SKILLS
Chapter 6
ENGLISH FIRST ADDITIONAL LANGUAGE : LESSON PLAN GRADE 7
TERM 2
Listening and Speaking
Reading and Viewing
Community Volunteers
Activity 1 : Talk about a photograph LB p. 70



Work as a class. Discuss the meanings
of the word ‘community’ and
‘volunteer’.
Ask one learner to read the
information in the introductory
paragraph out loud.
Ask them to look carefully at the
photograph and then to talk to each
other about the questions listed in
Activity 1.
Q: LB p. 70
A: TG p.52
WEEK 1-2
Activity 2: Listen to an article from a magazine
LB p. 70
You will read the article on page xxxix of TG to
the class.
Before listening:

Work as a class. Discuss the questions.
Extend the discussion to include how
different materials can be recycled for
different purposes.

Read through the words and meanings
in the GLOSSARY with learners.
Activity 3: Read an information text and a
cartoon LB p. 72



Find out what learners knows about
Mandela Day.
Find out what they know about
cartoons as a text type and ask
learners to give examples of cartoons.
Explain that learners are going to read
an information text that includes a
cartoon.
Before Reading:

Organise them into pairs. Ask them to
read the information about cartoons,
and then do the skimming and
scanning activity

Go through Question 2 and Question 3
as a class. LB p. 72
While Listen:

Go through the activities as a class.
Make sure learners understand the
concepts of main and supporting ideas
in paragraphs before they read the text
on their own.
After Listen:

Read through the comprehension
questions, including the information
about emotive language in the
teaching box.
VLOTTENBURG PRIMARY SCHOOL
MS. S. SMITH
Writing and Presenting
Language Structures and Conventions
Activity 7: Narrative essay LB p. 78
(of 4-6 Paragraphs/ 150-200 words)
Activity 5 : Make the subject agree with the
verb LB p. 76
Discuss with learners the information in the
teaching box about writing a narrative essay.

Follow the Writing Process: LB p.78-79
• Planning
• Drafting
• Revision
• Editing
• Proof-reading and presenting:


Go through the information in the
teaching box with the class. Ask some
learners for their own examples of: (i) a
singular subject and a singular verb and
(ii) a plural subject and a plural verb.
Write these on the board.
Point out the following: in the present
tense, the third person singular form a
regular verbs is the one that has an “s”.
The plural form does not have an “s”. L
Read through the questions. Ask
learners to complete them in writing in
their exercise books.
Q: LB p. 76 – 77
A: TG p.56
Activity 6: Identify the subject and predicate in
sentences LB p. 77


Go through the information in the
teaching box on subject and predicate
with the class.
Read through the activity. Ask learners
to complete it in writing in their
exercise books.
Q: LB p. 77
A: TG p. 57
1|Page
While listening:

Discuss the listening process given in
the LB with learners.

Before you read the second time, read
through question 2. A) to f) carefully.
After Listening:

Ask learners to compare their answers
to Question 2 a-f with a partner.
RESOURCES

Question 1 and 2 are based on literal
information that can be found in the
text.
Ask learners to write an answer to each
question in their exercise book.
BEFORE READING:
Q: LB p. 72
A: TG p. 54
AFTER READING:
Q: LB p. 73
A: TG p. 54
Q WHILE LISTENING LB p. 71
A: TG p. 53
1.

Learning and teaching material:
LB p. 69 – 80
TG p. 52 - 58
2.
Listening process poster:
GLOSSARY: opportunities, radio station, benefit, commercial, scrapyards, encouraged, publicity, dumping, propose. Protest, placards.
ASSESSMENT
FOR
LEARNING
Informal teacher: Go through the correct answers with the class and ask learners to mark their own work, or take in the exercise books and mark the activity.
HOMEWORK
Read through the Work with words activity and ask learners to complete it for homework, in writing in their exercise books.
Q: LB p. 71
A: TG p. 53 and REVISION – Q LB p. 80 and A: TG p. 58
After the listening process, the learners can:
1.
2.
3.
4.
5.
6.
YES
NO
Comments:
Apply vocabulary:
Make predictions:
Active with understanding listening to lectures:
Make notes:
Answer and assess content questions:
Reflected on text: Literary terms and summaries:
2|Page
SKILLS
Chapter 7
ENGLISH FIRST ADDITIONAL LANGUAGE : LESSON PLAN GRADE 7
TERM 2
Listening and Speaking
Reading and Viewing
The power of advertisements
Activity 1 : Talk about an advertisement LB p. 82


WEEK 3-4
Read through the introductory
paragraph, while learners follow in
their LB.
Divide learners into groups of four.
Give them about ten minutes to look at
the advertisement and to discuss the
questions.
Activity 3: Read an advertisement LB p. 86

Before Reading:
Q: LB p. 82
A: TG p. 60

Activity 2: Listen to a radio advertisement LB p.
82
You will read the article on page 61 of TG to the
class.

Before listening:


Give learners a few minutes to read
through the questions silently on their
own.
Explain the meaning of key words and
phrases from the questions.
The text in this section is an
advertisement for a talent show on
television. Learners are required to
study both the written and visual
features of the advertisement.
Give learners a few minutes to
describe advertisements they like or
don’t like with a partner.
Go through the features of
advertisements with learners, referring
to examples of real advertisements
that you have collected as a class.
While Listen:

Give learners a few minutes to skim
the advertisement for a general
impression and to think about the
questions.
VLOTTENBURG PRIMARY SCHOOL
MS. S. SMITH
Writing and Presenting
Language Structures and Conventions
Activity 5: Design a poster LB p. 88-89
Activity 7 : Revise direct speech LB p. 92
For this activity, learners are required to
work in groups to plan, draft, revise, edit and
proofread their own advertisement.
Requirements of format:
• Purpose, target group and context
• Word choice and sentences
construction
• Visual elements such as font types and
size, headings, symbols, colour
• Manipulating/persuasive language
Follow the Writing Process: LB p.88-89
• Planning
• Drafting
• Revision
• Editing
• Proof-reading and presenting:

Ask learners what they remember
about direct speech (prior knowledge)

Go through the explanation and
examples in the teaching box. Elicit or
give a few more examples and write
these on the board.

Draw attention to the correct use of
punctuation and other words that you
can use instead of ‘said’

Also point out that each quotation in
the dialogue should be written on a
new line.

Learners can complete the activity on
their own.
Q: LB p. 92
A: TG p.68
Activity 8: Use reported speech LB p. 92


After Listen:
While listening:


Read aloud the listening text three
times while learners listen, take notes
and answer questions.
Learners should reread the
advertisement in more depth and
discuss the questions with a partner.
They can write their answers in the
exercise books.

Ask learners what they know about
reported (indirect) speech (prior
knowledge)
Go through the explanation and
examples in the teaching box. Elicit or
give a few more examples and write
these on the board.
Explain in addition to the pronoun,
time and place word changes, the verb
in the reported speech often change to
the past tense as well.
3|Page
After Listening:

Ask learners to write the answers
Q: BEFORE LISTENING LB p. 82
A: TG p. 61
Q: AFTER LISTENING LB. p83
A: TG p. 61-62
WHILE READING AND AFTER READING:
Q: LB p. 87
A: TG p. 64
For example: Mom asked. “Have you
seen my keys?” (direct speed) Mom
asked if I had seen her keys. (indirect
speech)
Q: LB p. 93
A: TG p. 68
Activity 9: Use demonstrative and relative
adjectives LB p. 93




Ask volunteers to make up sentences
with the words “this, that, these,
those, and such” (prior knowledge).
Then go through the explanation and
examples in the teaching box. Elicit or
give more examples and write these on
the board.
Do the same for relative adjectives.
Learners can then complete the
activities in their exercise books.
Q: LB p. 93
A: TG p. 69
1.
RESOURCES
Learning and teaching material:
LB p. 81 – 94
TG p. 60 - 69
2.
Listening process poster:
GLOSSARY: debate, argument, opinions, motion, chairperson, raised, drenched, concern, hoarse, puffing himself up, heart in my throat.
ASSESSMENT
FOR
LEARNING
Informal teacher: Learners swap books and mark each other’s work at the beginning of the next lesson.
4|Page
HOMEWORK
Ask learners to do the work with words activity for homework. They can check their answers with a partner or go through them with the whole class.
Q: LB p. 74
A: TG p. 64
Revision
Q: LB p. 94
A: TG p. 69
After the listening process, the learners can:
1.
Apply vocabulary:
2.
Make predictions:
3.
Active with understanding listening to lectures:
4.
Make notes:
5.
Answer and assess content questions:
6.
Reflected on text: Literary terms and summaries:
YES
NO
Comments:
5|Page
SKILLS
Chapter 8
ENGLISH FIRST ADDITIONAL LANGUAGE : LESSON PLAN GRADE 7
TERM 2
Listening and Speaking
Reading and Viewing
A game to make and play
Activity 1 : Talk about a photograph LB p. 96




WEEK 5-6

Find out what learners know about
board games.
Explain that learners are going to read
and discuss instructions for how to play
board games. They are also going to
make a board game and play it.
Display a board game, the pieces for
playing and the dice. Make sure
learners are familiar with the words in
bold, as they are basic to the chapter.
Read through the introductory
paragraph, while learners follow in
their LB.
Discuss the questions for this activity
Activity 3: Discuss how to give instructions LB p.
99
Start this activity by reading the introductory
paragraph as a class. Look at the cartoon
together.
Let learners work with a partner to complete
Question 1, taking turns to give instructions for
an everyday activity.
Discuss Question 2.
Activity 2: Read instructions LB p. 96

Organise learners into four groups.
VLOTTENBURG PRIMARY SCHOOL
Writing and Presenting
Language Structures and Conventions
Activity 6: Write instructions for a game LB
p. 102-103
Activity 8: Active and passive voice LB p. 106

Before Reading:


Read through the activities with
learners.
Ask them to discuss the questions in
their group. By now they should be
familiar with the skills of skimming and
scanning.



While Listen:

In this activity, the rough sketch will
help learners interpret the instructions
correctly.

Work as a class. Explain that
learners are going to write
instructions for the game they
described in Activity 5.
Start by revising the points made in
the discussion about good
instructions in Activity 3.
Read through the steps of the
writing process.
Their instructions should be
between 70 and 80 words in
length. They must write the final
version of their instructions in their
exercise books.
Use appropriate format, style:
After Listen:

Learners can answer the questions in
writing in their exercise books, or
discuss the questions with a partner.
Question 1 to 6 requires learners to
infer answers by interpreting
information in the text.
AFTER READING:
Q: LB p. 98
A: TG p. 72
MS. S. SMITH
• Focus on a target audience with purpose
and context
• Paragraph cohesion
• Use suitable word choice and sentence
structure.
Follow the Writing Process: LB p.102-103
• Planning
• Drafting
• Revision
• Editing
• Proof-reading and presenting:
Start with dictionary work. Let leraners
look up the words ‘active’ and
‘passive’. Discuss these so they become
familiar with the meaning, and how it
is used in grammar.

Go through the teaching box carefully
with the class. The most important
thing to understand about the passive
voice is that the subject of the
sentence remains passive (does not do
anything – the action is done to it).

Learners can now do the activity in the
LB.
Q: LB p. 107
A: TG p.77
Activity 9: Use the apostrophe LB p. 107

Explain that the apostrophe is a name
for a sign that looks like a comma but is
used differently from a comma.

It is used in two ways; with an ‘s’ to
show possession (for example, the
learner’s schoolbag’) and to demarcate
a missing vowel in a contraction (for
example, ;wasn’t – the apostrophe
takes the place of the missing ‘o’)

Learners can now do the activity in the
LB.
Q: LB p. 107
A: TG p.78
6|Page
1.
RESOURCES
Learning and teaching material:
LB p. 95 – 108
TG p. 71 - 79
2.
Listening process poster:
GLOSSARY: tossed and turned, swords, shields, glinting, defend, cunning, led,
ASSESSMENT
FOR
LEARNING
HOMEWORK
Informal teacher: Learners swap books and mark each other’s work at the beginning of the next lesson.
Learners can do the Work with words activity for homework.
Q: LB p. 98-99
A: TG p. 72-73
Revision
Q: LB p. 108
A: TG p. 79
After the listening process, the learners can:
1.
Apply vocabulary:
2.
Make predictions:
3.
Active with understanding listening to lectures:
4.
Make notes:
5.
Answer and assess content questions:
6.
Reflected on text: Literary terms and summaries:
YES
NO
Comments:
7|Page
SKILLS
Chapter 9
ENGLISH FIRST ADDITIONAL LANGUAGE : LESSON PLAN GRADE 7
TERM 2
Listening and Speaking
Reading and Viewing
Heritage heroes
Activity 1 : Talk about a photograph LB p.110



WEEK 7-8
Work as a class. Read the introductory
paragraph with learners.
Find out what learners know about
apartheid. Make sure they are familiar
with the terms.
Ask learners to look at the photograph
on page 109. They show the following
six struggles leader: Ruth First, Nelson
Mandela, Albertina Sisulu, Mahatma
Gandi, Dulcie September and David
Webster.
Activity 4: Read an extract from a drama LB p.
115 - 116



While Listen:



Read through the questions in the Words box,
and the sample questionnaire. Ask the class to
think of other suitable questions.
As a class, discuss the questions. This is
the first time that learners are
introduced to the role of a narrator in a
play. In Question 4 they identify what
this role is.
Ask learners to read the notes around
the play quietly on thei own.
Remind them to visualise the
characters and actions as if they were
being performed on a stage.
Discuss the plot
After Listen:

Read through the Questions 1 – 7

BEFORE AND AFTER READING:
Q: LB p. 115 - 116
A: TG p. 86
MS. S. SMITH
Writing and Presenting
Language Structures and Conventions
Activity 6: Write a drama review LB p. 118120
Activity 7: Transitive and intransitive verbs LB p.
120


Before Reading:
Activity 2: Role –play an investigation LB p. 110
Explain to the learners that they are going to
choose one of the activist they heard about in
the introductory activity 1. They will use a
questionnaire to interview this person. They will
make up questions for questionnaire, do
research on the person for suitable answers, and
then role-play the interview. They will do this
with a partner.
Find out what they know about Shaka.
Ask learners to look at the picture and
identify Shaka. They can use the
picture to predict what the play will be
about.
.
VLOTTENBURG PRIMARY SCHOOL


Explain that each group will
perform the play for another
group. This means each group will
have a turn to be the actors, and a
turn to be the audience.
Read and discuss the information
about drama reviews in the
teaching box, including the sample
review and the notes around it.
Read through Question 1 to 4.
As soon as the groups have
finished doing this. They can start
writing their reviews, using their
notes and following the writing
process outlined in the LB. Explain
that their reviews should be
between 110 and 120 words in
length.
Reflect an individual’s response to a work
drama.
• Evaluate or provide ‘critique’ to the drama
presented
• Various reviewers may respond differently
to the same drama
• Give relevant facts, for example,
• the name of the producer/artist,
• the title of the drama, the name of
• the production company, etc.




Work as a class. This is the first rime
the learners will be learning about
transitive and intransitive verbs. Start
the lesson by revising what they have
learnt about verbs so far.
Revise the subject and the predicate.
Turn back to page 36 in Chapter 3 if
necessary.
Read the information about transitive
and intransitive verbs.
Ask learners to work on their own and
complete Question 1 and Question 2 in
their exercise books.
Q: LB p. 121
A: TG p.88
Activity 8: Practise punctuation LB p. 121


Read through the punctuation rules in
the teaching box.
Ask learners to work on their own and
complete Question 3 in their exercise
books. They must apply the rules to the
sentences.
Q: LB p. 121
A: TG p.89
8|Page
RESOURCES
1.
Learning and teaching material:
2.
Listening process poster:
LB p. 95 – 108
TG p. 71 - 79
GLOSSARY: activist, insecurity, politics, socialism, brutality, apartheid, exile, spear, ironsmith, magic, boldly, tremble,
ASSESSMENT
FOR
LEARNING
Informal teacher: Learners swap books and mark each other’s work at the beginning of the next lesson.
Learners can do the Work with words and work with sentences activity for homework.
Q: LB p. 117
A: TG p. 86
Revision
Q: LB p. 122
A: TG p. 89
HOMEWORK
After the listening process, the learners can:
3.
Apply vocabulary:
4.
Make predictions:
5.
Active with understanding listening to
YES
NO
Comments:
lectures:
6.
Make notes:
7.
Answer and assess content questions:
8.
Reflected on text: Literary terms and
summaries:
9|Page
ENGLISH FIRST ADDITIONAL LANGUAGE : LESSON PLAN GRADE 7
VLOTTENBURG PRIMARY SCHOOL
TERM 2
MS. S. SMITH
FORMAL ASSESSMENT TASK 1,4, and 5:
GRADE 7 ENG FAL SUMMARY OF FORMAL ASSESSMENT TASKS: TERM 2
FORMAL ASSESSMENT TASK 1 ORAL:
 Reading aloud (20 marks) Start the process during Term 1 to ensure that all learners are assessed by the end of Term 2)
FORMAL ASSESSMENT TASK 4:
WEEK 9 - 10
 Transactional writing: (2 short or 1 long: 10 marks) Written before the controlled test
FORMAL ASSESSMENT TASK 5:
CONTROLLED TEST RESPONSE TO TEXTS (60 MARKS)
 Question 1: Literary / non-literary text (20 marks)
 Question 2: Visual text (10 marks)
 Question 3: Summary (10 marks)
 Question 4: Language structures and Conventions (20 marks)
Subject Teacher Signature:
___________________________________
Date:
_____________________________
Subject Head Signature:
___________________________________
Date:
_____________________________
Principal / HOD Signature:
___________________________________
Date:
_____________________________
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