Name of topic: Forms and panel discussions
Time: 2 weeks (8 hours)
Grade 7: Term 3: Week 1 & 2
Subject: English First Additional Language
Curriculum Standards: CAPS Grade 7 English FAL Term 3 Weeks 1 & 2
Summary of the unit
In this unit, we will learn how to fill in forms and questionnaires as well as how to conduct a panel
discussion.
TIME AND SKILL
CAPS REQUIREMENTS
ACTIVITIES
Listening and
speaking
Worksheet 1:
Listening and speaking strategies
How to fill in a form/questionnaire
• Practise listening process
• Take notes
• Answer questions
Worksheet 1
Learning about filling in
questionnaires and forms.
What is your preferences with
regards to take always?
Different forms of oral
communication on the use of a
questionnaire or form
Forums, panel discussions
• Choose a topic
• Share ideas
• Take turns and listen attentively
• Fill gaps
• Use discourse markers to sustain discussion
Worksheet 2
What is a forum/panel
discussion?
Learners will have an
opportunity to participate in
a panel discussion.
Relevant topics are supplied
for them to choose from.
(1 Hour)
WORKSHEET 2:
(1 hour)
READING AND
VIEWING
WORKSHEET 3:
Reading
comprehension
(1 hour and 30
minutes)
Read text on the importance of a
questionnaire and how to fill it in:
• Information required
• Language use
• Signature
Reading process:
• Pre-reading (introduce text)
• During reading (features of text)
• Post-reading (answer questions, compare, contrast, evaluate)
WORKSHEET 3
Collecting information plays
a vital role in our lives. Why?
In this worksheet the
relevance of this is discussed.
Reading/viewing for comprehension
• Skimming
• Scanning
• Summarise
• Visualisation
• Make inferences
• Meaning of words
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GRADE 7
Grade 7 English First Additional Language
Lesson plan for Term 3 Weeks 1&2
Worksheet 4:
(1 hour)
Transactional text such as filling in of
questionnaires or forms:
• Follow instructions
• Provide correct information to the
prompt
• Use appropriate language
Focus on the process of writing:
• Planning
• Drafting
• Revision
• Editing
• Proof-reading and presenting
LANGUAGE
STRUCTURES AND
CONVENTION
(1 hour plus integrated
time with other skills)
(1 hour)
Worksheet 6:
(30 min)
Worksheet 7:
(1 hour)
Worksheet 8:
Word level:
Common nouns
Collective nouns
Capitalisation
Adverbs of manner, time
Adjectives
Sentence level:
Noun clauses
Adjectival and adverbial clauses
Compound and complex sentences
(1 hour)
Worksheet 9:
(30 minutes)
In this worksheet learners
get the opportunity to fill
in a form. Application for
entering a quiz competition.
This can be peer assessment.
Language exercises
Cover all the necessary
language structures
and conventions
Worksheet 5:
Worksheet 4
Word meaning:
Synonyms
Antonyms
Homonyms
© e-classroom WORKSHEET 5
Reinforcing this part of
speech with relevant
activities.
Capitalisation is once more
explained and the reasons
for capitalizing certain words.
An extra activity practicing
subject-verb agreements.
WORKSHEET 6
Why do we use adverbs
and adjectives? Changing
adjectives to adverbs.
WORKSHEET 7
Three kinds of clauses are
discussed and practiced
in this worksheet. The
differences between them
and the relevance of these
parts of speech.
WORKSHEET 8
Learners often have difficulty
distinguishing between
these two types of sentences.
In this worksheet a YouTube
lesson is available to clarify
this difficulty.
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GRADE 7
WRITING AND
PRESENTATION
(30 min)
Worksheet 11:
(1 hour)
Punctuation:
Ellipsis
Capitalization
Abbreviations:
Acronyms
Truncation
Worksheet 9
A list of new synonyms,
antonyms and homonyms.
Differences between
homonyms and synonyms
and a multiple choice
exercise are included.
Worksheet 10
Ellipsis is explained and the
relevance of this punctuation
mark in creative writing.
Worksheet 11
Abbreviations and their subcategories are explained in
this worksheet. The modern
social media abbreviations
are also dealt with which
learners will find interesting.
EDUCATOR PREPARATION FOR THE WHOLE UNIT BEFORE STARTING
1. Read the lesson plan as well as the supporting materials. As these lessons focus on instructions.
2. Ensure that worksheets are printed beforehand. Remember to separate the answers from the
worksheet.
3. Have extra work for the early finishers.
4. If the educator has internet access, it is advisable to download a couple of drama footage on
school level and show them to the learners.
RESOURCES
Breakdown of provided activities with answers and marking rubrics (where applicable):
Provided by teacher/learner/school:
Homework activities
Dictionaries/Thesaurus
Stationery, exercise books etc.
Nice to have but not essential:
Other media equipment e.g. computer with Internet
Interactive white board
Smartphones/iPad
Extra suggested material.
YouTube videos: ads.
ASSESSMENT
The assessment practices in this unit are both informal and formal.
This is why the marking rubrics have been included in the learners’ worksheets in this unit.
You will have to provide them with answers.
Peer assessment is also recommended should you wish not to use it as formal assessment.
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GRADE 7
Worksheet 10:
Use the following scale for recording and reporting assessment in the Senior Phase.
Rating code
Description of competence
7
Outstanding achievement
6
Meritorious achievement
5
Substantial achievement
4
Adequate achievement
3
Moderate achievement
2
Elementary achievement
1
Not achieved
LEARNING ACTIVITIES AND HOW TO TEACH THEM
Language structures and conventions: Adverbs of manner and time
Activity 1:
Make the adverb of the adjective in the table below:
ADJECTIVE
1. noisy
2. fast
3. quick
4. hard
5. careful
6. polite
7. quiet
ADVERB
noisily
fast
quickly
hardly
carefully
politely
quietly
ADJECTIVE
8. bad
9. loud
10. nice
11. sound
12. happy
13. angry
14. hurry
ADVERB
badly
loudly
nicely
soundly
happily
angrily
hurriedly
Activity 2:
Read the following statements and write a detailed answer describing your behaviour in these
situations.
E.g., I play rugby well. I sprint and kick the ball hard.
Check that the learner has used appropriate adverbs and adjectives in their sentences.
Activity 3:
Select the correct adverbs of time from the list to match the sentence.
still
already
finally
later
yet
daily
recently
occasionally
soon
eventually
1. Shayne has finally finished his university degree.
2. I have not yet completed my homework.
3. Several engineers have recently discovered a solution for public roads.
4. Kahns still wants to visit his family in Israel.
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GRADE 7
FORMAL ASSESSMENT:
GRADE 7
5. Can we swim in the pool at the lodge later?
6. Sandy is already working at her new job as a chef.
7. I visit the museum occasionally because it has exciting exhibits.
8. After several efforts, Tom eventually found the solution for the Maths problem.
9. I brush my teeth daily to prevent cavities.
10. The train will arrive soon; I need to be patient.
Language structures and conventions: Common nouns & Collective nouns
Activity 1:
Identify the common nouns in the following passage by underlining them in a coloured pencil:
My four friends and I had come across a loose floorboard at the back of the classroom, and
when we prised it up with the blade of a pocketknife, we discovered a big hollow space
underneath. This, we decided, would be our secret hiding place for sweets and other small
treasures such as conkers, monkey-nut and birds’ eggs.
One day, when we lifted it, we found a dead mouse lying among our treasures. It was an
exciting discovery. Thwaites took it out by its tail and waved it in front of our faces.
Activity 2:
Read the following sentences, correct capitalisation and give a reason why it needs capital
letters: You can do this exercise with a partner.
1. A doctor won the trophy at the squash tournament, but the stormers won the rugby match.
Stormers = it is a proper noun/name of a team.
2. professor barbara winston won the winner’s trophy at the barrydale tennis tournament.
Professor = title of a person
Barbara Winston = proper noun/name of someone
Barrydale Tennis Tournament = name of an event
3. The captain of the ship is captain ballimoth, and he sailed to treasure island.
Captain = title of a person
Ballimoth = name/surname of a person
Treasure Island = proper noun/name of an island
4. My aunt and uncle john are the best cooks in the world.
John = proper noun/name of a person
5. I gave my father a leatherman on father’s day.
Leatherman = name of something (tool)
Father’s Day = name of a specific day
Activity 3:
With a partner, select the correct collective noun for the following groups, from the list below:
colony
platoon (s)
constellation (s)
pride
troupeschool
canteen
© e-classroom bouquet
flotilla
squadron
band
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1. While we were on safari in the bush, we saw a large colony of ants as well as a pride of lions.
2. During a war, many platoons of soldiers are deployed to defend a country.
3. At the hostel, they have a canteen of cutlery so residents can use it to eat their food.
4. During the ballet, a troupe of dancers appeared on the stage, performing the last act.
5. The diver saw a school of whales while searching for fish in the sea.
6. On a clear night, one can see the constellations of stars in the sky.
7. The son gave his mother a beautiful bouquet on Mother’s Day.
8. At the Waterfront in Cape Town, a flotilla of yachts is moored in the harbour.
9. During the ceremony, a squadron of aircraft flew overhead while a band of musicians played.
Activity 4:
Choose the correct subject-verb agreement from the brackets:
1. The flight of stairs at the airport, (is, are) very steep.
2. A swarm of bees (nests, nest) in the Oak tree in our garden.
3. The gifts for the royal couple, Harry and Megan, included a cluster of diamonds which (was/
were) worn by Megan.
4. Swarms of locusts (destroys/destroy) many farmers’ crops.
5. The library of books (were/was) read by most of the students.
6. The crew members (obey/obeys) the ship commander’s orders.
7. A convoy of trucks (was/were) used to transport the food to the disaster-stricken areas.
8. Our rugby team always (beats, beat) the neighbouring school’s team.
Language structures and conventions: Compound and complex sentences
Activity 1:
State which of the following sentences are compound and which are complex?
1. If I do not get this job, I will start my own business.
COMPLEX
2. The house was destroyed in the fire, but the whole family was saved.
COMPOUND
3. Neither the colour nor the design of her dress appealed to me.
COMPLEX
4. Walking through the forest, he saw an elephant cow with its calf.
COMPLEX
5. The student cleaned the whiteboard that was filthy with last week’s notes.
COMPOUND
6. The fashion designer released her new line on Wednesday despite the delay.
COMPLEX
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GRADE 7
Read the following sentences, correct capitalisation and give a reason for the capital letters:
8. Wicked Regina cast a spell on the entire city, so the citizens decided to rebel.
COMPOUND
9. While waiting for the paint to dry, Robin went to Builder’s Express, and Masipha organised the
kitchen appliances.
COMPLEX
Language structures and conventions: Noun clauses, adjectival and adverbial clauses
Activity 1:
1. The aim of our work is how we can achieve the best marks.
Subject: The aim of our work Verb: achieve
2. Whichever restaurant you pick is fine with us.
Subject: Whichever restaurant Verb: pick
3. Be sure to send whoever sponsored us a thank-you note.
Subject: A thank-you note Verb: sponsored (to send – infinitive)
4. Do you know what the weather will be?
Subject: The weather Verb: know
5. I wonder how long we should wait for the taxi.
Subject: I Verb: wait
Activity 2:
The following sentences are incomplete. Complete them by filling in your own, appropriate
adjectival clauses. Afterwards, identify the subject and verb written on the lines.
1. The bad weather is the reason… Subject: Verb: 2. Kevin suggested a novel… Subject: Verb: TEACHER’S NOTE: Check that learners select an appropriate adjectival clause.
Activity 3
1. Which person do you think will be able to complete the work?
2. The lady who lives next door brought us some cookies.
3. There is a flat that I’d like to purchase.
4. Durban is where I wish to live.
5. That cat that you found belongs to our neighbour.
6. The man who wore the beanie was guilty.
7. Sandy, whose friends were from out of town, had a great time.
8. Summer, which is my favourite season, is usually hot.
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GRADE 7
7. Sipha and Hajim went to the movies at the Waterfront to celebrate Sipha’s birthday.
COMPLEX
GRADE 7
9. English, which is my favourite subject, has many good stories.
10. Port Elizabeth is the city where I was born.
Language structures and conventions: punctuation- Ellipsis and capitalisation
Activity 1:
Read each sentence below. Identify the ellipsis in each sentence. Indicate with the letter (a), (b) or
(c) to show the function of the ellipsis. (REFER TO ABOVE RULES)
1. “I can’t stand that girl,” Olivia said. “She is so…I hate her.” b
2. Beethoven…was a very gifted musician. a
3. I read the WhatsApp…I was upset. b
4. Without even being asked, Tomas told us, “The tickets are cheap…but I still can’t recommend
the performance. c
5. It rained…it snowed…we thought it would never stop. a
Activity 2:
Rewrite each sentence below using an ellipsis.
Example: I thought the party was nice.
Answer: I thought the party was . . . nice.
(a) Jamie said, “There’s nothing inside.”
Jamie said, “There’s…nothing inside.”
(b) The dog looked at the black cat and then looked away.
The dog looked at the black cat…and then looked away.
(c) “I want,” Stan said, dreamily.
“I want…” Stan said, dreamily.
(d) “No, no, no, no!” exclaimed Herschel.
“No…no…no…!” exclaimed Herschel.
(e) The flower arrangement was unusual.
The flower arrangement was…unusual.
Activity 3
Read the paragraph and underline every letter that does not follow the capitalization rules.
Rewrite the paragraph, correcting the incorrect words.
Every Easter holiday, Sam and his brothers plan a camping adventure at the foot of Table
Mountain. They call it the best camping in the South Africa. firstly, they contact the authorities of
Cape Town to obtain permission for the camping adventure. Mr Ijaar, the administrator, requests
that Sam and his brothers take precautionary action in the event of a fire or inclement weather.
The South African Weather Bureau gives them the updates on the weather. this event is an annual
success for Sam and his friends. The adventure is broadcasted on Mnet.
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Activity 1:
Pick the correct synonym from the list to match the words below the list:
Raise, reply, ill, error, above, certain, shut, help
1.
2.
3.
4.
5.
6.
7.
8.
Lift - raise
Answer - reply
Sick - ill
Mistake - error
Over - above
Sure - certain
Close - shut
Assist - help
Activity 2:
Tell whether each pair of words are synonyms or antonyms. Write “synonyms” or “antonyms” on
each line.
1.
2.
3.
4.
5.
6.
7.
8.
ancient / old - syn
fast / speedy - syn
icy / freezing - syn
remember / forget - ant
illness / sickness - syn
delicious / yummy - syn
draw / sketch - syn
friend / foe - ant
Activity 3:
Write a sentence using the pairs of synonyms given.
Example: (many, several) There were many people invited so we needed several chairs.
Learner’s answers will vary. Check for accuracy of spelling and context.
Activity 4:
Select (a) or (b) to answer the following questions.
Example: I hope you are not lying _(a)_ to me. Telling a lie
(b) My books are lying _(b)_ on the table. (b) being in a horizontal position
1. The children are going to watch ___ TV tonight.
(a) An item of jewellery that keeps time.
(b) To look at/ view.
2. Let’s play ___ tennis after school.
(a) participate in a sport.
(b) theatre piece
3. Ouch! The mosquito bit ___ me!
(a) a tiny amount
(b) past tense of bite
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GRADE 7
Language structures and conventions: Synonyms, Antonyms and Homonyms
Activity 5:
Underline the correct answer from the multiple options:
1. What are synonyms?
a. words that sound the same but have different meanings
b. words that are spelled the same way
c. words that are opposites
d. words that mean almost the same thing
2. Which pair of words are synonyms?
a. giant, huge
b. tiny, huge
c. cow, now
d. chat, cheese
3. You can use synonyms to ______________.
a. compare things
b. make your writing more interesting
c. use fewer words when you write
4. You can use antonyms to __________________.
a. make your writing more interesting.
b. show differences
c. compare things
d. use fewer words when you write
5. What are homonyms?
a. words that are spelled the same, sound the same, have different meanings
b. words that rhyme
c. words that have opposite meanings
d. words that mean almost the same thing
6. Which pair of words are homonyms?
a. watch/watch
b. ant, aunt
c. thirsty, drink
d. coins, money
Listening and speaking: Forms and questionnaires
This is a listening and speaking activity with a little bit or writing. Educator needs to check if
answers are correct. Answers may vary.
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GRADE 7
4. My rabbits are in a pen ___ outside.
(a) a writing instrument which uses ink Please sign this form with a black pen.
(b) an enclosed area
GRADE 7
Listening and speaking: Forum and panel discussions
PEER ASSESSMENT:
Learners will have the opportunity to discuss a particular topic. Educator should monitor and
review the discussion. Important to stress that the learners may not deviate from the topic and
need to stick to the facts.
Reading and viewing: Importance of questionnaires
Answers to these questionnaires may vary. Educator may use discretion as to what the answers
may be. This is just an exercise to establish the format of a questionnaire.
Writing and presenting: Transactional text: filling in a form
SUGGESTED ASSESSMENT CRITERIA:
Ensure that learners filled in the correct information at the correct question.
Check spelling and grammar.
This activity can be done with a partner. Peer assessment is suggested.
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