners can see the tents
or sleeping rooms and
other details of a camp.
Try to find a map of South
Africa or of Limpopo
Province, showing
Mapungubwe.
If possible, bring a simple
newspaper article about
rhino poaching to class, to
use for the extension
activity.
If possible, bring examples
of real letters of thanks to
class. These can be formal
and informal letters.
Use the exercises in the
DBOE Workbooks for
additional support.
Week 16
LESSON 6:
Duration: 60 minutes
Learner’s Book page 72
Listen to a funny story: Learners listen to a funny story and do pre-, during and
Listening and
post-listening activities.
Role play a situation: Learners do a role play about seeing a donkey in the dark.
Speaking
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 61 to 63
for additional support.
Duration: 60 minutes
LESSON 7:
Learner’s Book page 76
Reading and
Read a story: Learners read a story about a school trip to a dam.
Viewing
Independent reading- Reader
Duration: 60 minutes
LESSON 8:
Learner’s Book page 76
Spelling: Learners work with words that double a consonant.
Reading and
Work with words and sentences: Learners work with the past tense forms of
Viewing
irregular verbs.
Independent reading- Reader
Duration: 60 minutes
LESSON 9:
Learner’s Book page 78
Phrasal verbs: Learners use phrasal verbs to complete sentences.
Language Focus Using is/are: Learners practise the correct use of concord.
Personal dictionaries: Learners enter new words into their personal
dictionaries.
Duration: 60 minutes
LESSON 10:
Learner’s Book page 79
Write a letter: Learners edit the letter they drafted in Lesson 5.
Writing and
Spelling test: Learners do a spelling test of words from the theme.
Independent reading- Reader
Presenting
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 64 to 66
for additional support.
REVISION: Learner’s Book p80
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Informal assessment
Lesson 1: Learners work in groups to check each others’ answers. They check that the information is correct and that the answers
are written in full sentences.
Lesson 7: Monitor learners’ answers to check that they are able to predict the story and the ending of the story. Note that prediction
is a valid form of testing comprehension. However, weaker learners might need some help with it, as it is a more
challenging activity than answering straightforward comprehension questions.
Lesson 8: Learners work in groups and check each others’ answers.
34
PLATINUM LESSON PLANS – GRADE 6
Subject: English First Additional Language
Grade: 6
Theme 9: Time For Television
Duration: 2 weeks (10 hours)
Term 2 Weeks 17 & 18
Listening and Speaking
(2 hours)
Reading and Viewing
(4 hours)
• Does daily listening and
speaking practice
• Interviews classmates for
a survey on who watches
which programmes
• Sustains a conversation
on TV programmes
• Plays a card game, giving
and following instructions.
CAPS
Content
and
Skills
LEARNING
ACTIVITY
Week 17
LESSON 1:
Listening and
Speaking
LESSON 2:
Reading and
Viewing
LESSON 3:
Reading and
Viewing
LESSON 4:
Language Focus
LESSON 5:
Writing and Presenting
(3 hours)
• Reads a simple book
review
• Reads and answers
questions about a TV
programme guide
• Practises reading a TV
news article aloud
• Unscrambles TV
programmes to solve a
word puzzle
• Reflects on reviews and
articles and compares the
texts
• Writes simple dictionary
definitions
• Develops a simple
questionnaire on who in
the class watches which
types of TV programmes
• Writes a paragraph to
express and explain an
opinion on the amount of
time spent watching TV
• Uses the writing process
to plan questionnaires and
to give an opinion
• Records words and
meaning in a personal
dictionary
TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from
page 126 in the TG
Duration: 60 minutes
Learner’s Book page 82
Have a conversation on a familiar topic:
Learners practise listening and speaking daily.
Duration: 60 minutes
Learner’s Book page 85
Read an information text with visuals: Learners read and answer questions
about an information text. They practise reading a TV news article aloud.
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 50 for
additional support.
Duration: 60 minutes
Read and view
Learner’s Book page 85
After you read: Learners reflect on texts read.
Independent reading - Reader
Duration: 60 minutes
Learner’s Book page 89
The future tense: Learners work with the future tense of the verb ‘to be’.
Independent reading
Duration: 60 minutes
35
Language Structures and
Conventions
(1 hour)
Language focus
• Uses the future tense
• Uses adverbs of degree
• (very, really, almost, too)
• Uses the verb ‘to be’
• Shows obligation (must,
should, have to)
Integrated language
Work with words and
sentences
• Uses words with long
vowel sounds and silent ‘e’
• Uses antonyms
Spelling
• Spells correctly using a
personal dictionary
• Builds word families
based on how they sound or
look
• Builds on knowledge of
sight words and high
frequency words
Vocabulary in context
• Works with words taken
from read texts
• Works with antonyms
RESOURCES
Platinum English FAL Grade
6 Learner's Book and
Teacher’s Guide
Platinum English FAL Grade
6 Reader
If possible, bring a TV guide
for the class to refer to.
Have dictionaries available
You will need blank sheets
of card for a language game.
Collect book reviews from
newspapers and magazines
to display in the classroom.
Use the exercises in the
DBOE Workbooks for
additional support.
Writing and
Presenting
Learner’s Book page 90
Write simple definitions: Learners use dictionary skills and write simple
definitions.
Independent reading- Reader
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 51 for
additional support.
36
Week 18
LESSON 6:
Duration: 60 minutes
Learner’s Book page 82
Carry out a class survey: Learners interview classmates for a survey.
Play a language game: Learners give and follow instructions.
Duration: 60 minutes
LESSON 7:
Learner’s Book page 85
Spelling: Learners use words with long vowel sounds and silent ‘e’.
Work with words and sentences: Learners use ‘must’, ‘should’ and ‘have to’ to
show obligation.
Reading and
Vocabulary in context: Learners work with words taken from shared or
Viewing
individually read texts. They also identify antonyms.
Independent reading- Reader
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 52 to 53
for additional support.
Duration: 60 minutes
LESSON 8:
Learner’s Book page 89
Solve word puzzles: Learners unscramble names of TV programmes and
Language Focus complete sentences.
Read a book review: Learners read a book review and answer questions about it.
Independent reading- Reader
Duration: 60 minutes
LESSON 9:
Learner’s Book page 90
Adverbs of degree: Learners complete sentences using appropriate adverbs
(very, really, almost, too).
Spelling: Learners do a spelling test on new words they learnt in this two-week
Writing and
cycle.
Presenting
Develop a questionnaire: Learners develop a questionnaire to find out what
learners in their class usually do after school.
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 54 and 55
for additional support.
Duration: 60 minutes
LESSON 10:
Learner’s Book page 90
Write a paragraph to express an opinion:
Writing and
Learners follow the writing process to write a paragraph.
Records meanings in a personal dictionary:
Presenting
Learners record words and meanings in a personal dictionary.
Independent reading- Reader
REVISION: Learner’s Book p92
The DBOE Workbook can be used for revision work and homework
Listening and
Speaking
ASSESSMENT TASK
Formal Assessment
Mid Year Examinations Week 19 & 20
Informal assessment
Lesson 1: Learners work in groups. They check that each learner has had a chance to ask and answer a question. They check that
their peers answer in full sentences and give reasons for their opinions.
Lesson 3:Learners work in pairs. They compare each other’s underlined sentences and explain why they chose those sentences.
Lesson 4: Go through the answers with the class. Learners check and correct their own work.
Lesson 5: Learners read their definitions to a partner. The partner must guess which word they are defining.
Lesson 7: Pairs of learners read their complete sentences to another pair. They check each other’s choice of words and correct each
other if necessary, explaining their corrections.
Lesson 8: Learners swap books and mark each other’s work.
Lesson 9: Learners correct their own work as you go through the answers with the class .
Lesson 9: Learners check their spelling using class dictionaries. Also write the words on the board for them to check. Learners swap
books and mark each other’s work.
Lesson 10: Collect the paragraphs to assess whether the learners have completed them clearly. Check whether they use full
sentences to express their ideas. Also check their spelling, punctuation and grammar. Make any necessary corrections.
37
TERM 3: PLATINUM LESSON PLANS – GRADE 6
Subject: English First Additional Language
Grade: 6
Theme 10: Special Places
Duration: 2 weeks (10 hours)
CAPS
Content
and
Skills
Term 3 Weeks 21 & 22
Listening and Speaking
(2 hours)
Reading and Viewing
(4 hours)
• Does daily listening and
speaking practice
• Talks about a photograph
that introduces the theme
• Listens to a story about a
girl going on holiday and
answers questions
• Listens to an oral
description of two beaches
and makes notes
• Reads a story called
‘Giving things up’, about a
boy’s tree house, and
answers questions
• Reads a personal letter
about the same story and
answer questions
• Identifies main ideas and
features of the letter
• Reflects on texts read
• Reads independently
LEARNING
ACTIVITY
Week 21
LESSON 1:
Listening and
Speaking
LESSON 2:
Listening and
Speaking
LESSON 3:
Reading and
Viewing
LESSON 4:
Reading and
Viewing
LESSON 5:
Writing and Presenting
(3 hours)
• Writes a diary entry
• Writes paragraphs to tell
the events in the correct
order, using the writing
process
• Records words
and meanings in a
personal dictionary
TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from
page 144 in the TG
Duration: 60 minutes
Learner’s Book page 98
Talk about photographs: Learners discuss photographs of people hiking and
people at a beach.
Listen to a story: Learners listen to a story about a girl going to visit her
grandparents. (Term 3 Formal Assessment Task 1)
Duration: 60 minutes
Learner’s Book page 98
Work with words and sentences: Learners complete an activity on proper
nouns and capital letters. They use future tense verbs to complete a paragraph.
Independent reading- Reader
Duration: 60 minutes
Learner’s Book page 100
Read a story: Learners use the pictures of a story to predict what it is about. Then
they read the story called ‘Giving things up’.
Independent reading- Reader (Term 3 Formal Assessment Task 1)
Duration: 60 minutes
Learner’s Book page 100
After you read: Learners answer the comprehension activity
Work with words and sentences:
Language focus
Learner’s Book page 103
Plurals: Learners start the activities on plurals.
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 52 for
additional support.
Duration: 60 minutes
38
Language Structures and
Conventions
(1 hour)
Language focus
• Plurals
Integrated language
Work with words and
sentences
• Proper nouns
• Connecting words to
show cause and effect
• Simple present tense
to describe universal
statements
• Use of ‘will’ to indicate
future
Spelling
Spells correctly
• Builds word families
• Builds on knowledge of
sight words and high
frequency words
Vocabulary in context
RESOURCES
Platinum English FAL Grade
6 Learner's Book and
Teacher’s Guide
Platinum English FAL Grade
6 Reader
Use the exercises in the
DBOE Workbooks for
additional support.
Writing and
Presenting
Learner’s Book page 104
Write a diary entry: Learners read a sample diary entry as a model text. They
then plan and draft their own diary entry, following the writing process.
Independent reading- Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 53 for
additional support.
39
Week 22
LESSON 6:
Duration: 60 minutes
Learner’s Book page 98
Listen to a description of places: Learnerslisten to descriptions of one polluted
Listening and
beach and one unspoilt beach. They answer questions and they complete a chart
Speaking
as a way of arranging information visually.
Vocabulary in context: Learners use synonyms based on the listening texts.
Duration: 60 minutes
LESSON 7:
Learner’s Book page 101
Read a personal letter: Learners read a friendly letter and answer questions
Reading and
about it. They focus on the layout.
Independent reading- Reader
Viewing
About 20 minutes before the end of the lesson, learners prepare for independent
reading. They read any suitable text about which they will write a review.
Duration: 60 minutes
LESSON 8:
Learner’s Book page 101
Work with words and sentences: Learners join sentences using given
conjunctions. They also reinforce the work done orally on the future tense.
Independent reading- Reader
Reading and
About 20 minutes before the end of the lesson, learners prepare for independent
Viewing
reading.
They write a review of the text they read in Lesson 7.
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 54 and 55
for additional support.
Duration: 60 minutes
LESSON 9:
Learner’s Book page 103
Plurals: Learners complete a paragraph bywriting the correct plurals. Then they
apply the spelling rules.
Vocabulary in context: Learners record wordsand their meanings in a personal
Language Focus
dictionary.
Independent reading- Reader
About 20 minutes before the end of the lesson, learners prepare for independent
reading. They continue reading texts from the Reader orany other suitable text.
Duration: 60 minutes
LESSON 10:
Learner’s Book page 104
Write a diary entry: Learners edit their diary entries from Lesson 5, and they
Writing and
write the neat entry.
Presenting
Spelling: Learners do a spelling test on new words they learnt in this two-week
cycle.
REVISION: Learner’s Book p106
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Formal assessment
Lesson 1: Listens to a story
Lesson 2: Retells a story
Lesson 3: Reads aloud; reflects on texts read
Informal assessment
Lesson 2: Write the paragraph correctly on the board. Learners correct their own mistakes.
Lesson 2: Walk around the classroom as the learners read the sentences and check whether they have chosen the correct options
and put them into the future tense.
Lesson 4: Walk around the classroom as the learners write the answers. Explain any mistakes and show them how to correct them.
Lesson 6: Listen to the learners’ descriptions has they talk about the beaches. Take note of those who struggled with this task and
those who managed well.
Lesson 8: Learners mark their own work as you go through the answers with the class.
Lesson 9: Go through the answers to question 1 orally and write the answers to question 2 on the board, and let learners check their
own work.
Lesson 10: 1. Check that learners have edited their work correctly, by asking them what they edited, whatpunctuation they needed to
change and whether they checked their spelling. 2. Check that they have set out the entry clearly and neatly. 3. Learners
work in pairs to assess each other’s diary entries. They read their diary entries aloud to their partners. Their partners go
through the checklist and tell them of any aspects they missed out, and if they think the diary entry was interesting and
easy to understand.
40
PLATINUM LESSON PLANS – GRADE 6
Subject: English First Additional Language
Grade: 6
Theme 11: Take Care Of Our Water!
Duration: 2 weeks (10 hours)
CAPS
Content
and
Skills
Term 3 Weeks 23 & 24
Listening and Speaking
(2 hours)
Reading and Viewing
(4 hours)
• Does daily listening and
speaking practice
• Talks about a photograph
that introduces the theme
• Listens to a talk about
polluted water: asks and
answers questions, and
uses the information to
read a diagram
• Talks about the issue of
water pollution, after
preparation using
photographs
• Collects information for a
survey on water use in the
learners’ homes, using a
questionnaire
• Reads an information text
with a map, photographs,
and a table
• Does a comprehension
activity
• Practices reading an
information text aloud
• Do a crossword puzzle
• Reflects on texts read:
summarises the text in a
mind map format
• Reads independently
LEARNING
ACTIVITY
Writing and Presenting
(3 hours)
• Writes an information
text about South
African dams and
completes a graph
• Transfers text into
graphic form: collects,
writes and analyses
information
• Writes a short report on
information collected
• Records words and
meanings in a personal
dictionary
TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from
page 161 in the TG
Week 23
LESSON 1:
Duration: 60 minutes
Listening and
Speaking
Learner’s Book page 108
Talk about a photograph:
Learners discuss a photograph of children and water as an introduction to the
theme.They use the illustration to predict the listening text.
LESSON 2:
Duration: 60 minutes
Listening and
Speaking
Learner’s Book page 108
Talk about an issue after preparation: Learners have a structured group
discussion about water pollution. They write notes to use in the discussion.
Independent reading - Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 78
and 79 for additional support.
LESSON 3:
Reading and
Viewing
LESSON 4:
Reading and
Viewing
Duration: 60 minutes
Learner’s Book page 110
Read an information text: Learners read a text called ‘Water in South Africa’,
Independent reading- Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 80
and 81 for additional support.
Duration: 60 minutes
Learner’s Book page 110
Read an information text: Learners answer questions about the text in Lesson 3.
Work with words and sentences: Learners complete sentences using the correct
form of the verb ‘to be’. This is an integrated activity.
Language focus
Learner’s Book page 113
The present tenses: Learners work with the simple present and present
progressive tenses. (Term 3 Formal Assessment Task 1)
LESSON 5:
Duration: 60 minutes
Writing and
Presenting
Learner’s Book page 114
Write an information text using visuals:
Learners generate their own graph, using the model of a graph and the text in the
Learner’s Book. (Term 3 Formal Assessment Task 1)
Independent reading- Reader
41
Language Structures and
Conventions
(1 hour)
Language focus
• Simple present tense
Integrated language
Work with words and
sentences
• Present progressive tense
• Adjectives before and
after nouns
• Subject-verb concord
Spelling
• Spells correctly using a
personal dictionary
• Builds word families
• Builds on knowledge of
sight words and highfrequency words
Vocabulary in context
RESOURCES
Platinum English FAL Grade
6 Learner's Book and
Teacher’s Guide
Platinum English FAL Grade
6 Reader
Collect information
brochures or posters about
water processing and water
saving from your local
municipal or council office.
Display these in your
classroom.
If possible, find a large map
of South Africa with rivers
and dams clearly shown.
Copies of the crossword
puzzle on page 112 of the
Learner’s Book
Use the exercises in the
DBOE Workbooks for
additional support.
Week 24
LESSON 6:
Listening and
Speaking
Duration: 60 minutes
Learner’s Book page 108
Do a survey: Learners use a questionnaire to collect information about water use.
Note that they will use this information for the writing activity in lessons 9 and 10.
Vocabulary in context: Learners complete two mind maps to consolidate their
knowledge of some of the vocabulary they have used in this theme.
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 82 for
additional support.
LESSON 7:
Duration: 60 minutes
Reading and
Viewing
Learner’s Book page 110
Read an information text: Learners complete a summary of a text using the
format of a mind map. They also practise reading aloud. (Term 3 Formal
Assessment Task 1)
Independent reading- Reader
LESSON 8:
Duration: 60 minutes
Reading and
Viewing
LESSON 9:
Writing and
Presenting
Learner’s Book page 110
Do a word puzzle: The crossword puzzle consolidates the vocabulary learners
have encountered in this theme. They also write sentences with those words.
Vocabulary in context: Learners record words and meanings in a personal
dictionary.
Work with words and sentences: Learners revise adjectives as they complete
sentences correctly. They do exercises on the present progressive tense.
Duration: 60 minutes
Learner’s Book page 114
Transfer text into graphic form: Learners use the information they gathered in
lesson 6 to create a graph showing information.
Spelling: Learners do a spelling test on new words they learnt in this two-week
cycle.
Independent reading- Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 83 to
85 for additional support.
LESSON 10:
Duration: 60 minutes
Learner’s Book page 115
Write a short report: Learners write a report about saving water. They follow
the writing process of planning, drafting, editing and rewriting.
Independent reading- Reader
REVISION: Learner’s Book p116
The DBOE Workbook can be used for revision work and homework
Writing and
Presenting
ASSESSMENT TASK
Formal Assessment
Lesson 4: Reading comprehension
Lesson 4: Language structures
Lesson 5: Completes a visual text
Lesson 7: Reading comprehension
Lesson 8: Language structures
Informal assessment
Lesson 6: Complete the mind map on the board for learners to check their own answers.
Lesson 8: Go through the answers with the class and let learners mark their own work.
Lesson 9: Make certain that the learners transfer the information from their questionnaires onto the bar graph with reasonable
accuracy.
Lesson 9: Learners swap books and mark each other’s spelling test. Record their marks out of 10 if you need to.
42
PLATINUM LESSON PLANS – GRADE 6
Subject: English First Additional Language
Grade: 6
Theme 12: Space Adventure
Duration: 2 weeks (10 hours)
Listening and Speaking
(2 hours)
• Does daily listening and
speaking practice
• Listens to a story about
visiting outer space
• Retells a story
• Listens to a poem
CAPS
Content
and
Skills
LEARNING
ACTIVITY
Term 3 Weeks 25 & 26
Reading and Viewing
(4 hours)
Writing and Presenting
(3 hours)
• Reads a story about
school children
discussing life in
space
• Does a comprehension
based on the story
• Reads a poem
• Practices reading
• Reflects on texts read
during independent/ pair
reading
• Writes a simple story
using the writing process
more independently
• Writes for fun – a poem or
simple rhyming sentences
• Records words and their
meanings in a personal
dictionary
• Uses the writing process
TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from
page 177 in the TG
Week 25
LESSON 1:
Duration: 60 minutes
Listening and
Speaking
Learner’s Book page 118
Talk about a photograph: Learners identify and discuss the stars, sky and moon
in a photograph.
Listen to a story: Learners look at a diagram of Earth and the moon in space and
then listen to a story called ‘A trip to space’.
Independent reading- Reader
LESSON 2:
Reading and
Viewing
Duration: 60 minutes
Learner’s Book page 120
Read a story: Learners read a text called ‘The aliens’ and answer a
comprehension. Learners do exercises on abbreviations.
Independent reading
LESSON 3:
Duration: 60 minutes
Reading and
Viewing
Learner’s Book page 120
Read a story: Learners continue and complete the story and comprehension.
Vocabulary in context: Personal dictionaries.
Independent reading- Reader
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 114
and 115 or additional support.
LESSON 4:
Duration: 60 minutes
Language Focus
Learner’s Book page 124
Personal pronouns: Learners learn the rules about personal pronouns.
Write a story: Learners begin with the first stage of the writing process to plan
their stories.
LESSON 5:
Duration: 60 minutes
43
Language Structures and
Conventions
(1 hour)
Language focus
• Personal pronouns
• Joining prefixes or
suffixes to a base word
• Shortening words
Integrated language
Spelling:
• Spells familiar words
correctly, using a personal
dictionary
• Uses abbreviations
correctly
Work with words and
sentences:
• Builds on understanding
and use of simple past tense
• Uses adverbs of place
• Begins to use possessive
pronouns
Vocabulary in context:
• Words taken from
shared or individually read
texts
RESOURCES
Platinum English FAL Grade
6 Learner's Book and
Teacher’s Guide
Platinum English FAL Grade
6 Reader
Have dictionaries available
Use the exercises in the
DBOE Workbooks for
additional support.
Writing and
Presenting
Learner’s Book page 126
Write a story: Learners continue with the writing process.
44
Week 26
LESSON 6:
Listening and
Speaking
Duration: 60 minutes
Learner’s Book page 118
Listen to a story: Learners listen to the story ‘A trip to space’ again. They answer
questions about the story and then retell the story to a partner, using a frame.
They also tell an alternative ending to the story. Learners answer two integrated
language questions covering the simple past tense and possessive pronouns.
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 116 to
117 for additional support.
LESSON 7:
Duration: 60 minutes
Listening and
Speaking
Learner’s Book page 118
Listen to a poem: Learners listen to a poem called ‘Space-men’ and answer literal
and metacognitive questions based on the poem.
Pairs of learners then perform the first or second verse of the poem with actions.
Independent reading- Reader
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 118
and 119 for additional support.
LESSON 8:
Duration: 60 minutes
Reading and
Viewing
Learner’s Book page 120
Read a poem: Learners read a poem called ‘Walking on the moon’ and answer
literal and metacognitive questions based on it. Learners answer an integrated
language question based on the story. The question covers adverbs of place.
Vocabulary in context: Learners spend about 10 minutes working on their
personal dictionaries, bringing them up to date by adding new words that they
have learnt from the reading and listening texts.
Independent reading- Reader
LESSON 9:
Duration: 60 minutes
Language Focus
Learner’s Book page 124
Adding letters to make new words: Learners learn about adding letters to the
beginning of an ending of words to make new words.
Shortening words: Learners learn about shortened forms of words, such as
‘exam’ for ‘examination’.
LESSON 10:
Duration: 60 minutes
Writing and
Presenting
Learner’s Book page 126
Spelling: Learners do a spelling test based on new words they learnt in this twoweek cycle.
Write for fun: Learners write a simple four-line poem or rhyming sentences for
fun. They choose one of two writing frames to help them.
Independent reading- Reader
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 120
and 121 for additional support.
REVISION: Learner’s Book p128
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Informal assessment
Lesson 3: Learners swap their books with a partner. They mark each other’s answers to the questions in the ‘After you read’ section.
They use the memorandum from Lesson 2, which you could either dictate orally or write on the board.
Lesson 6: Learners swap their books with a partner. They mark each other’s answers to the previous activity
45
PLATINUM LESSON PLANS – GRADE 6
Subject: English First Additional Language
Grade: 6
Theme 13: Science And Technology
Duration: 2 weeks (10 hours)
CAPS
Content
and
Skills
Term 3 Weeks 27 & 28
Listening and Speaking
(2 hours)
Reading and Viewing
(4 hours)
• Does daily listening and
speaking practice
• Talks about a photograph
that introduces the theme
• Listens to and carries out
instructions about using a
cell phone
• Practices listening and
speaking
• Plays a language game
• Reads procedural text: an
experiment
• Reads information text
about the cycles of the
moon
• Uses the features of a
book, such as cover and
contents pages
• Practices reading
• Reflects on texts read
• Reads independently
LEARNING
ACTIVITY
Week 27
LESSON 1:
Listening and
Speaking
Writing and Presenting
(3 hours)
• Writes information text
• Writes a mind map
summary
• Records words and
meanings in a personal
dictionary
TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from
page 193 in the TG
Duration: 60 minutes
Learner’s Book page 130
Talk about a photograph: Learners are introduced to the theme of technology
and information.
Listen to and carry out instructions: Learners follow instructions about how to
use a cell phone as a calculator. (Term 3 Formal Assessment Task 2)
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 90
and 91 for additional support.
LESSON 2:
Duration: 60 minutes
Reading and
Viewing
Learner’s Book page 132
Read instructions for a simple scientific experiment: Learners read an
experiment about the effect of soap on milk. (Term 3 Formal Assessment Task 2)
Independent reading- Reader
LESSON 3:
Duration: 60 minutes
Reading and
Viewing
Read and view Learner’s Book page 132
Work with words and sentences: Learners use verbs and adjectives. (Term 3
Formal Assessment Task 2)
Independent reading- Reader
LESSON 4:
Duration: 60 minutes
Language Focus
Learner’s Book page 137
The present perfect tense: Learners write the correct form of the verb. (Term 3
Formal Assessment Task 2)
Independent reading- Reader
LESSON 5:
Duration: 60 minutes
Writing and
Presenting
Learner’s Book page 138
Write an information text: Learners write a text describing an ecosystem. They
also revise using the active and passive voice. (Term 3 Formal Assessment Task 2)
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 92 for
additional support.
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 93 for
additional support.
46
Language Structures and
Conventions
(1 hour)
Language focus
• Present perfect tense
• Possessive form of the
noun
Integrated language
Work with words and
sentences
• Types of adjectives
• Verbs
Spelling
• Checks spelling and
meaning of words in a
dictionary
Vocabulary in context
• Words taken from shared
or individually read texts
RESOURCES
Platinum English FAL Grade
6 Learner's Book and
Teacher’s Guide
Platinum English FAL Grade
6 Reader
Bring items of technology
for learners to look at. Some
possibilities are:
calculators, cell phones, a
computer.
You will need the following
materials to carry out the
experiment: a small bowl,
milk, food colouring or ink,
washing-up liquid.
Have dictionaries available
Have a variety of books in
the classroom, that have
interesting covers, and that
have contents pages, so
that learners can see a
variety of layouts and
designs.
Use the exercises in the
DBOE Workbooks for
additional support.
Week 28
LESSON 6:
Duration: 60 minutes
Listening and
Speaking
Learner’s Book page 130
Play a language game: Learners ask and answer questions about inventions.
Independent reading- Reader
LESSON 7:
Duration: 60 minutes
Reading and
Viewing
Learner’s Book page 134
Read information texts: Learners work with an extract of a contents page to
develop cross-curricular literacy skills. They also read information and a diagram
about the cycle of the moon. (Term 3 Formal Assessment Task 2)
LESSON 8:
Duration: 60 minutes
Reading and
Viewing
Learner’s Book page 134
Vocabulary in context: Learners use new vocabulary. (Term 3 Formal
Assessment Task 2)
Work with words and sentences: Learners use adjectives.
LESSON 9:
Duration: 60 minutes
Language Focus
Learner’s Book page 137
Use the possessive form of the noun: Learners practise the use of the
apostrophe. (Term 3 Formal Assessment Task 2)
Spelling: Learners do a spelling test on new words they learnt in this two-week
cycle.
Independent reading- Reader
LESSON 10:
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 94
and 95 for additional support.
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 96
and 97 for additional support.
Duration: 60 minutes
Learner’s Book page 138
Make a mind map summary: Learners make a summary in the form of a mind
map to describe an ecosystem.
Independent reading- Reader
REVISION: Learner’s Book p140
The DBOE Workbook can be used for revision work and homework
Writing and
Presenting
ASSESSMENT TASK
Formal Assessment
Lesson 1: Listens to and carries out instructions
Lesson 2: Reading comprehension
Lessons 3 & 4: Language structures and conventions
Lesson 5: Writes an information text
Lesson 7: Reading comprehension
Lesson 9: Language structures and conventions
Informal assessment
Lesson 3: Listen to some pairs read, for formative assessment. Select learners who are not showing the expected development in
their reading ability. Give them extra attention, possibly modeling the reading of one paragraph, which they then repeat.
Lesson 8: Learners who struggled with the terms in the previous activity can draw the shapes and write the words as labels.
47
PLATINUM LESSON PLANS – GRADE 6
Subject: English First Additional Language
Grade: 6
Theme 14: Act In Plays
Duration: 2 weeks (10 hours)
CAPS
Content
and
Skills
Term 3 Weeks 29 & 30
Listening and Speaking
(2 hours)
Reading and Viewing
(4 hours)
Writing and Presenting
(3 hours)
• Does daily listening and
speaking practice
• Talks about a photograph
that introduces the theme
• Performs a simple play
about a haircut
• Participates in a
conversation on the
topic of finding or losing
money
• Read a play
• Identifies the storyline of
the play, expresses feelings
and discusses punctuation
• Becomes familiar with the
format of play scripts
• Uses the title and
illustrations of a play script
to predict the text
• Does a comprehension on
the play script
• Practices reading a play
aloud
• Reflects on texts read:
gives opinions
• Reads independently
• Writes a short play script
using an informal style
• Follows the writing
process by planning, using
a flow chart, drafting,
revising and rewriting
• Records words and
meanings in a personal
dictionary
LEARNING
ACTIVITY
Week 29
LESSON 1:
Listening and
Speaking
LESSON 2:
Listening and
Speaking
LESSON 3:
Reading and
Viewing
LESSON 4:
Language Focus
LESSON 5:
Writing and
Presenting
TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from
page 211 in the TG
Duration: 60 minutes
Learner’s Book page 142
Talk about a photograph: Learners discuss the photograph of children acting.
They draw on their experience from Creative Arts lessons.
Perform a play: Learners read a play script aloud.
Duration: 60 minutes
Learner’s Book page 142
Perform a play: Learners work in groups to make up their own play. They
present this to the rest of the class if there is time.
Independent reading- Reader
Duration: 60 minutes
Learner’s Book page 144
Read a play: Learners predict the text and become familiar with the layout and
features of plays. They also answer questions about a play.
Independent reading- Reader
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 82 and 83
for additional support.
Duration: 60 minutes
Learner’s Book page 147
Homonyms: Learners develop their vocabulary by creating sentences using
common homonyms.
Adjectives: This activity combines revision of adjectives with comprehension of
the play script.
Duration: 60 minutes
Learner’s Book page 147
Write a play script: Learners read the story on which they will base their own
play script. They plan their plays and write a first draft. They focus on using
informal language suited to the characters. They will complete their play scripts in
Lesson 10.
Independent reading- Reader
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 84 to 87
for additional support.
48
Language Structures and
Conventions
(1 hour)
Language focus
• Homonyms
• Determiners
• Different types of
adjectives
• Adverbs
Integrated language
Work with words and
sentences
• Spells words using
different spellings of the ‘i’
sound
• Uses adjectives
 Spelling
Vocabulary in context
• Words taken from shared
or individually read texts
RESOURCES
Platinum English FAL Grade
6 Learner's Book and
Teacher’s Guide
Platinum English FAL Grade
6 Reader
Use the exercises in the
DBOE Workbooks for
additional support.
Week 30
LESSON 6:
Duration: 60 minutes
Learner’s Book page 142
Spelling: Learners practise different spellings of the ‘i’ sound.
Participate in a conversation: Learners work in groups and discuss finding and
losing money. Each group reports back to the rest of the class.
Duration: 60 minutes
LESSON 7:
Learner’s Book page 144
Reading and
Read a play: Learners work in groups of three to read a play aloud. Some groups
present their reading to the rest of the class.
Viewing
Independent reading- Reader
Duration: 60 minutes
LESSON 8:
Learner’s Book page 144
Work with words and sentences: Learners work with adjectives.
Reading and
Spelling: Learners do a spelling test on new words they learnt in this two-week
Viewing
cycle.
Independent reading- Reader
Duration: 60 minutes
LESSON 9:
Learner’s Book page 147
Adverbs: Learners work with some common adverbs, and practise sentence
structure. They also work with adverbs of frequency and manner.
Language Focus Determiners: Learners generate sentences beginning with ‘first’, ‘second’, ‘next’
and ‘last’. Note that learners do not need to know the word ‘determiners’.
Record words and meanings in a personal dictionary: Learners update their
personal dictionaries by adding new words they learnt in this theme.
Duration: 60 minutes
LESSON 10:
Learner’s Book page 149
Writing and
Write a play script: Learners edit, revise and complete the play script they
started in Lesson 5.
Presenting
Independent reading- Reader
REVISION: Learner’s Book p150
The DBOE Workbook can be used for revision work and homework
Listening and
Speaking
ASSESSMENT TASK
Informal assessment
Lesson 1: Note whether learners are speaking and acting simultaneously. You may need to change the pair groupings if both learners
struggle with this activity.
Lesson 3: Ask a few learners to read their answers. Discuss the replies with the class. Correct any misconceptions if necessary.
Lesson 3: Listen to some pairs reading, to monitor how their reading ability is developing
Lesson 4 and 8: Go through the answers with the class and let learners mark their own work.
Lesson 7: The class listens carefully and gives feedback to the learners who have read the play to the class. The feedback should
include comments on their ability to speak loudly and clearly, and to show emotion through their tone of voice.
Lesson 8: Learners swap books and mark each other’s work. Record their marks out of 10 if you need to.
Lesson 8: Monitor learners’ reading skills by listening to different pairs of learners read aloud.
49
TERM 4: PLATINUM LESSON PLANS – GRADE 6
Subject: English First Additional Language
Grade: 6
Theme 15: Special Days
Duration: 2 weeks (10 hours)
CAPS
Content
and
Skills
Term 4 Weeks 31 & 32
Listening and Speaking
(2 hours)
Reading and Viewing
(4 hours)
Writing and Presenting
(3 hours)
• Does daily listening and
speaking practice
• Talks about a photograph
that introduces the theme
• Listens to a story about a
wedding
• Tells own story about
the wedding and about a
personal special day
• Presents an oral book
review
• Reads a story about a
surprise birthday party
• Does a comprehension
activity
• Reads personal letters
about a naming ceremony
• Practices reading a
paragraph from a story
aloud
• Reflects on texts read:
retell the story
• Reads independently
• Writes a simple story
about a celebration
• Uses the writing process
• Records words and
meanings in a personal
dictionary
LEARNING
ACTIVITY
TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from
page 223 in the TG
Week 31
LESSON 1:
Duration: 60 minutes
Listening and
Speaking
Learner’s Book page 152
Talk about a photograph: Learners discuss the photograph to start thinking
about the theme.
Listen to a story: Learners complete a listening comprehension and retell the
story.
Work with words and sentences: Learners revise adjectives and prepositions.
LESSON 2:
Duration: 60 minutes
Reading and
Viewing
Learner’s Book page 154
Read a personal letter: Learners read a letter describing a naming ceremony and
answer questions about it.
Independent reading- Reader
LESSON 3:
Duration: 60 minutes
Reading and
Viewing
Learner’s Book page 154
Work with words and sentences: Learners write sentences using command
(instruction) verbs.
Independent reading- Reader
LESSON 4:
Duration: 60 minutes
Language Focus
Learner’s Book page 158
Pronouns: Learners revise pronouns and use them to complete sentences.
Independent reading- Reader
LESSON 5:
Duration: 60 minutes
Writing and
Presenting
Learner’s Book page 159
Write a story: Learners read a model story. Then they plan and draft their own
story. Note that they finish their writing in Lesson 10.
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 100
and 101 for additional support.
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 102
and 103 for additional support.
50
Language Structures and
Conventions
(1 hour)
Language focus
• Demonstrative pronouns
(this, that, those, these)
Integrated language
Work with words and
sentences
• Adjectives before nouns
• Command form of the
verb
• Prepositions that show
direction, time and
possession
Spelling
• Spells correctly
• Builds word families
• Builds on knowledge of
sight words and highfrequency words
Vocabulary in context
RESOURCES
Platinum English FAL Grade
6 Learner's Book and
Teacher’s Guide
Platinum English FAL Grade
6 Reader
Have large cards with the
following words on them:
this, that, those, these.
Display these cards in the
classroom, and point to
them as you teach this
work.
Have dictionaries available
that give antonyms.
Learners will need books
they have read, in order to
present a book review
about it.
Use the exercises in the
DBOE Workbooks for
additional support.
Week 32
LESSON 6:
Duration: 60 minutes
Listening and
Speaking
Learner’s Book page 152
Tell your own story: Learners choose a day they have enjoyed and tell the story.
Present a book review: Learners review a book orally, telling the main points of
the story and giving their opinion.
LESSON 7:
Duration: 60 minutes
Reading and
Viewing
Learner’s Book page 154
Read a story: Learners read a fictional story about a surprise birthday party.
Independent reading- Reader
LESSON 8:
Duration: 60 minutes
Reading and
Viewing
Learner’s Book page 154
Read a story: Learners answer questions on the story they read in Lesson 7. They
also practise reading aloud.
Independent reading- Reader
LESSON 9:
Duration: 60 minutes
Language Focus
Learner’s Book page 158
Words with opposite meanings: Learners revise antonyms and use them in
sentences.
Record words and meanings in a personal
dictionary: Learners update their personal dictionaries by adding new words
learnt in this theme.
Spelling: Learners do a spelling test on new words they learnt in this two-week
cycle.
LESSON 10:
Duration: 60 minutes
Writing and
Presenting
Learner’s Book page 159
Write a story: Learners revise, edit and write the final version of the story they
started writing in lesson 5.
Independent reading- Reader
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 104 for
additional support.
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 105 to
107 for additional support.
REVISION: LB p160
The DBOE Workbook can be used for homework and revision work
ASSESSMENT TASK
Informal assessment
Lesson 1: Listen to how learners take part in the discussions. Check that learners show evidence of improvement in their ability to
listen and speak in English.
Lesson 4: Check that learners can answer the questions correctly.
Lesson 8: Check that learners are able to read the story in the previous activity with understanding.
Lesson 10: Mark the learners’ stories from the previous activity.
51
PLATINUM LESSON PLANS – GRADE 6
Subject: English First Additional Language
Grade: 6
Theme 16: Making Music
Duration: 2 weeks (10 hours)
Listening and Speaking
(2 hours)
CAPS
Content
and
Skills
• Does daily listening
and speaking practice
• Talks about a
photograph that
introduces the theme
• Participates in
discussion
• Listens to and
discusses a talk about
the advantages of
learning music
• Plays a language
game (rhyming words)
LEARNING
ACTIVITY
Term 4 Weeks 33 & 34
Reading and Viewing
(4 hours)
Writing and Presenting
(3 hours)
• Reads an information
text
• Does acomprehension
aboutdifferent types of
instruments
• Practices reading a
paragraph aloud
• Reads and solves a
crossword puzzle
• Reads independently
• Uses information
from a visual text
to write instructions
about how to make a
drum
• Writes a summary in
the form of a mind
map
• Writes definitions with
examples
• Records words
and meanings in a
personal dictionary
TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from
page 238 in the TG
Week 33
LESSON 1:
Duration: 60 minutes
Listening and
Speaking
Learner’s Book page 162
Talk about a photograph: Learners discuss the musical instruments, and how
the children are playing them.
Take part in a discussion: Learners read speech bubbles, and then discuss the
advantages and disadvantages of listening to music through earphones. (Term 4
Formal Assessment Task 1)
LESSON 2:
Duration: 60 minutes
Reading and
Viewing
Learner’s Book page 165
Read an information text: Learners read about different musical instruments.
They continue the reading activities in Lesson 3.
Independent reading - Reader
LESSON 3:
Duration: 60 minutes
Reading and
Viewing
Learner’s Book page 165
Read an information text: Learners answer questions about a text and write a
summary of it. (Term 4 Formal Assessment Task 1)
Independent reading- Reader
LESSON 4:
Duration: 60 minutes
Language Focus
Learner’s Book page 168
Clauses: Learners work with sentence structure and clauses. (Term 4 Formal
Assessment Task 1)
LESSON 5:
Duration: 60 minutes
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 120
and 121 for additional support.
52
Language Structures and
Conventions
(1 hour)
Language focus
• Relative clauses
• The word ‘the’
Integrated language
Work with words and
sentences
• Possessive pronouns
 Commas separating
nouns
Spelling
• Spells correctly using
a personal dictionary
• Builds word families
based on how they
sound or look
• Builds on knowledge
of sight words and
high-frequency words
Vocabulary in context
• Words taken from
shared or individually
read texts
RESOURCES
Platinum English FAL Grade
6 Learner's Book and
Teacher’s Guide
Platinum English FAL Grade
6 Reader
If possible, display musical
instruments in class, or
display pictures of them.
If possible, bring examples
of kwela and mbaqanga
music to play for the
learners during the
‘Independent reading’
session.
Have dictionaries available
Bring the items needed to
make a drum. (Learners
may follow instructions to
make a drum, or they can
make a drum in their
Creative Arts class.)
Writing and
Presenting
Learner’s Book page 169
Write a text: Learners use pictures to complete a text giving instructions to make
a drum. (Term 4 Formal Assessment Task 1)
Write and illustrate instructions: Learners create their own text about how to
create a musical instrument. (Term 4 Formal Assessment Task 1)
Independent reading
Week 34
LESSON 6:
Duration: 60 minutes
Listening and
Speaking
Learner’s Book page 162
Listen to and discuss a talk: Learners listen to a talk, and summarise it using a
mind map. Then they discuss the main points.
Independent reading- Reader
LESSON 7:
Duration: 60 minutes
Listening and
Speaking
Learner’s Book page 162
Play a language game: Learners think of rhyming words in this game.
Work with words and sentences: Learners use commas in lists. (Term 4 Formal
Assessment Task 1)
Independent reading- Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 122 for
additional support.
LESSON 8:
Duration: 60 minutes
Reading and
Viewing
Learner’s Book page 165
Solve a word puzzle: Learners revise some of the vocabulary of this theme by
doing a crossword puzzle.
LESSON 9:
Duration: 60 minutes
Language Focus
Learner’s Book page 168
When to use the word ‘the’: Learners learn when nouns have the word ‘the’ in
front of them and when they do not. (Term 4 Formal Assessment Task 1)
Record words and meanings in a personal dictionary: Learners update their
personal dictionaries by adding new words learnt in this theme.
Spelling: Learners do a spelling test on new words they learnt in this two-week
cycle.
LESSON 10:
Duration: 60 minutes
Writing and
Presenting
Learner’s Book page 169
Write a mind map summary: Learners read a paragraph, then summarise it
using the mind map provided.
Write definitions: Learners write basic definitions modeled on a given example.
(Term 4 Formal Assessment Task 1)
Independent reading- Reader
(Term 4 Formal Assessment Task 1)
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 123 for
additional support.
REVISION: Learner’s Book p170
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
53
If possible, make copies for
class of the crossword
puzzle on page 167 of the
Learner’s Book.
If possible, bring a CD with
rap music and a CD player.
(Choose the music carefully
– it should not
have unacceptable language
or inferences.)
Use the exercises in the
DBOE Workbooks for
additional support.
Formal assessment
Lesson 1: Takes part in a discussion
Lesson 2,3,5,6 and 7: Reads aloud
Lesson 3: Reading comprehension
Lessons 4 ,8 and 9: Language structures and conventions
Lesson 5: Writes information text
Lesson 5: Writes instructions
Lesson 10: Writes definitions
Lesson 10: Reflects on text read independently
Informal assessment
Lesson 3: Listen to selected pairs of learners to assess their reading skills.
Lesson 6: Walk around the classroom as you read the text in the previous activity. Note whether learners are identifying the main
points for the mind map.
Lesson 7: You need not be too strict on the rhyming, but point out the words that did not rhyme well.
Lesson 7: In the previous activity, check that learners point to a boy when they say ‘his’ and a girl when they say ‘her’.
Lesson 8: Write the answers to the crossword puzzle on the board. Learners swap their exercise books and mark each other’s work.
Lesson 9: Learners swap books and mark each other’s spelling tests. Record their marks out of 10 if you need to.
54
PLATINUM LESSON PLANS – GRADE 6
Subject: English First Additional Language
Grade: 6
Theme 17: Weather
Duration: 2 weeks (10 hours)
Term 4 Weeks 35 & 36
Listening and Speaking
(2 hours)
• Does daily listening and
speaking practice
• Listens to a story about an
ant and a grasshopper
• Listens to a poem
CAPS
Content
and
Skills
LEARNING
ACTIVITY
Reading and Viewing
(4 hours)
Writing and Presenting
(3 hours)
• Reads a story about a
hailstorm
• Does a comprehension
based on the story
• Reads two poems and
answers questions about
them
• Practices reading
• Reflects on texts read
during independent/pair
reading
• Writes a book review
• Writes a personal letter
• Records words and their
meanings in a personal
dictionary
• Uses the writing process
TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from
page 253 in the TG
Week 35
LESSON 1:
Duration: 60 minutes
Listening and
Speaking
Learner’s Book page 172
Talk about a photograph: Learners discuss questions about a photograph and
relate it to their own experiences.
Listen to a story: Learners listen to a story called ‘The ant and the grasshopper’
and answer questions about it.
LESSON 2:
Duration: 60 minutes
Listening and
Speaking
Learner’s Book page 172
Listen to a story: Learners answer literal and metacognitive questions about a
story. They also learn about direct speech and quotation marks.
Independent reading- Reader
LESSON 3:
Duration: 60 minutes
Reading and
Viewing
Learner’s Book page 175
Read a story: Learners read a story and answer comprehension questions about
it. They also work with words belonging to the same lexical field.
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 44 for
additional support.
LESSON 4:
Duration: 60 minutes
Language Focus
Learner’s Book page 178
Connecting words: Reason and purpose: Learners learn about connecting words
showing reason and purpose.
Vocabulary in context: Learners update their personal dictionaries
Independent reading- Reader
LESSON 5:
Duration: 60 minutes
55
Language Structures and
Conventions
(1 hour)
Language focus
• Connecting words
showing reason and
purpose
• Connecting words
showing choice
Integrated language
Spelling
• Uses the dictionary to
check spelling and
meanings of words
• Works with words
belonging to the same
lexical field
Work with words and
sentences
• Uses direct speech
• Uses quotation marks for
direct speech
Vocabulary in context
• Words taken from shared
or individually read texts
RESOURCES
Platinum English FAL Grade
6 Learner's Book and
Teacher’s Guide
Platinum English FAL Grade
6 Reader
Use the exercises in the
DBOE Workbooks for
additional support.
Writing and
Presenting
Learner’s Book page 178
Write a book review: Learners write a book review about a story called ‘The day
the rain turned into ice’.
Independent reading- Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 45 for
additional support.
56
Week 36
LESSON 6:
Listening and
Speaking
Duration: 60 minutes
Learner’s Book page 172
Listen to a poem: Learners listen to a poem that includes the poetic devices of
rhyme, alliteration and comparison. Learners also answer literal and
metacognitive questions based on the poem.
Independent reading- Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 46
and 47 for additional support.
LESSON 7:
Duration: 60 minutes
Reading and
Viewing
Learner’s Book page 175
Read a poem: Learners read a poem and answer questions based on it.
LESSON 8:
Duration: 60 minutes
Reading and
Viewing
Learner’s Book page 175
Read another poem: Learners read another poem and answer questions based
on it.
Independent reading- Reader
LESSON 9:
Duration: 60 minutes
Language Focus
Learner’s Book page 178
Connecting words: Choice: Learners learn about connecting words showing
choice.
Records words and meanings in a personal dictionary: Learners update their
personal dictionaries by adding new words that they have learnt from the reading
and listening texts.
LESSON 10:
Duration: 60 minutes
Writing and
Presenting
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 48
and 49 for additional support.
Learner’s Book page 178
Spelling: Learners do a spelling test based on new words they learnt in this twoweek cycle.
Write a personal letter: Learners write a personal letter to a good friend about a
time when the weather caused a problem.
Independent reading- Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 50
and 51 for additional support.
REVISION: Learner’s Book p180
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Informal assessment
Lesson 3 and 9: Learners swap books and mark each other’s answers to the previous activity. You could either dictate orally or write
on the board.
Lesson 4 and 10: Learners swap their books with a partner. They mark each other’s answers.
57
PLATINUM LESSON PLANS – GRADE 6
Subject: English First Additional Language
Grade: 6
Theme 18: Summer’s Here!
Duration: 2 weeks (10 hours)
CAPS
Content
and
Skills
Term 4 Weeks 37 & 38
Listening and Speaking
(2 hours)
Reading and Viewing
(4 hours)
• Does daily listening and
speaking practice
• Has a conversation about
a festive event
• Takes part in a
discussion about the
summer holidays
• Reads and does a
comprehension on a
magazine article about a
summer festival
• Reads a poster that
advertises the summer
festival
• Reads an advertisement
advertising food you can
buy at the festival
• Does independent reading
LEARNING
ACTIVITY
Week 37
LESSON 1:
Listening and
Speaking
LESSON 2:
Reading and
Viewing
Writing and Presenting
(3 hours)
• Does a spelling test
• Writes a report
about the Celebrate
Summer Festival
• Designs and produces
a poster about a special
event, using the writing
process
• Records words and
meanings in a personal
dictionary
TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from
page 268 in the TG
Duration: 60 minutes
Learner’s Book page 182
Listen and speak: Learners discuss a photograph.
Take part in a conversation: Learners have a conversation about a festive event.
Independent reading - Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 128
and 129 for additional support.
Duration: 60 minutes
Learner’s Book page 184
Read a magazine article: Learners read an article about a summer festival. They
focus on the layout and design of the text.
Vocabulary in context: Learners work with compound words.
Work with words and sentences: Learners work with question marks and
exclamation marks.
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 130 for
additional support.
LESSON 3:
Duration: 60 minutes
Reading and
Viewing
Learner’s Book page 184
Read a magazine article: Learners do a comprehension on the magazine article
about a summer festival.
Independent reading- Reader
LESSON 4:
Duration: 60 minutes
Language Focus
Learner’s Book page 189
Sentences with ‘if’ and ‘then’: Learners use connecting words to show condition
Independent reading
LESSON 5:
Duration: 60 minutes
58
Language Structures and
Conventions
(1 hour)
Language focus
• Sentences using ‘if’
and ‘then’
Integrated language
Spelling
• Spells familiar words
correctly, using a personal
dictionary
• Uses knowledge of
alphabetical order and first
letters of a word to find
words in a dictionary
Work with words and
sentences
• Question marks
• Exclamation marks
• comparatives (e.g. as
... as, whereas)
Vocabulary in context
• Words taken from shared
or individually read texts
RESOURCES
Platinum English FAL Grade
6 Learner's Book and
Teacher’s Guide
Platinum English FAL Grade
6 Reader
Bring some old newspapers
to school. Cut out examples
of newspaper articles for
learners to discuss in
their pairs.
Learners will need rough
paper, white paper and
colour pencils or kokis to
make their posters.
Use the exercises in the
DBOE Workbooks for
additional support.
Writing and
Presenting
Learner’s Book page 190
Write a news report using a frame: Learners write a report about the Celebrate
Summer Festival.
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 132
and 133 for additional support.
Week 38
LESSON 6:
Duration: 60 minutes
Listening and
Speaking
Learner’s Book page 182
Take part in a conversation: Learners discuss the summer holidays.
Work with words and sentences: Learners use comparatives, for example as …
as, whereas.
Independent reading- Reader
LESSON 7:
Duration: 60 minutes
Reading and
Viewing
Learner’s Book page 184
Read and understand posters and advertisements: Learners read a poster that
advertises the summer festival. They also read an advertisement advertising food
that can be bought at the festival. They answer questions about the texts.
Spelling: Learners use knowledge of alphabetical order and first letters of a word
to find words in a dictionary.
LESSON 8:
Duration: 60 minutes
Language Focus
Learner’s Book page 189
Sentences with ‘if’ and ‘then’: Learners use connecting words to show condition
(if … then).
Independent reading- Reader
LESSON 9:
Duration: 60 minutes
Writing and
Presenting
Learner’s Book page 190
Design a poster: Learners start planning a poster about a special event, using the
writing process.
Independent reading- Reader
LESSON 10:
Duration: 60 minutes
Learner’s Book page 190
Design a poster: Learners complete the poster about the special event, using the
writing process.
Spelling: Learners spell familiar words correctly using a personal dictionary.
REVISION: Learner’s Book p192
The DBOE Workbook can be used for revision work and homework
Writing and
Presenting
ASSESSMENT TASK
Formal Assessment
Week 39 & 40 End of Year Examinations
Informal assessment
Lesson 1,2,3,6 and 7 :Observe while learners work in groups in the previous activity. Check who is having difficulty doing the
activity. Assist where necessary.
Lesson 2,6,7 and 8: Go through the answers to the previous activity with the class. Ask learners to mark their own work.
Lesson 4: Go through the answers to the previous activity with the class. Ask learners to swap books and mark each other’s work.
Lesson 5: Assess the learners’ reports
Lesson 10: Mark the words from the spelling test as a class. Ask volunteers to write the words on the board. Learners swap books
and correct each other’s work.
Lesson 10: Write the following checklist on the board. Ask learners to work in pairs and to take turns to assess each other’s posters
using the points in the checklist:
• easy to read
• letters are different shapes and sizes
• bright colours
• letters in main message are the biggest and have the brightest colour
• picture/s go well with the message.
• no spelling errors.
59
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