platinum-english-fal-grade-5-lesson-plans

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INTERMEDIATE PHASE
GRADE 5 LESSON PLANS
2012
Platinum ENGLISH
First Additional Language
1
CONTENTS PAGE
CONTENTS PAGE ...................................................................................................................................... 2
ENGLISH FIRST ADDITIONAL LANGUAGE WORKSCHEDULE GRADE 5 ................................. 3
TERM 1.....................................................................................................................................................................3
TERM 2.....................................................................................................................................................................3
TERM 3.....................................................................................................................................................................4
TERM 4.....................................................................................................................................................................5
EXEMPLAR TEACHING GUIDELINE– GRADE 5 ............................................................................... 7
THEME 1: WHAT I LOVE TO DO ............................................................................................................................7
TERM 1: PLATINUM LESSON PLANS – GRADE 5 ......................................................................... 14
THEME 1: WHAT I LOVE TO DO ......................................................................................................................... 14
THEME 2: GOING PLACES ................................................................................................................................... 16
THEME 3: FRIENDS ............................................................................................................................................... 18
THEME 4 : MAKE IT .............................................................................................................................................. 20
THEME 5: PLENTY OF POETRY ........................................................................................................................... 22
TERM 2: PLATINUM LESSON PLANS – GRADE 5 ......................................................................... 24
THEME 6: STORIES TO ENJOY ............................................................................................................................. 24
THEME 7: INVENTIONS ........................................................................................................................................ 26
THEME 8: MONSTERS AND STRANGE CREATURES ......................................................................................... 28
THEME 9: HEALTHY HABITS ............................................................................................................................... 30
TERM 3: PLATINUM LESSON PLANS – GRADE 5 ......................................................................... 32
THEME 10: PEOPLE WE ADMIRE....................................................................................................................... 32
THEME 11: BEAUTIFUL BIRDS ........................................................................................................................... 34
THEME 12: ANIMALS AND THE ENVIRONMENT ............................................................................................. 36
THEME 13: LONG AGO IN EGYPT ....................................................................................................................... 38
THEME 14: WORK PEOPLE DO .......................................................................................................................... 40
TERM 4: PLATINUM LESSON PLANS – GRADE 5 ......................................................................... 42
THEME 15: PLAY SAFE ........................................................................................................................................ 42
THEME 16: FIRE! .................................................................................................................................................. 44
THEME 18: DIGGING UP DINOSAURS ................................................................................................................ 48
2
ENGLISH First Additional Language WORKSCHEDULE GRADE 5
THEME
1. What I love to do
2. Going
places
3. Friends
4. make it
5. Plenty of poetry
9-10
7-8
5-6
3-4
1-2
WEEKS
TERM 1
Listen and Speak
Read and View
Language Structures
and conventions
Write and Present
Formal
Assess
ment
Teaching
and
Learning
Material
LB pp 1–
10
TG pp 1–
15
Listen to a story and
answer questions
Retell story
Daily listening and
speaking
Read a story
Complete a
comprehension
Read aloud
Reflect on texts
Independent reading
Personal recount
Personal opinion
Personal dictionary
Use a dictionary
Spelling
Sight words
High frequency words
Revise punctuation
Countable and proper
nouns
Articles ‘a’ and ‘the’
Personal pronouns
Subject-verb concord
Simple past tense
Words from reading texts
Baseline
assessm
ent
Conversation on a
familiar topic
Factual recount
Correct sequence
Daily listening and
speaking
Information text
Comprehension
Read aloud
Reflect on texts
Independent reading
Factual recount
Draw and label images
Select information
Personal dictionary
Use a dictionary
Present simple tense
Modals
Adverbs
Words from reading texts
Term 1
FAT 1
LB pp 11–
18
TG pp 16–
31
Contemporary story
Describe characters
Dialogue
Role-play
Daily listening and
speaking
Contemporary story
Answer questions
SMS messages
Read aloud
Independent reading
Description of person
Paragraph
Short message
Personal dictionary
Question forms
Uncountable nouns
Prepositions
Connecting words
Reported speech
Capital letters
Term 1
FAT 1
LB pp 19–
26
TG pp 32–
46
Instructions
Describe a process
Language game
Daily listening and
speaking
Instructions
Read aloud
Independent reading
Instructions
Account of procedure
Personal dictionary
Use a dictionary
Possessive form
Possessive pronouns
Comparative adjectives
Apostrophes
Words from reading texts
Term 1
FAT 2
LB pp 27–
34
TG pp 47–
60
Poetry
Perform a poem
Daily listening and
speaking
Poetry
Read aloud
Independent reading
Reflect on texts
Poetry
Paragraph about a poem
Personal dictionary
Use a dictionary
Gender forms
Adjectives
Irregular verb forms
‘Will’ to indicate
something will happen
Words from reading texts
Term 1
FAT 2
LB pp 37–
44
TG pp 61–
73
THEME
6. stories to enjoy
11-12
WEEKS
TERM 2
Listen and Speak
Listen to a contemporary
story and answer
questions
Discuss a familiar topic
Daily listening and
speaking
Read and View
Read a story
Complete a
comprehension
Book review
Read aloud
Independent reading
Reflects on texts: oral
book review
Write and
Present
Story
Book review
Personal
dictionary
Language Structures and
conventions
Use a dictionary
Alphabetical order
Countable and uncountable
nouns
Plural nouns
Adjectives
Question forms
Collocations
Words from reading texts
Formal
Assess
ment
Teaching
and
Learning
Material
LB pp 45–54
TG pp 74–
87
3
7. Inventions
Descriptions of
objects
Mindmap
Personal
dictionary
Stories
Notes and discussion
Retell a story
Daily listening and
speaking
Traditional story
Read aloud
Comprehension
Independent reading
Reflect on texts
Paragraphs
Personal
dictionary
Instructions
Role-play giving
instructions
Daily listening and
speaking
Recipe
Read aloud
Independent reading
Reflect on texts read
Recipe
Account of a
procedure
Personal
dictionary
9. Healthy
Habits
8. monsters and
strange
creatures
Information text
Read aloud
Skim and scan
Comprehension
Retell a story
Independent reading
Use a dictionary
Proper nouns
Future tense
Simple present tense
The verb ‘to be’
Prepositions
Antonyms
Prefixes
Suffixes
Words from reading texts
Words into syllables
Conditional sentences
Adjectives
Action verbs
Modals
Synonyms
Words from reading texts
Term 2
FAT 1
LB pp 55–64
TG pp 88–
102
LB pp 65–74
TG pp 103–
116
Use a dictionary
Words starting with ‘g’
Adverbs
Future tense
Connecting words
Words from reading texts
LB pp 75–82
TG pp 117–
129
Midyear
examina
tion
Assessment
13-14
15-16
17-18
19-20
Descriptions of objects
Classification
Daily listening and
speaking
LB pp 83–84
TG pp 130–
131
THEME
10. People we
admire
11. Beautiful birds
12. animals and the
environment
25-26
23-24
21-22
WEEKS
TERM 3
Listen and Speak
Read and View
Write and Present
Language Structures
and conventions
Descriptions of people
Make notes
Personal recount
Daily listening and
speaking
Stories about real people
Paragraphs
Read aloud
Comprehension
Independent reading
Reflects on texts read
Events in sequence
Rewrite a story in own
words
Personal dictionary
Ways of saying ‘g’
Subject-verb concord
Personal pronouns
Comparative adjectives
Countable and
uncountable nouns
Words from reading
texts
Talk on a familiar topic
Daily listening and
speaking
Information text
Comprehension
Read aloud
Independent reading
Reflects on texts read
Diagram
Mindmap summary
Personal dictionary
Use a dictionary
Words starting with ‘c’
pronounced as ‘s’
Simple present tense for
universal truths
Determiners
Possessive pronouns
Adjectives
Phrasal verbs
Words from reading
texts
Listen to a story and
answer questions
Opinions
Retell the story
Poetry
Daily listening and
speaking
Story
Poetry
Read aloud
Independent reading
Reflect on texts read
Story with dialogue
Personal dictionary
Use a dictionary
Words starting with ‘c’
Punctuation
Direct and reported
speech
Simple sentences
Connecting words
Words from reading
texts
Formal
Assessment
Teaching
and
Learning
Material
LB pp 85–
94
TG pp
132–146
Term 3 FAT
1
LB pp 96–
102
TG pp
147–161
LB pp
103–112
TG pp
162–175
4
13. Long ago in Egypt
14. Work people do
27-28
29-30
Conversation
Language game
Daily listening and
speaking
Procedural and
information text
Comprehension
Read aloud
Independent reading
Reflect on texts read
Write information
paragraphs
Personal dictionary
Use a dictionary
Words starting with ‘k’
Connecting words
Prepositions
Negative forms
Passive voice
Prefixes
Suffixes
Words from reading
texts
Term 3 FAT
2
LB pp
113–122
TG pp
176–189
Talk about a familiar
topic
Play (drama)
Daily listening and
speaking
Play (drama)
Answer questions
Read aloud
Independent reading
Reflect on texts read
Play (drama)
Use a dictionary
Plurals with ‘es’
Punctuation
Gender forms
Articles ‘a’ and ‘the’
Regular verb forms
Simple past and simple
present tense
Connecting words
Words from reading
texts
Term 3 FAT
2
LB pp
125–130
TG pp
190–203
THEM
E
15. Be safe
16. Fire!
17. Feelings
18. digging up
dinosaurs
Assessment
39-40
37-38
35-36
33-34
31-32
WEEK
S
TERM 4
Listen and Speak
Read and View
Write and Present
Language Structures
and conventions
Formal
Assessment
Teaching
and
Learning
Material
LB pp 131–
140
TG pp 204–
217
Story
Language game
Daily listening and
speaking
Read a story
Complete a
comprehension
Read aloud
Discuss social issues in
the story
Solve a puzzle
Independent reading
Compare texts
Personal recount
Story
Personal dictionary
Adding ‘ed’ or ‘ing’
Punctuation
Concord
Countable and
uncountable nouns
Adjectives
Personal pronouns
Words from reading
texts
Discuss familiar topics
Discuss advantages and
disadvantages
Daily listening and
speaking
News report
Read aloud
Comprehension
Poster
Independent reading
Retell a story
Information text
Table
Poster
Personal dictionary
Adjectives
Pronouns
Irregular verbs
Nouns that are only
plurals
Words from reading
texts
Listen to and discuss a
story
Tell a story
Daily listening and
speaking
Story
Poetry
Read aloud
Independent reading
Review
Personal recount
Book review
Personal dictionary
Use a dictionary
Plurals with ‘s’
Modals
Adverbs
Prepositions
Words from reading
texts
LB pp 149–
158
TG pp 231–
244
Conversation on a less
familiar topic
Daily listening and
speaking
Information text
Comprehension
Poster
Read aloud
Independent reading
Reflects on texts read
Poster
Information text
Personal dictionary
Use a dictionary
Singular and plural
noun forms
Adverbs
Future tense with ‘will’
Present progressive
tense
Words from reading
texts
LB pp 159–
167
TG pp 245–
257
Term 4 FAT 1
End-of-year
examination
LB pp 143–
148
TG pp 218–
230
LB pp 168–
169
TG pp 258–
259
5
6
EXEMPLAR TEACHING GUIDELINE– GRADE 5
Subject: English First Additional Language
Grade: 5
Theme 1: What I Love To Do
Duration: 2 weeks (10 hours)
Listening and Speaking
(2 hours)
CAPS
Content
and
Skills
• Do daily listening and
speaking practice
• Talk about photographs
that introduce the theme
• Listen to a story about
children playing
• Retell the story
LEARNING
ACTIVITY
Term 1 Weeks 1 & 2
Reading and Viewing
(5 hours)
Writing and Presenting
(2 hours)
• Read a story about getting
lost
• Practise reading the story
aloud
• Do a comprehension on
the story
• Read independently or in
pairs
• Write a story
• Use the writing process to
develop the story
• Write an opinion on a
story
• Create a personal
dictionary
TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from
pages 3–4 in the TG
Week 1
LESSON 1:
Duration: 60 minutes
Listening and
Speaking
Daily listening and speaking practice
Choose an activity a day from the list of activities on pages 3 and 4.
Listen and speak
Talk about a picture
Learner’s Book page 2
1. Work as a class. Ask learners to look at the photographs on page 1 quietly on
their own for a few minutes.
2. Discuss Question 1. It focuses on literal aspects of the photograph: what the
children are doing. Encourage learners to use full sentences when they
answer.
3. In Question 2 learners express how the photos make them feel. They must be
able to explain their answers, for example: The pictures make me feel happy,
because the children are playing/having fun.
4. Question 3 relates to the learners’ own lives. Learners say what they like to do
for fun.
Language Structures and
Conventions
(1 hour)
Spelling and punctuation
• Spelling: check spelling and
meanings of words
• Build on phonic knowledge
• Punctuation: fullstop, question
mark, exclamation mark
Work with words and
sentences
• Personal pronouns
• Countable nouns
• Proper nouns
• ‘A’ and ‘the’ with nouns
• Concord
• Simple past tense
Vocabulary in context
• Words taken from shared or
individually read texts
RESOURCES
Platinum English FAL
Grade 5 Learner's Book and
Teacher's Guide
Platinum English FAL Grade 5
Reader
Use the exercises in the DBOE
Workbooks for additional
support.
Listen to a story
This activity can be used to do a baseline assessment of listening skills. If so,
learners can answer the questions in the After you listen in writing. If you are not
going to use it for baseline assessment, they can be done orally, in groups.
Organise the class into groups before you start the Before you listen section.
Before you listen
1. Explain that you are going to read a story about the children in the picture on
page 2.
2. Discuss the questions with the class. Learners use the picture and words to
predict what the story might be about.
3. Explain that you will read the story four times. Remind them to sit still and
concentrate while they listen.
While you listen
1. The first time you read the story, encourage learners to close their eyes and just
listen.
7
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 read. How are
they the same as the story? How are they different?
3. Read the story a third time. Learners write down the words they do not
understand. Discuss the meanings of the words with learners. Encourage
learners to work out the meaning themselves. To help them do this, read the
sentences in which the word occurs. Then go through the words and meaning
in the Word list.
4. The fourth time, learners sit and listen carefully again.
After you listen
1. Learners work either individually and answer the questions in writing, or they
discuss the questions in groups. Read through Questions 1a–e in this section.
Questions 1a–c require literal answers. Question 1d requires analysis,
synthesis and organisation of information in the story, and Question 1e draws
on learner’s own experience.
2. In Question 2, learners use a frame to retell the story to a partner. The learners
should retell the story in the correct sequence, using the simple past tense, and
name the characters correctly.
Spelling and punctuation
Learners complete a word building exercise in which they match beginnings and
endings to words. They draw on phonic knowledge. Answers should include:
helpful, unhelpful, friendly, unfriendly, grandfather. These answers are optional:
grandfatherly, fatherly.
Baseline Assessment
For listening assessment, use the memorandum provided in After you listen to
mark the answers. For speaking assessment, ask learners to retell the story ‘Our
rope swing’ to a partner without using the frame that they have completed. Walk
around the class to observe the learners speak.
Informal assessment
If the comprehension questions are answered orally, circulate from group to
group. Take note of learners who are struggling to answer the questions. You will
need to do some remedial work with them during the year.
Also, if this is the first group activity they are doing this year, use your
observations to organize groups into different levels. Use the ideas in the
introduction of the Teacher’s Guide to help you.
LESSON 2:
Reading and
Viewing
Homework
Learners complete the word building activity in the Spelling and punctuation
section. If there is time, do it orally in class. They must complete it in writing.
Duration: 60 minutes
Daily listening and speaking practice
Choose an activity a day from the list of activities on pages 3 and 4.
Read and view
Read a story
Learner’s Book page 5
Before you read
1. Discuss the questions as a class.
2. In Question 1a learners point at items listed in the picture.
3. In Question 1b learners imagine what the children in the picture are saying to
one another.
4. In Question 1c learners use the title and picture to predict what will happen in
the story.
5. Read the story to the class. Read it a second time.
6. Ask learners to read the story quietly on their own. They must do this twice.
While you read
1. Learners practice reading the story aloud with a partner. They should try to use
expression and help one another pronounce new words.
2. Learners need to think about situations in the story that may be dangerous.
8
After you read
1. Read through the questions with the class.
2. Ask learners to complete the questions in writing. Question 1 requires literal
answers. Questions 2–4 require metacognitive responses.
Spelling and punctuation
Read the help item Using your dictionary (Learner’s Book page 172) with the
learners. This explains where to find words that start with the same letter.
Learners now find the words ‘allowed’ and ‘afraid’ in the dictionary. (They need to
look at the second letter in each word to work out that the word ‘allowed’ appears
after the word ‘afraid’.)
LESSON 3:
Language Focus
Baseline assessment
Reading comprehension: Use the memorandum provided in After you read to
mark the comprehension.
Duration: 60 minutes
Daily listening and speaking practice
Choose an activity a day from the list of activities on pages 3 and 4.
Language Focus
Pronouns
Learner’s Book page 7
1. Work as a class. Read the information about pronouns in the help box.
2. Discuss the rules. Learners should be familiar with pronouns as they have
learnt them in Grade 4.
3. Explain how personal pronouns refer to people and things and that they can
substitute nouns or names.
4. Ask learners to do Activity 1 individually, in writing.
5. About 20 minutes before the end of the lesson. Tell them to put their work
away, and to prepare for independent reading.
Baseline Assessment
Language structures and conventions: Use the memorandum provided above to
mark the answers.
Remedial
If learners are struggling to understand personal pronouns, give them more
practice. Here are a few examples you can use, answers in bold. Add some of your
own to target areas of difficulty for specific individuals.
a) (I/Me) love to swing.
b) The puppy plays with (them/they).
c) (Us/We) made the swing together.
d) (He/Him) is my best friend.
e) My dad helped (he/him).
Extension
Write the following activity on the board for learners who understand personal
pronouns well.
1. Replace the underlined words with personal pronouns.
Sarah and I play in the park in the afternoon. Yesterday we met my brothers there
for a picnic. Sarah packed sandwiches for Sarah, my brothers and I. My brother,
Paul, brought a kite to fly.
(Answers: We play in the park in the afternoon. Yesterday we met them there for
a picnic. She packed sandwiches for us. He brought a kite to fly.)
Homework
Ask learners to do Question 4 from the Revision section on page 10.
Independent reading - Reader
Refer to the grid in the Teacher’s Guide, which gives guidance on the independent
reading in this lesson.
Baseline assessment
1. For speaking, use the time allocated for Independent reading to assess a few
learners who have not yet been assessed for speaking skills. Use the ideas and
rating scale from Lesson 1.
2. You can also use this time to assess a few learners for reading aloud.
9
Ask them to read at least two paragraphs from the story ‘Lost! ‘aloud. Remind
them to pay attention to saying words correctly (pronunciation), reading
smoothly (fluency) and reading with expression.
LESSON 4:
Writing and
Presenting
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 21 for
additional support.
Duration: 60 minutes
Daily listening and speaking practice
Choose an activity a day from the list of activities on pages 3 and 4.
Write and present
Write a story
Learner’s Book page 8
1. Work as a class.
2. Tell learners they are going to write a story about something that happened to
them.
3. Explain that so far in this chapter, they have listened to a story and read a story,
so by now they know quite a bit about stories.
4. Discuss some of the basic elements of the stories they have read: They have
people in them, they happen in a place, or places, the people do and say things.
5. Read the example of a story on page 8. Then read the annotations around the
story. Discuss them with the class. Tell them that these are the things you need
to remember when you write a story.
7. Remind learners of the writing process. They have used it in Grade 4.
8. Ask them to point out the five steps of the process in their Learner’s Books
(pages 8–9).
9. About 20 minutes before the end of the lesson, tell them to put their work away
and prepare for independent reading. Explain that they will continue writing a
story in the next lesson.
Independent reading - Reader
Refer to the grid, which gives guidance on the independent reading in this lesson.
Baseline assessment
Reading aloud and Speaking: Use the time allocated for Independent reading to
assess a few learners who have not yet been assessed for reading aloud and
speaking skills. Use the ideas and rating scales from Lessons 1 and 3.
LESSON 5:
Writing and
Presenting
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 30 and 31
for additional support.
Duration: 60 minutes
Daily listening and speaking practice
Choose an activity a day from the list of activities on pages 3 and 4.
Make a personal dictionary
Learners prepare their personal dictionaries using the guidelines on page 172 of
the Learner’s Book. Some learners might still be able to use their dictionaries from
the previous year. They can do independent reading while other learners are
making their dictionaries.
Write and present
Write a story
Learner’s Book page 8
1. Work as a class.
2. Remind learners that they are going to start writing their stories in this lesson.
Tell them that they are going to do the first stage of the Writing process. They
will use a mind map to plan their stories.
3. Read through the story and the annotations again.
4. Find out if there is anything that learners are unsure about. Explain more if
needed.
5. Ask them to start working through the writing process to write their stories.
They can use the mind map to plan their stories.
6. Learners then write their notes into full sentences and arrange them in
paragraphs. They must read their work carefully and check that they have
included what they need to. Can they think of any changes that will make their
writing better?
10
7. Ask them to work in pairs and read each other’s drafts. They must check for
spelling and punctuation.
8. Let them write their final drafts in their exercise books. Remind them to add a
title. Also remind them to write neatly. If there is not time, they can finish their
stories for homework.
9. About 20 minutes before the end of the lesson, tell them to put their work away
and prepare for independent reading.
Remedial
If learners are struggling to write their own personal recount/story, give them
this frame for support:
On _______, _________ and I were at __________________. We were ________________.
Suddenly _____________________________________ .
In the end ___________________________________________.
Extension
Learners who write their stories well and quickly can add photos or pictures to
improve their presentation.
Homework
Learners who have not finished writing their stories can complete them for
homework.
Independent reading - Reader
Refer to the grid, which gives guidance on the independent reading in this lesson.
Week 2
LESSON 6:
Listening and
Speaking
Baseline assessment
Reading aloud and Speaking: Use the time allocated for Independent reading to
assess a few learners who have not yet been assessed for reading aloud and
speaking skills.
Duration: 60 minutes
Daily listening and speaking practice
Choose an activity a day from the list of activities on pages 3 and 4.
Listen and speak
Work with words and sentences
Learner’s Book page 3
1. Learners work on their own.
2. Before they work through Work with words and sentences Question 1: an
exercise on the simple past tense, explain how most verbs in the past tense
end in –ed. Learners complete Question 1 in their exercise books.
3. Read and explain the information about using ‘a’ and ‘the’ in the help box to the
learners. Learners complete Question 2 in their exercise books.
4. Revise the full stop, question mark and exclamation mark with learners. Read a
few lines from the story ‘Our rope swing’ to show how the punctuation marks
sound, for example: strong emotion for exclamation marks; a pause for a full
stop; and words at the end of a question spoken with a higher tone. Learners
complete Question 3 in their exercise books.
5. About 20 minutes before the lesson ends, ask learners to prepare for
independent reading.
Independent reading - Reader
Refer to the grid which gives guidance on the independent reading in this lesson.
Reading aloud and Speaking
Use the time allocated for Independent reading to assess learners who have not
yet been assessed for reading aloud and speaking skills. Use the ideas and rating
scales from Lessons 1 and 3.
LESSON 7:
Work with
words and
sentences
Homework
Ask learners to do Question 1 from the Revision section on page 10.
Duration: 60 minutes
Daily listening and speaking practice
Choose an activity a day from the list of activities on pages 3 and 4.
Read and view
11
Work with words and sentences
Learner’s Book page 6
1. Learners work on their own.
2. Work through the help box on proper nouns with the class. Learners complete
Question 1 in their exercise books.
3. Use the help box on countable nouns to explain them to the class. Ask learners
to name things in the class that can be counted, for example: chair, desk, girl,
boy. Learners complete Question 2 in their exercise books.
4. Read the help box on verbs ending in –s. Give examples of sentences that
describe the class situation, such as: John sits at his desk. Siya and Leti sit at
their desks. Learners complete Question 3 in their exercise books.
5. About 20 minutes before the end of the lesson, ask learners to prepare for
Independent reading.
Independent reading - Reader
Refer to the grid, which gives guidance on the independent reading in this lesson.
Baseline assessment
Reading aloud and speaking: Use the time allocated for Independent reading to
assess a few learners who have not yet been assessed for reading aloud and
speaking skills. Use the ideas and rating scales from Lessons 1 and 3.
LESSON 8:
Language Focus
Informal assessment
Ask learners to swap books and mark each other’s work. Go through the
questions, encouraging learners to give the answers. They should write these on
the board. Make sure the words are spelt correctly.
Duration: 60 minutes
Daily listening and speaking practice
Choose an activity a day from the list of activities on pages 3 and 4.
Language Focus
Pronouns
Learner’s Book page 7
1. Work as a class. Read the information about personal pronouns to the learners
again.
2. Revise the rules. Learners should know what personal pronouns are now.
3. Ask learners to do Activity 2 individually, in writing.
4. About 20 minutes before the end of the lesson, tell them to put their work away
and prepare for independent reading.
Baseline Assessment
Language structures and conventions: Use the memorandum provided in the
Teacher’s Guide to mark the answers.
LESSON 9:
Writing and
Presenting
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.
Duration: 60 minutes
Daily listening and speaking practice
Choose an activity a day from the list of activities on pages 3 and 4.
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 an opinion on a story
Learner’s Book page 9
1. Explain to learners that they are going to write about what they think of a story.
2. First have a discussion based on these questions.
12
a) Do you like reading stories?
b) What stories do you like? Why?
c) What stories don’t you like? Why?
3. Help learners who are struggling to give opinions. Give them a list of words that
describe emotions to work with, for example: happy, sad, afraid, worried.
4. Read the example of an opinion in the Learner’s Book.
5. Read each annotation. Explain to learners that their opinions will need to
include these features. Emphasise that they should give a reason why they like
or dislike a story.
6. Learners work with a partner and complete the frame of the opinion orally. If
learners cannot think of a story they have read on their own, they can write
their opinions on the story ‘Lost!’ from the Learner’s Book. Encourage them to
support one another and give each other feedback.
7. About 20 minutes before the end of the lesson, ask them to put their writing
away and to continue with their independent reading.
Independent reading - Reader
Refer to the grid, which gives guidance on the independent reading in this lesson.
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 learner’s who have not yet been assessed. Use the ideas and rating
scales from Lessons 1 and 3.
LESSON 10:
Writing and
Presenting
Homework
Give learners the spelling list. Ask them to learn the words for a spelling test in the
next lesson.
Duration: 60 minutes
Daily listening and speaking practice
Choose an activity a day from the list of activities on pages 3 and 4.
Spelling
Give learners the spelling test. Ask them to swap books and mark each other’s
books. Record their marks out of 10 if you need to.
Write and present
Write an opinion on a story
Learner’s Book page 9
1. Look again at the annotations next to the model of an opinion on a story (page
9).
2. Learners copy and complete the frame, using information from a story they
have read.
3. Ask them to work in pairs and read each other’s opinions. They must check for
spelling and punctuation.
4. If there is time, allow them to correct their mistakes.
REVISION: Learner’s Book p10
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Baseline Assessment
Lesson 1: For listening assessment. For speaking assessment, ask learners to retell the story Our rope swing to a partner without using
the frame that they have completed. Walk around the class to observe the learners speak.
Lesson 2: Reading comprehension
Lesson 3 and 8: Language structures and conventions
Lesson 3: 1. For speaking, use the time allocated for Independent reading to assess a few learners who have not yet been assessed for
speaking skills. Use the ideas and rating scale from Lesson 1.
2. You can also use this time to assess a few learners for reading aloud. Ask them to read at least two paragraphs from the story
Lost! aloud. Remind them to pay attention to saying words correctly (pronunciation), reading smoothly (fluency) and
reading with expression.
Lessons 4, 5, 7 and 9: Reading aloud and Speaking: Use the time allocated for Independent reading to assess a few learners who have not
yet been assessed for reading aloud and speaking skills.
Informal assessment
Lesson 1: If the comprehension questions are answered orally, circulate from group to group. Take note of learners who are struggling to
answer the questions. You will need to do some remedial work with them during the year. Also, if this is the first group activity
they are doing this year, use your observations to organize groups into different levels.
13
Lesson 7: Ask learners to swap books and mark each other’s work. Go through the questions, encouraging learners to give the answers.
They should write these on the board. Make sure the words are spelt correctly.
TERM 1: PLATINUM LESSON PLANS – GRADE 5
Subject: English First Additional Language
Grade: 5
Theme 1: What I Love To Do
Duration: 2 weeks (10 hours)
Term 1 Weeks 1 & 2
Listening and Speaking
(2 hours)
CAPS
Content
and
Skills
• Do daily listening and
speaking practice
• Talk about photographs
that introduce the theme
• Listen to a story about
children playing
• Retell the story
LEARNING
ACTIVITY
Week 1
LESSON 1:
Listening and
Speaking
LESSON 2:
Reading and
Viewing
LESSON 3:
Language Focus
LESSON 4:
Writing and
Presenting
LESSON 5:
Writing and
Presenting
Reading and Viewing
(5 hours)
Writing and Presenting
(2 hours)
• Read a story about getting
lost
• Practise reading the story
aloud
• Do a comprehension on
the story
• Read independently or in
pairs
• Write a story
• Use the writing process to
develop the story
• Write an opinion on a
story
• Create a personal
dictionary
TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from
pages 3–4 in the TG
Duration: 60 minutes
LB page 2
Talk about the photographs of happy children to introduce the theme.
Listen to a story called ‘Our rope swing’. Before they listen, use pictures and
vocabulary to predict what the story is about.
Spelling and punctuation
Learners build on phonic knowledge to spell words and build word families.
Duration: 60 minutes
LB page 4
Read a story called ‘Lost!’. Before reading, use the pictures and the title to predict
what the story is about.
Spelling and punctuation
Learners use the dictionary to check spelling and meanings of words.
Duration: 60 minutes
LB page 7
Personal pronouns
Independent reading – Reader
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 21for
additional support.
Duration: 60 minutes
LB page 7
Read the model of a story provided. Use a mind map to start planning a story.
Independent reading– Reader
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 30 and 31
for additional support.
Duration: 60 minutes
LB page 8
Continue working through the writing process from the previous lesson.
Make a personal dictionary
Learners prepare their personal dictionaries, if they do not have dictionaries from
Language Structures and
Conventions
(1 hour)
Spelling and punctuation
• Spelling: check spelling
and meanings of words
• Build on phonic
knowledge
• Punctuation: fullstop,
question mark, exclamation
mark
Work with words and
sentences
• Personal pronouns
• Countable nouns
• Proper nouns
• ‘A’ and ‘the’ with nouns
• Concord
• Simple past tense
Vocabulary in context
• Words taken from shared
or individually read texts
RESOURCES
Platinum English FAL
Grade 5 Learner's Book and
Teacher's Guide
Platinum English FAL Grade
5 Reader
Use the exercises in the
DBOE Workbooks for
additional support.
14
last year.
Independent reading– Reader
Week 2
LESSON 6:
Listening and
Speaking
LESSON 7:
Work with
words and
sentences
LESSON 8:
Language Focus
LESSON 9:
Writing and
Presenting
LESSON 10:
Writing and
Presenting
Duration: 60 minutes
LB page 2
Listen to a story
Complete the Work with words and sentences activity, which is three activities
covering the simple past tense, using ‘a’ or ‘the’ with nouns, and punctuation.
The activities are based on the theme and vocabulary in the story.
Independent reading - Reader
Duration: 60 minutes
LB page 4
Capital letters, proper nouns, countable nouns and concord. The activities are
based on the theme and vocabulary of the story they have read.
Independent reading
Duration: 60 minutes
LB page 7
Personal pronouns
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 learned from the reading
and listening texts.
Duration: 60 minutes
LB page 8
Learners think about a story they have read. They use the model and the frame
provided to write an opinion on the story.
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 learned from the reading
and listening texts.
Independent reading- Reader
Duration: 60 minutes
LB page 8
Learners complete their opinions on a story from the previous lesson.
Spelling
Learners do a spelling test based on new words they learnt in this cycle.
REVISION: Learner’s Book p10
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Baseline Assessment
Lesson 1: For listening assessment. For speaking assessment, ask learners to retell the story Our rope swing to a partner without
using the frame that they have completed. Walk around the class to observe the learners speak.
Lesson 2: Reading comprehension
Lesson 3 and 8: Language structures and conventions
Lesson 3: 1. For speaking, use the time allocated for Independent reading to assess a few learners who have not yet been assessed for
speaking skills. Use the ideas and rating scale from Lesson 1.
2. You can also use this time to assess a few learners for reading aloud. Ask them to read at least two paragraphs from the
story ‘Lost!’ aloud. Remind them to pay attention to saying words correctly (pronunciation), reading smoothly (fluency)
and reading with expression.
Lessons 4, 5, 7 and 9: Reading aloud and Speaking: Use the time allocated for Independent reading to assess a few learners who have
not yet been assessed for reading aloud and speaking skills.
Informal assessment
Lesson 1: If the comprehension questions are answered orally, circulate from group to group. Take note of learners who are
struggling to answer the questions. You will need to do some remedial work with them during the year. Also, if this is the
first group activity they are doing this year, use your observations to organize groups into different levels.
Lesson 7: Ask learners to swap books and mark each other’s work. Go through the questions, encouraging learners to give the
answers. They should write these on the board. Make sure the words are spelt correctly.
15
PLATINUM LESSON PLANS – GRADE 5
Subject: English First Additional Language
Grade: 5
Theme 2: Going Places
Duration: 2 weeks (10 hours)
CAPS
Content
and
Skills
Term 1 Weeks 3 & 4
Listening and Speaking
(2 hours)
Reading and Viewing
(5 hours)
• Do daily listening and
speaking practice
• Take part in a
conversation about
different types of transport
• Give a personal recount of
travelling experiences
• Read an information text
about Mozambique
• Do a comprehension
based on the text
• Practice reading the text
aloud
• Read independently or in
pairs
LEARNING
ACTIVITY
Week 3
LESSON 1:
Writing and
Presenting
LESSON 2:
Reading and
Viewing
LESSON 3:
Reading and
Viewing
LESSON 4:
Language Focus
LESSON 5:
Writing and
Presenting
Writing and Presenting
(2 hours)
• Write labels for
visuals(maps)
• Write a factual recount
• Record words and their
meanings in a personal
dictionary
TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity on
page 19 in the TG
Duration: 60 minutes
LB page 11
Talk about a photograph that shows different types of transport. Explore some of
the ideas and vocabulary that will occur in the theme.
Take part in a conversation
Take part in a conversation about how people travel. Use the questions and the
bar graph on page 13 of the Learner’s Book. Learners discuss and then apply what
they have learnt by completing information on their graph.
Independent reading - Reader
Duration: 60 minutes
LB page 14
Read an information text
The text is about Mozambique.
Before learners read, they use the pictures and the title to predict what the text is
about. They are also introduced to some vocabulary used.
While they read, they are asked to locate places on a map.
After they read, they do a comprehension the text. The comprehension includes
literal and metacognitive questions.
Record in personal dictionary
Learners record new words in their personal dictionaries.
Duration: 60 minutes
LB page 14
Read an information text
Learners continue the comprehension activity from the day before.
Duration: 60 minutes
LB page 16
The simple present tense
Learners read the rules about this concept in the Help box. Then they use this
information to complete an activity. The activity is integrated: it is based on the
ideas and vocabulary of the theme.
Independent reading- Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 115 for
additional support.
Duration: 60 minutes
LB page 19
Write a factual recount and select information to complete labels.
Learners write labels for a map of Africa, in preparation for a factual account of a
journey through Africa.
Language Structures and
Conventions
(1 hour)
Spelling and punctuation
• Spell correctly using a
personal dictionary
• Build vocabulary
Work with words and
sentences
• Simple present tense
• Modal verbs: can, may,
must
• Adverbs of time
Vocabulary in context
• Words taken from shared
or individually read texts
RESOURCES
Platinum English FAL
Grade 5 Learner's Book and
Teacher's Guide
Platinum English FAL Grade
5 Reader
Bring books, brochures
and pictures of places of
interest on the African
continent.
Use the exercises in the
DBOE Workbooks for
additional support.
16
Independent reading- Reader
Week 4
LESSON 6:
Listening and
Speaking
LESSON 7:
Reading and
Viewing
LESSON 8:
Reading and
Viewing
LESSON 9:
Language Focus
LESSON 10:
Writing and
Presenting
Duration: 60 minutes
LB page 12
Give a factual recount
Learners work in pairs. They match sentences to pictures to form a correctly
sequenced factual recount. They then give their own factual recounts.
Independent reading- Reader
Duration: 60 minutes
LB pages 14
Practise reading
Learners work in pairs and take turns to read the text on Mozambique aloud to
each other.
Work with words and sentences
Learners use modal verbs and adverbs of time to complete activities based on the
theme.
Spelling and Vocabulary in context
Learners prepare for a spelling test based on the theme.
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 59 and
DBOE Workbook 2 (Terms 3 and 4) page 91 for additional support.
Duration: 60 minutes
LB pages 14 and 15
Reading
Learners do further comprehension work on the reading text, mostly at
metacognitive level.
Record in a personal dictionary
Learners record in their personal dictionaries.
Spelling
Learners do a spelling test based on new words they learnt in this cycle.
Independent reading- Reader
Duration: 60 minutes
LB page 16
Simple present tense
Learners complete sentences.
Formal assessment task
Independent reading- Reader
Spell familiar words correctly
Learners learn and revise words that they were tested on – remedial.
Duration: 60 minutes
LB pages 17
Write a factual account
Learners use the information from their previous writing activity to describe a
journey from the north to the south of Africa. They work through the writing
process. This is a Formal Assessment Task.
REVISION: Learner’s Book p18
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Formal assessment
Lesson 1: Assess the learners’ conversation skills.
Lesson 1: Assess independent reading in this lesson.
Lessons 2, 3, 4, 5, 7, 8 and 9: Reading aloud, listening and speaking
Lesson 10: Creative writing
17
PLATINUM LESSON PLANS – GRADE 5
Subject: English First Additional Language
Grade: 5
Theme 3: Friends
Duration: 2 weeks (10 hours)
CAPS
Content
and
Skills
Term 1 Weeks 5 & 6
Listening and
Speaking
(2 hours)
• Do daily listening and
speaking practice
• Talk about a
photograph that
introduces the theme
• Listen to a recount
story about a group
of children getting
together
• Role play a
conversation on a
familiar topic
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:
Writing and
Presenting
Reading and Viewing
(5 hours)
• Read a story about a
boy who is upset
• Do a comprehension
based on the story
• Practice reading the
story aloud
• Read independently
or in pairs
Writing and
Presenting
(2 hours)
• Write a description of
a person
• Write a short
message inviting
someone to an event
• Write a paragraph
about the planned
event
• Record words and
their meanings in a
dictionary
TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity on
page 35 in the TG
Duration: 60 minutes
Listen to a story
LB page 20
Use the listening text on page 171 of the Learner’s Book. It is a personal recount,
introducing the main story of the theme.
Independent reading – Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 26 and 27
for additional support.
Duration: 60 minutes
LB page 22
Read a story: Achmat is upset
The comprehension includes literal and metacognitive questions.
Learners practice reading aloud.
Duration: 60 minutes
Read and view
LB page 22
Learners re-read and re-tell the story about Achmat. They complete the
comprehension.
Independent reading– Reader
Working with words and sentences
Learners complete the activities on reported speech, prepositions and compound
nouns.
Language Structures
and Conventions
(1 hour)
Spelling and punctuation
• Spell correctly using a
personal dictionary
• Build vocabulary
Work with words and
sentences
• Question forms
• Prepositions of place
• Reported speech
• Connecting words
Vocabulary in context
• Compound words
• Words taken from shared
or individually read texts
RESOURCES
Platinum English FAL
Grade 5 Learner's Book and
Teacher's Guide
Platinum English FAL Grade
5 Reader
Use the exercises in the
DBOE Workbooks for
additional support.
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 27 and 28
for additional support.
Duration: 60 minutes
LB page 24
Question forms
The activity is integrated: it is based on the ideas and vocabulary of the theme.
Independent reading– Reader
Duration: 60 minutes
LB page 25
Learners write descriptions of people they know.
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 28 and 29
for additional support.
18
Week 6
LESSON 6:
Listening and
Speaking
LESSON 7:
Reading and
Viewing
LESSON 8:
Reading and
Viewing
LESSON 9:
Language Focus
LESSON 10:
Writing and
Presenting
Duration: 60 minutes
LB page 21
Learners work in pairs. They read and expand on a dialogue. They then make up
further dialogues.
Working with words and sentences
LB page 21
Learners complete the activities on uncountable nouns and connecting words.
These activities are based on the theme and vocabulary of the story they read.
Independent reading– Reader
Duration: 60 minutes
LB page 23
Learners read aloud in pairs. They read more about Achmat and his friends,
through a series of sms texts. Complete the Before you read and While you read
activities.
Work with words and sentences
LB page 23
Complete the exercises about compound words and prepositions.
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 30 for
additional support.
Duration: 60 minutes
LB page 23
Learners read the social texts again and complete the comprehension questions.
Vocabulary in context
Learners work on their personal dictionaries.
Independent reading– Reader
Duration: 60 minutes
LB page 24
Question forms: Learners revise question forms and complete the exercises.
Independent reading– Reader
Duration: 60 minutes
LB page 25
Learners write a short message, and then complete a frame about a planned event,
and then write a similar paragraph about something they would like to plan.
Learners do a spelling text based on new words they learnt in this cycle.
Vocabulary in context
Learners spend about 10 minutes working on their personal dictionaries, bringing
them up to date so they have included information on all the new words in this
cycle.
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 31 and 33
for additional support.
REVISION: Learner’s Book p26
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Formal assessment
Lesson 5: Written description
Informal assessment
Lesson 1: Go around and check on how well learners answer the questions/take notes. Take note of learners who are struggling to
answer the questions. You will need to do some remedial work with them, perhaps taking them aside to listen to the text
again, more slowly.
Lesson 3: Comprehension: Learners mark their own work. Take in a few random books to check what they have done.
Lesson 4: Learners mark their own work. Call out the answers.
Lesson 6: Listen to the role plays. Note which learners are confident and creative and which learners need help.
Lesson 7: Ask learners to swop books and mark each other’s work. Go through the questions, encouraging learners to give the
answers. They should write these on the board. Make sure the words are spelt correctly.
Lesson 8: Learners mark their own work with your assistance.
Lesson 9: Learners swop books to mark one another’s work. Write the answers on the board.
Lesson 10: Assess written work informally. Circulate while learners are busy. Help them and correct their work. Take it in and give
an impression mark, based on the number of language and spelling errors.
19
PLATINUM LESSON PLANS – GRADE 5
Subject: English First Additional Language
Grade: 5
Theme 4 : Make It
Duration: 2 weeks (10 hours)
Term 1 Weeks 7 & 8
Listening and Speaking
(2 hours)
CAPS
Content
and
Skills
Reading and Viewing
(5 hours)
• Do daily listening and
speaking practice
• Talk about a
photograph of children
doing crafts
• Listen to and carry out
instructions for how
to make bubble print
paper
• Retell instructions/
Describe a simple
process
• Play a language game
LEARNING
ACTIVITY
Week 7
LESSON 1:
Listening and
Speaking
LESSON 2:
Listening and
Speaking
LESSON 3:
Reading and
Viewing
LESSON 4:
Language Focus
LESSON 5:
Writing and
Presenting
• Read instructions on
how to make a sock
puppet
• Practice reading the
instructions aloud
• Do a comprehension
on the instructions
• Read independently
or in pairs
Writing and Presenting
(2 hours)
• Write instructions on
how to decorate a
sock puppet
• Write a paragraph
explaining how to
decorate a sock
puppet (an account of
a procedure)
• Record words and
their meanings in the
dictionary
TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity on
page 49 in the TG
Duration: 60 minutes
LB page 28
Talk about the photograph of children doing crafts to introduce theme. Use the
listening text on page 170 of the Learner’s Book to explain how to make bubble
print paper. Before they listen, learners discuss pictures and vocabulary related to
the instructions. While they listen, they practise carrying out the instructions.
Independent reading - Reader
Duration: 60 minutes
LB page 28
Learners carry out the same instructions that they practiced in Lesson 1.
Formal Assessment Task
Independent reading- Reader
Duration: 60 minutes
LB page 30
Read instructions for how to make a sock puppet.
Discuss a picture, think of creative puppets to make and then practise reading the
instructions with a partner.
After they read, learners answer comprehension questions orally.
Vocabulary in context
Learners spend about 10 minutes working on their personal dictionaries, bringing
them up to date by adding new words that they have learned from the reading
and listening texts.
Duration: 60 minutes
LB page 32
Possessive pronouns
Write instructions
Do a shared writing exercise to practice for formal assessment in the next lesson.
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 113 for
additional support.
Duration: 60 minutes
LB page 33
Write instructions
Learners work on their own to write instructions on how to decorate a sock
puppet. They are given a checklist, to check their own writing, because this
activity will be formally assessed.
Independent reading- Reader
Language Structures and
Conventions
(1 hour)
Spelling
• Use a dictionary to check
spelling and meanings of
words
Work with words and
sentences
• Possessive pronouns
• Possessive form of the
noun
• Apostrophes for showing
possession
• Comparative adjectives
Vocabulary in context
Words taken from shared
or individually read texts
RESOURCES
Platinum English FAL
Grade 5 Learner's Book and
Teacher's Guide
Platinum English FAL Grade
5 Reader
For making bubble prints:
water (either taps or large
jugs of water), a
washbasin/washbasins, a
range of different coloured
food colouring (at least four
different colours), one
bottle of dishwashing liquid
and a white sheet of paper
for each learner.
Use the exercises in the
DBOE Workbooks for
additional support.
20
Week 8
LESSON 6:
Listening and
Speaking
LESSON 7:
Listening and
Speaking
LESSON 8:
Reading and
Viewing
LESSON 9:
Language Focus
LESSON 10:
Writing and
Presenting
Duration: 60 minutes
LB page 29
Listen to instructions and answer questions about them. Retell the instructions:
Formal Assessment Task
Independent reading - Reader
Duration: 60 minutes
LB page 30
Complete the Work with words and sentences activity, which is a short integrated
activity on comparative adjectives.
Play a language game
Learners play Simon Says in groups of seven or eight.
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 29 for
additional support.
Duration: 60 minutes
LB page 31
Complete the Reading comprehension: Formal Assessment Task
Independent reading- Reader
Vocabulary in context
Learners spend about 10 minutes working on their personal dictionaries, bringing
them up to date adding new words that they have learned this week.
Duration: 60 minutes
LB page 32
Nouns showing belonging: Formal Assessment Task
Independent reading- Reader
Duration: 60 minutes
LB page 34
Write a paragraph explaining how to decorate a sock puppet. Follow the writing
process.
Spelling
Do a spelling test based on new words they learnt in this cycle.
REVISION: Learner’s Book p34
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Formal assessment
Lesson 2 and 5: Listening: Formally assess each learner’s listening as they carry out instructions.
Lesson 4: Language structures and conventions
Lesson 5: Writing
Lesson 6: Speaking
Lesson 8: Reading comprehension
Lesson 9: Language structures and conventions
Informal assessment
Lesson 1: Learners assess themselves. They should to say ‘yes’, ‘sometimes’ or ‘no’ for each point.
Lesson 4: Write the answers to Question 2 from the Revision page on the board. Learners can swap books and mark a partner’s
answers.
Lesson 6: Learners check their partners’ instructions. They then give each other feedback.
Lesson 9: Write the answers to Question 1 from the Revision page on the board. Learners can swap books and mark a partner’s
answers.
21
PLATINUM LESSON PLANS – GRADE 5
Subject: English First Additional Language
Grade: 5
Theme 5: Plenty Of Poetry
Duration: 2 weeks (10 hours)
CAPS
Content
and
Skills
Term 1 Weeks 9 & 10
Listening and Speaking
(2 hours)
Reading and Viewing
(5 hours)
• Do daily listening and
speaking practice
• Talk about a photograph
of balloons to introduce the
theme
• Listen to a poem and
answer questions about it
• Perform a poem.
• Read two poems and
answer questions about
them
• Practice reading a poem
aloud
• Read independently or in
pairs
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:
Writing and
Presenting
Writing and Presenting
(2 hours)
• Write a poem using a
frame
• Write about a poem
• Record words and their
meanings in a dictionary
TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity on
page 63 in the TG
Duration: 60 minutes
LB page 36
Talk about the photograph of balloons and introduce learners to the theme. Listen
to a poem called ‘The little turtle’.
Independent reading - Reader
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 94 to 95
for additional support.
Duration: 60 minutes
LB page 38
Learners discuss the questions in the Before you read section as a class. Learners
complete the comprehension questions orally.
This will serve as practice for a later formal assessment exercise.
Duration: 60 minutes
LB page 39
Learners complete the comprehension questions in the After you read section on
their own, and in writing, for formal assessment.
Learners then complete the exercises on the future with ‘will’, and adjectives
Duration: 60 minutes
LB page 41
Irregular verbs
Independent reading- Reader
Duration: 60 minutes
LB page 42
Learners work through the features of a poem.
They then work with a partner to complete a frame to write a poem.
A checklist is given to the learners so that they understand the assessment
criteria.
Vocabulary in context
Learners spend about 10 minutes working on their personal dictionaries
Independent reading- Reader
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 88 to 90
for additional support.
Language Structures and
Conventions
(1 hour)
Spelling and punctuation
• Spell familiar words
correctly, using a personal
dictionary
Work with words and
sentences
• Gender forms of some
nouns
• Irregular forms of some
verbs
• Adjectives that show what
things are made of
• ‘Will’ to indicate
something that will happen
Vocabulary in context
• Words taken from shared
or individually read texts
RESOURCES
Platinum English FAL
Grade 5 Learner's Book and
Teacher's Guide
Platinum English FAL Grade
5 Reader
Use the exercises in the
DBOE Workbooks for
additional support.
22
Week 10
LESSON 6:
Listening and
Speaking
LESSON 7:
Listening and
Speaking
LESSON 8:
Reading and
Viewing
LESSON 9:
Language Focus
LESSON 10:
Writing and
Presenting
Duration: 60 minutes
LB page 36
Learners listen to the poem The little turtle and answer questions.
Independent reading- Reader
Duration: 60 minutes
LB page 37
In this lesson learners perform the poem, ’The little turtle.’
Independent reading- Reader
Duration: 60 minutes
LB page 38
Read the poem If ‘I were a fish’ and answer questions.
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 learned from the reading
and listening texts.
Duration: 60 minutes
LB page 41
Male and female nouns
Independent reading- Reader
Duration: 60 minutes
LB page 43
Learners write an opinion on a poem they enjoyed or found interesting.
They go through the writing process to complete a frame of an opinion.
Spelling
Learners do a spelling test based on new words they learnt in this cycle.
Use the exercises in the DBOE Workbook 2 (Terms 3 and 2) pages 92 to 93
for additional support.
REVISION: Learner’s Book p44
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Formal assessment
Lesson 3: Reading comprehension
Lesson 4: Language structures and conventions
Lesson 5: Writing
Lesson 9: Language structures and conventions: male and female nouns
Informal assessment
Lesson 6: Go through the answers to the After you read section with the learners. If they wrote down the answers, they should swap
books with a partner and check each other’s answers.
Lesson 10: Each learner should check a partner’s frame. They should give their partner feedback.
23
TERM 2: PLATINUM LESSON PLANS – GRADE 5
Subject: English First Additional Language
Grade: 5
Theme 6: Stories To Enjoy
Duration: 2 weeks (10 hours)
Term 2 Weeks 11 & 12
Listening and Speaking
(2 hours)
CAPS
Content
and
Skills
Reading and Viewing
(5 hours)
• Do daily listening and
speaking practice
• Talk about a
photograph of a girl
reading in a library to
introduce the theme
• Listen to the beginning
of a story called
Danger at the dump
• Take part in a
conversation about
books
LEARNING
ACTIVITY
Week 11
LESSON 1:
Listening and
Speaking
LESSON 2:
Reading and
Viewing
LESSON 3:
Reading and
Viewing
LESSON 4:
Language Focus
LESSON 5:
Writing and
Presenting
• Read a story called
Danger at the dump
• Do a comprehension
on the story
• Practice reading the
story aloud
• Read a simple book
review of Danger at
the dump
• Read independently
or in pairs
Writing and Presenting
(2 hours)
• Write a story about a
problem situation and how
it is resolved
• Use the writing process to
develop the story
• Write a simple book
review with a frame
• Record words and their
meanings in a personal
dictionary
TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from
page 77 in the TG
Duration: 60 minutes
LB page 46
Talk about a photograph: The photograph introduces learners to the theme.
Listen to a story
LB page 46
Use the listening text on page 170 of the Learner’s Book.
Independent reading – Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 36 to 38
for additional support.
Duration: 60 minutes
LB page 48
Read the story Danger at the dump. First, use the pictures and the title to predict
what the story is about.
After they read, they do a comprehension the story, which includes literal and
metacognitive questions.
Duration: 60 minutes
LB page 48
Learners read the story again and continue with the comprehension questions.
Duration: 60 minutes
LB page 51
Countable and uncountable nouns
Plural nouns
Independent reading– Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 40 to 41
for additional support.
Duration: 60 minutes
LB page 52
Learners continue the writing activity from the previous lesson. They use a mind
map to start planning a story.
This is the first stage of the writing process. They will complete their stories in
Lesson 9 of Week 2.
Independent reading– Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 42 to 43
Language Structures and
Conventions
(1 hour)
Spelling and punctuation
• Use a dictionary to check
meanings
• Use knowledge of
alphabetical order to find
words in a dictionary
Work with words and
sentences
• Countable and
uncountable nouns
• Nouns that are always
plural
• Adjectives before nouns
• Question forms
Vocabulary in context
• Words taken from shared
or individually read texts
• Collocations
RESOURCES
Platinum English FAL
Grade 5 Learner's Book and
Teacher's Guide
Platinum English FAL Grade
5 Reader
Have ready examples of
countable and
uncountable nouns, like
classroom objects
(countable) and some
sand, sugar or flour
(uncountable).
Books to review.
Use the exercises in the
DBOE Workbooks for
additional support.
24
Week 12
LESSON 6:
Listening and
Speaking
LESSON 7:
Reading and
Viewing
LESSON 8:
Reading and
Viewing
LESSON 9:
Language Focus
LESSON 10:
Writing and
Presenting
for additional support.
Duration: 60 minutes
LB page 47
Take part in a conversation about a familiar topic:
Learners work in pairs. They match information about books with pictures and
titles. They then discuss books that they want to read.
Independent reading– Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 52 to 53
for additional support.
Duration: 60 minutes
LB page 49
Practise reading: Learners work in pairs and take turns to read the story ‘Danger
at the dump!’ aloud to each other.
They then complete questions about the story, and ask and answer in pairs.
Spelling
Use knowledge of alphabetical order
Duration: 60 minutes
LB page 50
Read a book review: Learners read a book review and complete information about
it on a chart.
Record in a personal dictionary
Learners add to personal dictionaries
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 54 to 56
for additional support.
Duration: 60 minutes
LB page 51
Collocations
Spelling: Learners do a spelling test based on new words they learnt in this cycle.
Independent reading– Reader
Duration: 60 minutes
LB page 53
Write a book review: Learners write a book review with a frame, using
information from a table.
Write a story
Learners work through the writing process to complete their stories.
Vocabulary in context
Learners work on their personal dictionaries, bringing them up to date so they
have included information on all the new words in this cycle.
Independent reading– Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 57 to 58
for additional support.
REVISION: Learner’s Book p54
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
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.
Lesson 2: Walk around and listen to learners reading in pairs.
Lesson 3, 4 and 9: Learners swop books to mark each other’s work.
Lesson 5: Take in the stories and mark them. Assess the stories.
Lesson 6: As you go around listening and helping students, note who is having difficulty in maintaining a conversation in English.
Lesson 7 and 8: Learners mark their own work. Write the answers on the board. Make sure the words are spelt correctly
Lesson 10: Take in the book reviews and comment on the work – saying, for example, whether work is good, incomplete, interesting,
25
PLATINUM LESSON PLANS – GRADE 5
Subject: English First Additional Language
Grade: 5
Theme 7: Inventions
Duration: 2 weeks (10 hours)
Term 2 Weeks 13 & 14
Listening and Speaking
(2 hours)
CAPS
Content
and
Skills
Reading and Viewing
(5 hours)
• Do daily listening and
speaking practice
• Listen to descriptions
of objects
• Describe and classify
objects
LEARNING
ACTIVITY
Week 13
LESSON 1:
Listening and
Speaking
LESSON 2:
Reading and
Viewing
LESSON 3:
Reading and
Viewing
LESSON 4:
Language Focus
LESSON 5:
Writing and
Presenting
• Read an information
text about inventions,
with visuals
• Answer questions on
the text
• Complete a timeline
about the text
• Practice reading the
text aloud
• Read independently
or in pairs
Writing and Presenting
(2 hours)
• Write short
descriptions of
objects, using a frame
• Make a mind map
summary about a set
of inventions
• Record words and
their meanings in a
personal dictionary
TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from
page 91 in the TG
Duration: 60 minutes
LB page 56
Talk about the photograph of a boy surrounded by objects that have been
invented at various times. Learners name and state the purpose of the objects to
build vocabulary for the theme.
Play a language game
Learners classify objects according to their function.
Independent reading – Reader
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 98 to 99
for additional support.
Duration: 60 minutes
LB page 58
Read a story about the invention of games and toys. Before learners read the text,
they use the pictures and skimming and scanning skills to predict what the text is
about.
While they read, they match illustrations to information. After they read, they do
comprehension questions and complete a timeline.
Read aloud. Listen to learners reading.
FORMAL ASSESSMENT: start listening to the learners reading aloud.
Duration: 60 minutes
LB page 58
Learners continue to answer questions and make a timeline relating to the
information text.
Formal assessment: Mark comprehension
Duration: 60 minutes
LB page 61
Proper nouns and capital letters
Independent reading- Reader
Duration: 60 minutes
LB page 64
Learners write descriptions of objects, using a frame.
Formal assessment: description of objects.
Independent reading- Reader
Language Structures and
Conventions
(1 hour)
Spelling and punctuation
• Spell correctly using a
personal dictionary
• Use alphabetical
knowledge to find words in
a dictionary
Work with words and
sentences
• Proper nouns
• Capital letters
• Prepositions
• Future tense, present
simple
• Verb ‘to be’
Vocabulary in context:
• Words taken from shared
or individually read texts
• Antonyms
RESOURCES
Platinum English FAL
Grade 5 Learner's Book and
Teacher's Guide
Platinum English FAL Grade
5 Reader
Have ready a map or
pictures of famous people
for learners to name when
they find examples of
proper nouns.
Find interesting facts or
books about flight or
aeroplanes to share with
the class.
Use the exercises in the
DBOE Workbooks for
additional support.
26
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 100 to
101 for additional support.
Week 14
LESSON 6:
Listening and
Speaking
LESSON 7:
Reading and
Viewing
LESSON 8:
Reading and
Viewing
LESSON 9:
Language Focus
LESSON 10:
Writing and
Presenting
Duration: 60 minutes
LB page 57
Listen to an information text: description of objects. Use the listening text on page
171 of the Learner’s Book. Choose five objects.
FORMAL ASSESSMENT: start assessing listening and speaking about information
text.
Work with words and sentences
Present simple tense
Verb ‘to be’
Independent reading- Reader
Duration: 60 minutes
LB page 60
Practise reading
Learners do further activities related to the text on inventions.
Work with words and sentences
Learners use prepositions correctly.
Duration: 60 minutes
LB page 59
Read and create visual texts.
Learners make a mind map relating to the information text on games.
Use a personal dictionary
Learners add to their personal dictionaries.
Spelling test: Words from the theme
Duration: 60 minutes
LB page 61
Proper nouns and capital letters
Learners do further exercises using capital letters.
FORMAL ASSESSMENT: Take in and mark language activities
Independent reading- Reader
Duration: 60 minutes
LB page 62
Make a mind map summary: Learners read about the history of flight, and make a
mind map summary of the information.
Spelling: Learners practice using alphabetical order to look up words in a
dictionary.
Vocabulary in context
Learners work on their personal dictionaries, bringing them up to date so they
have included information on all the new words in this cycle.
Independent reading- Reader
REVISION: Learner’s Book p64
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Formal assessment
Lessons 2, 4, 7, 8, 9 and 10: Speaking and reading
Lesson 3: Comprehension, continue with speaking and reading assessment
Lesson 5: Description of objects
Lesson 6: Listening and speaking about information text.
Lesson 9: Language structures and conventions
27
PLATINUM LESSON PLANS – GRADE 5
Subject: English First Additional Language
Grade: 5
Theme 8: Monsters And Strange Creatures
Duration: 2 weeks (10 hours)
CAPS
Content
and
Skills
Term 2 Weeks 15 & 16
Listening and Speaking
(2 hours)
Reading and Viewing
(5 hours)
Writing and Presenting
(2 hours)
• Do daily listening and
speaking practice
• Talk about a photograph
of a monster that
introduces the theme
• Listen to a story and make
notes about a girl who deals
with a scary situation
• Listen to a traditional
story
• Retell and discuss issues
arising from the story
• Read a picture story
called Theseus and the
minotaur
• Do a comprehension on
the story
• Practice reading the story
aloud
• Read independently or in
pairs
• Write a story about a
brave child and a monster
• Use the writing process to
develop the story
• Record words and
meanings in a personal
dictionary
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
TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from
page 106 in the TG
Duration: 60 minutes
LB page 66
Use the listening text on page 170 of the Learner’s Book. It is a story.
Work with words and sentences
Learners practise using ‘should’ and ‘must’ for obligation.
Independent reading – Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 86 to 87
for additional support.
Duration: 60 minutes
LB page 68
Read the story Theseus and the minotaur. Use the pictures and the title to predict
what the story is about. They are also introduced to some vocabulary from the
story.
Duration: 60 minutes
LB page 68
Learners continue with the comprehension questions started the day before.
Spelling test: Words from the theme
Duration: 60 minutes
LB page 71
Conditional sentences (if)
Learners read the rules and examples in the help box. They practice putting
together conditional sentences based on the story they have read.
Independent reading– Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 90 for
additional support.
Duration: 60 minutes
LB page 72
Learners use pictures and ideas from the theme to start writing a story. They plan
their own stories. They can use a mind map to do this.
Independent reading– Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 88 to 89
Language Structures and
Conventions
(1 hour)
Spelling and punctuation
• Use a dictionary to check
spelling and meanings of
words
• Break longer words into
syllables (smaller chunks)
Work with words and
sentences
• Conditional sentences (if)
• Verbs to describe actions,
‘should’ and ‘must’ to show
obligation, ‘will’ to show
intention
• Adjectives relating to age
and temperature
Vocabulary in context
• Words taken from shared
or individually read texts
• Synonyms
RESOURCES
Platinum English FAL
Grade 5 Learner's Book and
Teacher's Guide
Platinum English FAL Grade
5 Reader
Use the exercises in the
DBOE Workbooks for
additional support.
28
Week 16
LESSON 6:
Listening and
Speaking
LESSON 7:
Reading and
Viewing
LESSON 8:
Reading and
Viewing
LESSON 9:
Language Focus
LESSON 10:
Writing and
Presenting
for additional support.
Duration: 60 minutes
LB page 67
Use the listening text on page 171 of the Learner’s Book. It is a traditional story.
Before they listen to the story, learners say what is happening in a series of
pictures. While they listen, they match the pictures to events in the story.
After they listen, they discuss and retell the story. This is largely a metacognitive
discussion.
Independent reading– Reader
Duration: 60 minutes
LB page 68
Read aloud and work with sentences. Learners work in pairs and take turns to
read the story ‘Theseus and the minotaur’ aloud to each other. Before they start,
go through the word list, as a vocabulary and pronunciation exercise. Learners
also do language in context exercises.
Spelling and Vocabulary in context
Learners complete the activity on words with the ‘ch’ sound. Then they use these
words in sentences. These activities are based on the theme and vocabulary of the
story they read.
Work with words and sentences
Use action verbs, match adjectives and nouns
Work with words
Break words into syllables
Duration: 60 minutes
LB page 70
Learners read the story again. They ask and answer questions about it.
Spelling and Vocabulary in context
Make a personal dictionary: Learners prepare their personal dictionaries.
Spelling test: Words from the theme.
Duration: 60 minutes
LB page 71
Conditional sentences
Independent reading– Reader
Duration: 60 minutes
LB page 72
Learners complete the stories they have planned; following the writing process
outlined in their textbooks.
Spelling: Learners do a spelling text based on new words they learnt in this cycle.
Vocabulary in context
Learners work on their personal dictionaries, bringing them up to date so they
have included information on all the new words in this cycle.
Independent reading– Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 91 to 93
for additional support.
REVISION: Learner’s Book p74
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Formal assessment
Lesson 2: Reading aloud
Lesson 10: Writing a story
Informal assessment
Lessons 3, 4, 8 and 9: Learners swop books to mark each other’s work.
Lesson 5: Take in the stories and make comments – saying, for example, whether the work is good, incomplete, interesting.
Lesson 6: As you go around listening and helping students, note who is having difficulty in expressing ideas or retelling the story.
Lesson 7: Learners mark their own work. Write the answers on the board. Make sure the words are spelt correctly.
29
PLATINUM LESSON PLANS – GRADE 5
Subject: English First Additional Language
Grade: 5
Theme 9: Healthy Habits
Duration: 2 weeks (10 hours)
Term 2 Weeks 17 & 18
Listening and Speaking
(2 hours)
CAPS
Content
and
Skills
Reading and Viewing (5
hours)
• Do daily listening and
speaking practice
• Talk about a photograph
that introduces the theme.
• Listen and respond to oral
instructions
• Answer questions based
on the instructions
• Role play giving
instructions
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
• Read a procedural
text (a recipe)
• Practice reading the
recipe aloud
• Do comprehensions
based on the recipe
• Read independently
or in pairs
Writing and Presenting
(2 hours)
• Write a recipe using a
frame
• Write a short account of a
procedure followed
• Record words and their
meanings in the dictionary
TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from
page 120 in the TG
Duration: 60 minutes
LB page 76
Talk about a photograph of a group of children running to introduce the theme
and explore some of the vocabulary associated with it.
Use the listening text on page 171 of the Learner’s Book: a set of instructions for
warm-up exercises.
Duration: 60 minutes
LB page 78
Learners use scanning techniques; practice reading aloud and answer questions
based on a recipe for salad.
Vocabulary in context
Learners spend about 10 minutes working on their personal dictionaries, bringing
them up to date adding new words that they have learned from the reading and
listening texts.
Independent reading - Reader
Duration: 60 minutes
LB page 78
Learners work in groups of six to eight to carry out the instructions for making a
salad.
Independent reading- Reader
Duration: 60 minutes
LB page 79
Adverbs
Write a recipe
Learners begin writing their own recipe by working through the writing process.
Duration: 60 minutes
LB page 81
Learners continue the writing activity they began in Lesson 4.
Independent reading- Reader
Language Structures and
Conventions
(1 hour)
Spelling and
punctuation
• Spell familiar words
correctly, using a personal
dictionary
Work with words and
sentences
• Words starting with ‘g’
that sound like ‘j’
• Adverbs of degree
• Adverbs of place
• Future tense
• Connecting words to show
contrast (but),reason
(because) and purpose (so
that)
Vocabulary in context
• Words taken from shared
or individually read texts
RESOURCES
Platinum English FAL
Grade 5 Learner's Book and
Teacher's Guide
Platinum English FAL Grade
5 Reader
Learners are required to
carry out the instructions to
make the salad. Each group
should have these
ingredients and utensils: 1
lettuce, 1 cucumber, 3
tomatoes, 1 onion, salt,
pepper, mustard, dried
herbs, oil, lemon juice; and
the following utensils:
paper towel, knife, spoon
chopping board, large bowl,
a cup. If there aren’t taps
nearby, make sure there are
washbasins filled with
water for learners to rinse
the ingredients.
Use the exercises in the
DBOE Workbooks for
additional support.
30
Week 18
LESSON 6:
Listening and
Speaking
LESSON 7:
Reading and
Viewing
LESSON 8:
Language Focus
LESSON 9:
Writing and
Presenting
LESSON 10:
Writing and
Presenting
Duration: 60 minutes
LB page 77
Role play instructions
Learners work in pairs to role-play giving and following instructions for the class.
Duration: 60 minutes
LB page 79
Complete exercises on the future tense using the words ‘are going to’ and ‘will’
and on connecting words to show contrast (but), reason (because),and purpose
(so that).
Vocabulary in context
Learners spend about 10 minutes working on their personal dictionaries, bringing
them up to date adding new words that they have learned from the reading and
listening texts.
Independent reading- Reader
Duration: 60 minutes
LB page 79
The letter ‘g’ pronounced as ‘j’
Independent reading
Duration: 60 minutes
LB page 81
Learners use the method in the recipes they wrote in Lessons 4 and 5 to start
writing an account of a procedure in the form of a paragraph. Learners follow the
writing process, planning their writing and writing notes.
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 101 for
additional support.
Duration: 60 minutes
LB page 81
Learners continue writing accounts of a procedure using the writing process.
They check a partner’s work and then implement feedback and write their final
drafts.
Spelling
Give a spelling test based on new words learnt in this cycle.
Independent reading- Reader
REVISION: Learner’s Book p82
The DBOE Workbook can be used for revision work and homework
FORMAL ASSESSMENT TASK
Formal Assessment
Week 19 & 20 Mid Year Examinations
Informal assessment
Lesson 5: Write this checklist on the board. Each learner should check a partner’s recipe for:
— a heading saying what the food or drink is
— the heading ‘Ingredients’
— a list of ingredients
— the heading ‘Method’
— numbered steps/instructions in the right order.
Lesson 10: Learners informally assess each other’s accounts of a procedure using the checklist in the guidelines above. They give
their partners feedback, so that they can correct their mistakes and write a neat final draft.
31
TERM 3: PLATINUM LESSON PLANS – GRADE 5
Subject: English First Additional Language
Grade: 5
Theme 10: People We Admire
Duration: 2 weeks (10 hours)
Term 3 Weeks 21 & 22
Listening and Speaking
(2 hours)
CAPS
Content
and
Skills
• Do daily listening and
speaking practice
• Talk about a photograph
of well known or heroic
people to introduce the
theme
• Listen to descriptions of
people and takes notes
• Give a personal recount
LEARNING
ACTIVITY
Week 21
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
(5 hours)
Writing and Presenting
(2 hours)
• Read a true story
about a miner called
Richard Simelane
• Do a comprehension on
the story
• Practice reading the story
aloud
• Do a word puzzle using
vocabulary from Grade 5
• Read independently or in
pairs
• Write events in sequence,
rewrite a story
• Use correct grammar,
spelling and format
• Record words and their
meanings in a personal
dictionary
TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from
page 135 in the TG
Duration: 60 minutes
LB page 86
Talk about the photographs of well-known and heroic people
Use the listening text on page 171 of the Learner’s Book.
Work with words and sentences
Learners use the verb ‘to be’ to complete sentences relating to the theme.
Independent reading – Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 2 for
additional support.
Duration: 60 minutes
LB page 88
Read the story of Richard Simelane, Before learners read the story, they use the
pictures and the title to predict what the story is about. They are also introduced
to some vocabulary from the story.
After they read, they do a comprehension of the story, which includes literal and
metacognitive questions.
Work with words and sentences
Learners use the simple past tense to complete an activity. The activity is based on
the theme and vocabulary of the story they read.
Duration: 60 minutes
LB page 88
Learners continue to work on comprehension questions relating to the story of
the theme.
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 2 and 3
for additional support.
Duration: 60 minutes
LB page 91
Subject/verb concord
Independent reading– Reader
Duration: 60 minutes
LB page 92
Write a story: Learners sequence information from the story and rewrite it in full
sentences.
Independent reading– Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 3 to 5 for
additional support.
Language Structures and
Conventions
(1 hour)
Spelling and punctuation
• Spell correctly using a
personal dictionary
• Words starting with ‘g’
can sound like ‘j’ before i, e,
y.
Work with words and
sentences
• Subject verb concord
• Personal pronouns
• Comparative adjectives
• Verb ‘to be’
Vocabulary in context
• Words taken from shared
or individually read texts
RESOURCES
Platinum English FAL
Grade 5 Learner's Book and
Teacher's Guide
Platinum English FAL Grade
5 Reader
Use the exercises in the
DBOE Workbooks for
additional support.
32
Week 22
LESSON 6:
Listening and
Speaking
LESSON 7:
Reading and
Viewing
LESSON 8:
Reading and
Viewing
LESSON 9:
Language Focus
LESSON 10:
Writing and
Presenting
Duration: 60 minutes
LB page 87
Give a personal recount: Learners brainstorm ideas and vocabulary relating to
good role models, or people that learners know and admire.
Work with words and sentences
Pronouns
Independent reading– Reader
Duration: 60 minutes
LB page 89
Practise reading: Learners complete integrated language activities. They work
with comparatives, verb ‘to be’, uncountable noun.
Vocabulary in context
Learners complete the activity on words with the ‘g’ pronounced as ‘j’.
Read a short paragraph
Learners read a paragraph, which they summarise during the writing session.
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 6 for
additional support.
Duration: 60 minutes
LB page 89
Read aloud: Learners read the story of Richard Simelane in pairs. They also do
further comprehension work.
Make a personal dictionary
Learners prepare their personal dictionaries.
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 7 to 9 for
additional support.
Duration: 60 minutes
LB page 91
Concord: Learners continue to do concord exercises with vocabulary related to
the theme.
Independent reading– Reader
Duration: 60 minutes
LB page 93
Make a summary of a story
Spelling
Learners do a spelling test based on new words they learnt in this cycle.
Vocabulary in context
Learners spend time working on their personal dictionaries.
Summarise a paragraph
Learners summarise a short paragraph, with support.
Independent reading– Reader
REVISION: Learner’s Book p94
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Informal assessment
Lesson 1: Learners can mark their own work when you discuss the answers to the listening activity. Take in a few books to check
their answers and how well they are able to mark. Make further corrections if necessary. During the discussion, circulate from
group to group. Take note of learners who are able to express themselves well and those who are struggling to answer the
questions. Take them aside and work on vocabulary when you have time.
Lesson 2: Observe how well learners can talk about the text – content, structure and related matters.
Lesson 3 and 4: Learners mark their own work, with your guidance. Take in some of their books to check their answers and their
marking skills.
Lesson 5: Read and check the writing of as many learners as possible. Focus on full sentences. Take in some books and correct.
Lesson 6: Listen to as many recounts as you can during the course of the lesson. Ask one or two follow-up questions each time.
Lesson 7: 1. Ask learners to swap books and mark each other’s work. Go through the questions, encouraging learners to give the
answers. They should write these on the board. Make sure the words are spelt correctly. 2. For reading aloud: Ask learners to
read at least two paragraphs from the text.
33
PLATINUM LESSON PLANS – GRADE 5
Subject: English First Additional Language
Grade: 5
Theme 11: Beautiful Birds
Duration: 2 weeks (10 hours)
CAPS
Content
and
Skills
Term 3 Weeks 23 & 24
Listening and Speaking
(2 hours)
Reading and Viewing
(5 hours)
Writing and Presenting
(2 hours)
• Do daily listening and
speaking practice
• Talk about a photograph
of an eagle to introduce the
theme
• Have a discussion about
birds
• Talk about a familiar topic
with preparation
• Read information texts
with visuals
• Practice reading the
information texts
aloud
• Do comprehensions based
on the information texts
with visuals
• Read independently or in
pairs
• Draw and label a simple
visual text
• Make a mind map
summary of a short
text
• Record words and their
meanings in the dictionary
LEARNING
ACTIVITY
Week 23
LESSON 1:
Listening and
Speaking
LESSON 2:
Reading and
Viewing
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 150 in the TG
Duration: 60 minutes
LB page 96
Talk about the photograph of a fish eagle to introduce the theme and associated
vocabulary.
Have a class discussion based on the photographs of eight different South African
birds, guided by questions in the Learner’s Book.
Answer integrated language questions about universal truths and phrasal verbs.
Duration: 60 minutes
LB page 98
Learners read an information table about birds.
They then answer comprehension questions based on the text.
Duration: 60 minutes
LB page 98
Learners continue answering the comprehension questions they started in the
previous lesson. This activity is for formal assessment.
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 learned from the reading
and listening texts.
Independent reading - Reader
Duration: 60 minutes
LB page 100
Formal Assessment Task: Number words (Determiners)
Label a diagram
Learners draw and label a diagram based on the theme of birds, for formal
assessment.
Independent reading- Reader
Duration: 60 minutes
LB page 101
Learners complete the writing activity they started in the previous lesson.
Independent reading- Reader
Language Structures and
Conventions
(1 hour)
Spelling and punctuation
• Use a dictionary to check
spelling and meanings of
words
Work with words and
sentences
• Determiners
• Words starting with c and
followed by, -e, -i , or. y:pronounce as s
• Simple present to
describe universal truths
• Possessive pronouns
• Adjectives relating to age,
temperature, and what
things are made of
Vocabulary in context
• Words taken from shared
or individually read texts
• Phrasal verbs
RESOURCES
Platinum English FAL
Grade 5 Learner's Book and
Teacher's Guide
Platinum English FAL Grade
5 Reader
Use the exercises in the
DBOE Workbooks for
additional support.
34
Week 24
LESSON 6:
Listening and
Speaking
LESSON 7:
Listening and
Speaking
LESSON 8:
Reading and
Viewing
LESSON 9:
Language Focus
LESSON 10:
Writing and
Presenting
Duration: 60 minutes
LB page 97
Learners work on their own to plan a talk about birds. They use the questions,
ideas and steps in the Learner’s Book to plan their talks. Provide a checklist to
help them prepare. (Formal Assessment Task)
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 16 to 17
for additional support.
Duration: 60 minutes
LB page 97
Learners present the talks they prepared in the previous lesson. They answer
questions based on their talks.
Duration: 60 minutes
LB page 99
Learners answer integrated language questions on adjectives and possessive
pronouns. Learners read a section of the information table about birds aloud , for
formal assessment.
Vocabulary in context
Learners spend about 10 minutes working on their personal dictionaries, bringing
them up to date by adding new words that they have learned from the reading
and listening texts.
Independent reading- Reader
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 28 to 29
for additional support.
Duration: 60 minutes
LB page 100
The letter ‘c’
Independent reading- Reader
Duration: 60 minutes
LB page 101
Learners read a short factual text about African grey parrots. They copy and
complete a mindmap frame about the text. This is a Formal Assessment Task.
Spelling
Give a spelling test based on new words they learnt in this cycle.
Independent reading- Reader
REVISION: Learner’s Book p102
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Formal assessment
Lesson 3:Reading comprehension
Lesson 4: Language structures and conventions
Lesson 5: Writing
Lesson 7: Speaking
Lesson 8: Reading aloud
Lesson 9: Language structures and conventions
Lesson 10: Reading; writing
Informal assessment
Lesson 1: Write the answers to the Work with words and sentences and the Vocabulary in context questions on the board. Learners
can swap books and mark a partner’s answers.
Lesson 8: Write the answers to the Work with words and sentences on the board. Learners can swap books and mark a partner’s
answers.
35
PLATINUM LESSON PLANS – GRADE 5
Subject: English First Additional Language
Grade: 5
Theme 12: Animals And The Environment
Duration: 2 weeks (10 hours)
CAPS
Content
and
Skills
Term 3 Weeks 25 & 26
Listening and Speaking
(2 hours)
Reading and Viewing
(5 hours)
Writing and Presenting
(2 hours)
• Do daily listening and
speaking practice
• Talk about a photograph
of animals drinking in the
wild to introduce the theme
• Listen to a story about
animals pushed out of their
environment
• Retell the story
• Listen to a poem
• Read a traditional story
about the markings on a
cheetah
• Do a comprehension on
the story
• Practice reading the story
aloud
• Read and discuss poems
• Read independently or in
pairs
• Write a story about
people and animals
• Use the writing process to
develop the story
• Record words and their
meanings in a personal
dictionary
LEARNING
ACTIVITY
Week 25
LESSON 1:
Listening and
Speaking
LESSON 2:
Reading and
Viewing
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 165 in the TG
Duration: 60 minutes
LB page 104
Talk about the photograph of animals drinking in the wild and introduce learners
to the theme. The questions explore some of the ideas and vocabulary they will
come across in the theme.
Listen to a story
Use the listening text at the end of the Learner’s Book.
Retell the story
Learners retell the story to a partner, using past and present tenses, and thinking
of an alternative ending.
Independent reading – Reader
Language Structures and
Conventions
(1 hour)
Spelling
• Spell familiar words
correctly
• Words starting with ‘k’
Work with words and
sentences
• Direct speech and
reported speech
• Subject/verb/object
• Connecting words (if)
Vocabulary in context
• Words taken from shared
or individually read texts
RESOURCES
Platinum English FAL
Grade 5 Learner's Book and
Teacher's Guide
Platinum English FAL Grade
5 Reader
Use the exercises in the
DBOE Workbooks for
additional support.
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 70 for
additional support.
Duration: 60 minutes
LB page 106
Read the traditional story about how cheetahs got their markings. Before they
read, learners talk about animals and their environment. They are also introduced
to some vocabulary from the story.
While they read, they are asked to think about respect for animals and the
environment. After they read, they do a comprehension on the story.
Duration: 60 minutes
LB page 106
Re-read the story of the cheetah’s tears and discuss the moral of the story.
Independent reading- Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 70 and 71
for additional support.
Duration: 60 minutes
LB page 110
Direct speech and reported speech
Independent reading- Reader
Duration: 60 minutes
LB page 111
Learners brainstorm ideas for a story. They use a mindmap to start planning a
story. This is the first stage of the writing process. They will complete their stories
in Lesson 10 (Week 6).
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 71 to73
36
for additional support.
Week 26
LESSON 6:
Listening and
Speaking
LESSON 7:
Reading and
Viewing
LESSON 8:
Reading and
Viewing
LESSON 9:
Language Focus
LESSON 10:
Writing and
Presenting
Duration: 60 minutes
LB page 105
Listen to and perform a poem: Learners answer questions and work with
vocabulary.
Work with words and sentences
Learners find sentences with ‘if’.
Independent reading- Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 74 for
additional support.
Duration: 60 minutes
LB page 108
Read a poem: Learners read a poem about giraffes, and a shorter poem about a
cheetah.
They discuss main ideas and comparisons, like a simile.
Spelling and punctuation
Learners spell words with ‘k’.
Work with words and sentences
Learners put together subject/verb/object sentences using vocabulary from the
story they read.
Duration: 60 minutes
LB page 106
Practise reading: Learners work in pairs and take turns to read the story about
the cheetah. They also practice reading the poem in groups and as a class.
Work with words and sentences:
Recognize and use the connecting word ‘if’
Vocabulary in context
Learners add to their personal dictionaries.
Independent reading- Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 74 for
additional support.
Duration: 60 minutes
LB page 110
Direct speech and reported speech
Spelling
Give a test on words learnt in the theme.
Independent reading- Reader
Duration: 60 minutes
LB page 111
Learners write stories using the writing process.
Spelling
Learners do a spelling test based on new words they learnt in this cycle.
Vocabulary in context
Learners spend about 10 minutes working on their personal dictionaries, bringing
them up to date so they have included information on all the new words in this
cycle.
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 75 to 77
for additional support.
REVISION:
Learner’s Book p112
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Informal assessment
Lesson 1: 1. Learners mark their listening text answers themselves, with your guidance.
2. During discussions, observe who is able to express views easily in English and who needs extra help.
Lesson 3: Learners mark their own work, with your guidance. Collect some of their exercise books and check their answers and
marking. Use the answers provided above to mark the answers, both in class and when you check work.
Lesson 4: Use the time allocated for Independent reading to assess a few learners who have not yet been assessed for reading aloud
and speaking skills. Ask them questions about the story they are reading. Use the ideas and rating scales from Lesson 3.
Lesson 5: Take in and read the stories. Write comments. Read out two or three of the better stories to the class.
Lesson 6: Observe how learners retell the advice in the poem. Give extra attention to those who do not understand the poem.
Lesson 7: Ask learners to swap books and mark each other’s work. Go through the questions, encouraging learners to give the answers. They
should write these on the board. Make sure the words are spelt correctly
37
Lesson 9: Write the correct answers on the board. Learners mark their own work.
PLATINUM LESSON PLANS – GRADE 5
Subject: English First Additional Language
Grade: 5
Theme 13: Long Ago In Egypt
Duration: 2 weeks (10 hours)
Listening and Speaking
(2 hours)
CAPS
Content
and
Skills
• Do daily listening and
speaking practice
• Talk about a photograph
of Tutankhamun’s mask to
introduce the theme
• Have a conversation
about Egypt
• Play a language game
LEARNING
ACTIVITY
Week 5
LESSON 1:
Listening and
Speaking
Term 3 Weeks 27 & 28
Reading and Viewing
(5 hours)
Writing and Presenting
(2 hours)
• Read a procedural text
about how pyramids were
built
• Practice reading the
procedural text aloud
• Read an information text
from across the curriculum
• Do comprehensions based
on information text from
across the curriculum
• Read independently or in
pairs
• Write an information text
• Use the writing process
• Record words and their
meanings in the dictionary
TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from
page 178 in the TG
Duration: 60 minutes
LB page 114
Talk about the photograph of Tutankhamun’s mask to introduce the theme and
some of the ideas and vocabulary they will come across in the theme. Take part in
a conversation about ancient Egypt. This is a Formal Assessment Task.
Independent reading - Reader
LESSON 2:
Duration: 60 minutes
Reading and
Viewing
LB page 116
Learners read about building pyramids and answer questions.
Learners answer three integrated language questions in the Work with words
section.
LESSON 3:
Duration: 60 minutes
Language Focus
LB page 120
Connecting words
Vocabulary in context
Learners spend about 10 minutes working on their personal dictionaries, bringing
them up to date by adding new words that they have learned from the reading
and listening texts.
LESSON 4:
Duration: 60 minutes
Writing and
Presenting
LB page 121
Learners begin the writing process to write an information text of two to three
paragraphs about long ago. This is a Formal Assessment Task.
Independent reading- Reader
LESSON 5:
Duration: 60 minutes
Writing and
Presenting
LB page 121
Learners continue working through the writing process to complete their
information texts in this lesson. Learners should write their final drafts neatly.
Independent reading- Reader
Language Structures and
Conventions
(1 hour)
Spelling
• Spell familiar words
correctly, using a personal
dictionary
• Words starting with a k,
sound and followed by, a, u,
or o.
Work with words and
sentences
• Connecting words
showing addition, sequence
and contrast
• Prefixes and suffixes
• Prepositions that show
position and direction
• Negative forms
• Passive voice
Vocabulary in context
• Words taken from shared
or individually read texts
RESOURCES
Platinum English FAL
Grade 5 Learner's Book and
Teacher's Guide
Platinum English FAL Grade
5 Reader
Try to source some
interesting material
(reading materials and
visuals) on ancient Egypt
(or other places long ago)
for learners to use as
references and/or
inspiration. You can also
ask the Social Science
teacher as he/ she will
also be covering Egypt in
this term.
Use the exercises in the
DBOE Workbooks for
additional support.
38
Week 6
LESSON 6:
Listening and
Speaking
Duration: 60 minutes
LB page 115
The class plays a game with symbols from the Egyptian alphabet.
Independent reading - Reader
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 62 to
64 for additional support.
LESSON 7:
Duration: 60 minutes
Reading and
Viewing
LB page 118
Learners read an information text about mummies and answer questions. This is a
Formal Assessment Task.
LESSON 8:
Duration: 60 minutes
Reading and
Viewing
LB page 119
Learners continue answering the reading comprehension questions on the
information text that they began in Lesson 7.
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 learned from the reading
and listening texts.
Independent reading- Reader
LESSON 9:
Duration: 60 minutes
Language Focus
LB page 120
Adding letters to make new words (Formal Assessment Task)
Independent reading- Reader
LESSON 10:
Duration: 60 minutes
Writing and
Presenting
LB page 121
Learners complete the writing activity they started in Lesson 4. This is a Formal
Assessment Task.
Spelling
Learners do a spelling test based on new words they learnt in this cycle.
REVISION: Learner’s Book p122
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Formal assessment
Lesson 1: Listening and speaking
Lessons 4 & 10: Writing
Lesson 7: Comprehension
Lesson 9: Language structures and conventions
Informal assessment
Lesson 1: Write the answers to the Spelling questions on the board. Learners can swap books and mark a partner’s answers.
Lesson 2: Write the answers to the Work with words and sentences questions on the board. Learners can swap books and mark a
partner’s answers.
39
PLATINUM LESSON PLANS – GRADE 5
Subject: English First Additional Language
Grade: 5
Theme 14: Work People Do
Duration: 2 weeks (10 hours)
Listening and Speaking
(2 hours)
CAPS
Content
and
Skills
• Do daily listening and
speaking practice
• Take part in a
conversation on a familiar
topic: people’s jobs
• Perform simple plays
LEARNING
ACTIVITY
Week 5
LESSON 1:
Listening and
Speaking
Term 3 Weeks 29 & 30
Reading and Viewing
(5 hours)
• Read a play
• Practice reading the
play aloud
• Do a comprehension
based on the play
• Read independently
or in pairs
Writing and Presenting
(2 hours)
• Write a short play
script using a frame
• Use the writing
process
• Record words and
their meanings in the
dictionary
TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from
page 192 in the TG
Duration: 60 minutes
LB page 124
Talk about the photograph of a doctor to introduce the theme and vocabulary
related to the work of a doctor.
Read the play ‘Emergency at the beach’ while learners listen. Learners answer
questions and work with a partner to practice performing the play.
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 18 for
additional support.
LESSON 2:
Duration: 60 minutes
Listening and
Speaking
LB page 125
Learners practice performing the play ‘Emergency at the beach’ with their
partners. Pairs assess each other’s performance.
Independent reading - Reader
LESSON 3:
Duration: 60 minutes
Reading and
Viewing
Language Structures and
Conventions
(1 hour)
Spelling and punctuation
• Use the dictionary to
check spelling and
meanings of words
• Add –es to form plurals
• Punctuate correctly
Work with words and
sentences
• Simple past tense using
regular forms of the verb
• Simple present tense
• Gender forms of some
nouns
• ‘A’ and ‘the’ with nouns
• Connecting words to show
choice (either/or)
Vocabulary in context
• Words taken from shared
or individually read texts
RESOURCES
Platinum English FAL
Grade 5 Learner's Book and
Teacher's Guide
Platinum English FAL Grade
5 Reader
Use the exercises in the
DBOE Workbooks for
additional support.
LB page 126
Learners read the play ‘Lost in town.’ They answer questions about the play on
their own.
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 18
and 19 for additional support.
LESSON 4:
Duration: 60 minutes
Language Focus
LB page 128
The simple present tense
Independent reading- Reader
LESSON 5:
Duration: 60 minutes
Writing and
Presenting
LB page 129
Learners study the format of a play script because they are going to write their
own plays as a Formal Assessment Task later on in the two-week cycle.
Vocabulary in context
Learners spend about 10 minutes working on their personal dictionaries
Independent reading- Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 19 to
21 for additional support.
40
Week 6
LESSON 6:
Listening and
Speaking
Duration: 60 minutes
LB page 125
Learners perform their plays for formal assessment.
Spelling and punctuation
Complete exercises on pages 127 and 128.
Independent reading- Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 22 for
additional support.
LESSON 7:
Reading and
Viewing
Duration: 60 minutes
LB page 128
Read the play ‘Lost in town’ again. Complete the three integrated language
questions in the Work with words and sentences section.
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 learned from the reading
and listening texts.
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 22 for
additional support.
LESSON 8:
Duration: 60 minutes
Language Focus
LB page 129
The simple past tense
LESSON 9:
Duration: 60 minutes
Writing and
Presenting
LB page 129
Learners begin writing their own plays as a Formal Assessment Task. They write
the first draft.
Independent reading- Reader
LESSON 10:
Duration: 60 minutes
Writing and
Presenting
LB page 129
Learners complete the writing process that they started in Lesson 9. They write
the final drafts of their plays.
Spelling
Learners do a spelling test based on new words they learnt in this cycle.
Independent reading- Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 23 to
25 for additional support.
REVISION:
Learner’s Book p130
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Formal assessment
Lesson 3: Reading comprehension
Lesson 4: Language structures and conventions
Lesson 6: Speaking: perform a play
Lesson 8: Language structures and conventions
Lesson 10: Writing
Informal assessment
Lesson 2: Pairs of learners to assess each other.
Lesson 5: Each pair of learners swaps their writing with another pair. They assess each other’s writing.
41
TERM 4: PLATINUM LESSON PLANS – GRADE 5
Subject: English First Additional Language
Grade: 5
Theme 15: Play Safe
Duration: 2 weeks (10 hours)
CAPS
Content
and
Skills
Term 4 Weeks 31 & 32
Listening and Speaking
(2 hours)
Reading and Viewing
(5 hours)
Writing and Presenting
(2 hours)
• Do daily listening and
speaking practice
• Talk about a photograph
that introduces the theme
• Listen to a story about a
boy who finds a wallet and
has to deal with ethical
issues
• Play a spelling game
• Read a story called ‘Take
care, Sameera!’
• Do a comprehension on
the story
• Practice reading the story
aloud
• Do a word puzzle using
vocabulary from Grade 5
• Read independently or in
pairs
• Write a personal recount
in correct sequence
• Write a story, using a
mind map to plan
• Use the writing process to
develop the story
• Record words and their
meanings in a personal
dictionary
LEARNING
ACTIVITY
Week 31
LESSON 1:
Listening and
Speaking
LESSON 2:
Reading and
Viewing
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 207 in the TG
Duration: 60 minutes
LB page 132
Talk about the photograph of a building site to introduce learners to the theme of
safety. The questions explore some of the ideas and vocabulary they will come
across in the theme.
Use the listening text at the end of the Learner’s Book.
Work with words and sentences
Personal pronouns
Independent reading – Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 112 for
additional support.
Duration: 60 minutes
LB page 134
Read the story called ‘Take care, Sameera!’
Before learners read the story, they use the pictures and the title to predict what
the story is about.
After they read, they do a comprehension of the story.
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 113 for
additional support.
Duration: 60 minutes
LB page 135
Learners continue with the comprehension activity from the previous lesson.
Practise reading: Learners work in pairs and take turns to read the story aloud to
each other.
Duration: 60 minutes
LB page 137
Subject verb concord
Independent reading– Reader
Duration: 60 minutes
LB page 139
Learners write a personal recount, describing something that happened to them.
Independent reading– Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 115 for
additional support.
Language Structures and
Conventions
(1 hour)
Work with words and
sentences
• Subject verb
concord(there is/are)
• Countable and
uncountable nouns
• Personal pronouns
• Different types of
adjectives
Vocabulary in context
• Words taken from shared
or individually read texts
Spelling and
punctuation
• Spell correctly using a
personal dictionary
• Double ‘l’ when adding a
suffix
RESOURCES
Platinum English FAL
Grade 5 Learner's Book and
Teacher's Guide
Platinum English FAL Grade
5 Reader
Use the exercises in the
DBOE Workbooks for
additional support.
42
Week 32
LESSON 6:
Listening and
Speaking
LESSON 7:
Reading and
Viewing
LESSON 8:
Reading and
Viewing
LESSON 9:
Language Focus
LESSON 10:
Writing and
Presenting
Duration: 60 minutes
LB page 133
Play a language game: work in groups that compete in a spelling competition.
Spelling: Double ‘l’ when adding a suffix.
Independent reading– Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 114 for
additional support.
Duration: 60 minutes
LB page 135
Learners work in pairs to ask and answer questions about the story.
Vocabulary in context: Learners use words from texts.
Reflect on independent reading texts
Retell stories and do short book reviews
Duration: 60 minutes
LB page 136
Read and solve word puzzles
Learners work with and spell words related to the story.
Work with words and sentences
Use adjectives relating to what things are made of.
Use a personal dictionary.
Learners add to their personal dictionaries.
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 116 for
additional support.
Duration: 60 minutes
LB page 137
Countable and uncountable nouns
Independent reading– Reader
Duration: 60 minutes
LB page 139
Use a mind map to plan a story and write the story using the writing process.
Vocabulary in context
Learners spend about 10 minutes working on their personal dictionaries, bringing
them up to date so they have included information on all the new words in this
cycle.
Independent reading– Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 117 to
119 for additional support.
REVISION: Learner’s Book p140
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Informal assessment
Lesson: 1. Let learners swop books to mark the listening exercise. Write all possible answers on the board.
2. If the discussion is done in groups, circulate from group to group. Take note of learners who are struggling to answer the questions
and give assistance.
Lesson 2: During the course of discussion, assess the ability of individuals to identify setting, characters and sequence of events.
Lesson 3: Learners mark their own work. Refer to the comprehension answers after Lesson 2.
Lesson 4: Learners swop books to mark one another’s work. Write up or call out the answers with learner involvement. Take in a few
books to check answers and marking.
Lesson 5: Take in and read the personal recounts. You do not have to give a mark, but you should look for logical sequencing. Correct
jumbled work.
Lesson 6: Observe whether learners are able to understand the instructions of the game and to play in an organized way. Intervene
and help if a team is having difficulty.
Lesson 7: Ask learners to swop books and mark each other’s pronouns.
Lesson 8 and 9: Learners mark their own work, or swop books. Write up the answers as you go through them.
Lesson 10: Give an impression mark for the stories using the creative writing scale.
43
PLATINUM LESSON PLANS – GRADE 5
Subject: English First Additional Language
Grade: 5
Theme 16: Fire!
Duration: 2 weeks (10 hours)
CAPS
Content
and
Skills
Term 14 Weeks 33 & 34
Listening and Speaking
(2 hours)
Reading and Viewing
(5 hours)
Writing and Presenting
(2 hours)
• Do daily listening and
speaking practice
• Talk about a photograph
that introduces the theme
• Participate in a discussion
about advantages and
disadvantages of fire
• Participate in a discussion
about the purpose and
features of a poster
• Take part in a discussion
for formal assessment
• Read news media texts
• Do a comprehension on
the texts for formal
assessment
• Practice reading the texts
aloud
• Read and interpret a
poster about fire
• Read independently or in
pairs
• Reflect on independently
read texts for formal
assessment
• Read aloud unprepared
texts for formal assessment
• Write an information text,
including advantages and
disadvantages for formal
assessment
• Use the writing process to
develop the text
• Design a poster warning
about fire for formal
assessment
• Record words in a
personal dictionary
LEARNING
ACTIVITY
TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from
page 220 in the TG
Week 33
LESSON 1:
Duration: 60 minutes
Listening and
Speaking
LB page 142
Talk about a photograph that introduces the theme of fire. The questions explore
some of the ideas and vocabulary they will come across in the theme.
Learners work in groups to discuss the advantages and disadvantages of fire. They
report back to the class. (Formal Assessment Task 6begins.)
Independent reading - Reader
LESSON 2:
Duration: 60 minutes
Reading and
Viewing
LB page 144
Read newspaper texts about fires.
Read aloud an unprepared text. (Formal Assessment Task 6)
Work with words and sentences
Learners match adjectives and nouns, putting adjectives before nouns.
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 2 to 3
for additional support.
LESSON 3:
Duration: 60 minutes
Reading and
Viewing
LB page 145
Comprehension and mind map on the information text. Formal Assessment Task 6
LESSON 4:
Duration: 60 minutes
Language Focus
Language focus
LB page 146
Demonstrative pronouns
Work with words and sentences
Learners identify nouns used in the plural only.
Independent reading- Reader
LESSON 5:
Duration: 60 minutes
Writing and
Presenting
LB page 147
Brainstorm ideas, categorise them into a chart and then write paragraphs
describing advantages and disadvantages.
Make a personal dictionary
Learners prepare their personal dictionaries.
Independent reading- Reader
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 4 to 5
for additional support.
Language Structures and
Conventions
(1 hour)
Spelling and punctuation
• Spell correctly using a
dictionary
• Spell words with long
vowels and silent ‘e’.
Work with words and
sentences
• Demonstrative pronouns
• Words with plural only
form
• Adjectives before nouns
Vocabulary in context
• Words taken from shared
or individually read texts
RESOURCES
Platinum English FAL
Grade 5 Learner's Book and
Teacher's Guide
Platinum English FAL Grade
5 Reader
Bring newspapers to
school. Have books/texts
ready for unprepared
reading assessments.
Examples of posters and
big newspaper
advertisements.
Use the exercises in the
DBOE Workbooks for
additional support.
44
Week 34
LESSON 6:
Listening and
Speaking
Duration: 60 minutes
LB page 143
Work in groups. Read and interpret a poster and discuss issues arising from the
message of the poster.
Independent reading- Reader
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 6 for
additional support.
LESSON 7:
Duration: 60 minutes
Reading and
Viewing
LB page 145
Complete the comprehension questions for the newspaper texts already read.
Spelling and Vocabulary in context
Complete the activity on words with long vowels and silent ‘e’.
LESSON 8:
Duration: 60 minutes
Reading and
Viewing
LB page 143
Return to the poster discussed in Lesson 6, and focus on reading and answering
questions in writing.
Spelling test
Words from the theme
LESSON 9:
Duration: 60 minutes
Language Focus
LB page 146
Demonstrative pronouns
Formal Assessment Task 6
Independent reading- Reader
LESSON 10:
Duration: 60 minutes
Writing and
Presenting
LB page 147
Design a poster warning about the dangers of fire. Formal Assessment Task 6
Vocabulary in context
Learners spend about 10 minutes working on their personal dictionaries, bringing
them up to date so they have included information on all the new words in this
cycle.
Independent reading- Reader
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 7 to 9
for additional support.
REVISION: Learner’s Book p148
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Formal assessment
Lessons 2 ,4, 6, 8 and 9: Reading aloud and speaking/discussion
Lesson 5: Writing an information text
Lesson 7: Writing: mind maps
Lesson 9: Language
Lesson 10: Writing: poster
Informal assessment
Lesson 3: Take in and mark mind maps, and give feedback.
45
PLATINUM LESSON PLANS – GRADE 5
Subject: English First Additional Language
Grade: 5
Theme 17: Feelings
Duration: 2 weeks (10 hours)
Term 4 Weeks 35 & 36
CAPS
Content
and
Skills
Listening and
Speaking
(2 hours)
• Do daily listening and
speaking practice
• Listen to a story about a
new girl at school and
answer questions about it
• Tell a story to a partner
LEARNING
ACTIVITY
Week 35
LESSON 1:
Listening and
Speaking
LESSON 2:
Listening and
Speaking
LESSON 3:
Reading and
Viewing
LESSON 4:
Language Focus
LESSON 5:
Writing and
Presenting
Reading and Viewing
(5 hours)
• Read a story about a boy
who is sad
• Practice reading the story
aloud
• Do a comprehension
• Read two poems about
feelings and answer
questions
• Read independently or in
pairs
Writing and
Presenting
(2 hours)
• Write a personal recount
• Write a simple book
review using a frame
• Record words and their
meanings in the dictionary
TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from
page 233 in the TG
Duration: 60 minutes
LB page 150
Talk about the photographs to introduce the theme.
Learners listen to the story of Zola’s first day at her new school and answer
questions about the picture.
Independent reading - Reader
Duration: 60 minutes
LB page 150
Learners work with a partner to discuss the comprehension questions.
They then answer questions on singular and plural nouns and prepositions
showing direction, time and possession.
Independent reading- Reader
Duration: 60 minutes
LB page 152
Learners read the story ‘I’m not small!’ and answer questions based on the story
with a partner and then as a group.
Learners complete an integrated language question on adverbs of time.
Vocabulary in context
Learners spend about 10 minutes working on their personal dictionaries, bringing
them up to date by adding new words that they have learned from the reading
and listening texts
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 34 for
additional support.
Duration: 60 minutes
LB page 156
The word ‘can’
Independent reading- Reader
Duration: 60 minutes
LB page 157
Learners write a story about a time when they felt sad. They go through the five
steps of the writing process and check their own drafts.
Language Structures
and Conventions
(1 hour)
Spelling and punctuation
• Spell familiar words
correctly, using a personal
dictionary
• Add ‘s’ to form most
plurals
Work with words and
sentences
• Modals: ‘can’ to show
ability, ‘may’ to ask for
permission
• Adverbs of time
• Adverbs of frequency
• Prepositions to show
direction, time and
possession
Vocabulary in context
• Words taken from shared
or individually read texts
RESOURCES
Platinum English FAL
Grade 5 Learner's Book and
Teacher's Guide
Platinum English FAL Grade
5 Reader
Use the exercises in the
DBOE Workbooks for
additional support.
46
Week 36
LESSON 6:
Listening and
Speaking
LESSON 7:
Reading and
Viewing
LESSON 8:
Reading and
Viewing
LESSON 9:
Language Focus
LESSON 10:
Writing and
Presenting
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 35 for
additional support.
Duration: 60 minutes
LB page 151
Learners work on a story about children who are unkind to one another. They tell
their stories to a partner and assess each other.
Independent reading- Reader
Duration: 60 minutes
LB page 154
Learners read a poem about an argument and practice reading aloud. They
answer comprehension questions based on the poem and complete an integrated
language exercise on adverbs of frequency.
Duration: 60 minutes
LB page 155
Learners read the poem,’ It is grey out’ and answer questions that require
emotional interpretation.
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 learned from the reading
and listening texts.
Independent reading- Reader
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 36 to 39
for additional support.
Duration: 60 minutes
LB page 156
The word ‘may’
Independent reading- Reader
Duration: 60 minutes
LB page 157
Learners copy a review frame and write a review of a book or story that they have
read.
Spelling
Learners do a spelling test based on new words they learnt in this cycle.
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 40 to 41
for additional support.
REVISION: Learner’s Book p158
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Formal assessment
Lesson 3: Reading: Comprehension
Informal assessment
Lesson 4 and 9: Learners should mark a partner’s answers. Write the answers above on the board for learners to use as a
Memorandum.
Lesson 6: Learners should assess their partners informally.
47
PLATINUM LESSON PLANS – GRADE 5
Subject: English First Additional Language
Grade: 5
Theme 18: Digging Up Dinosaurs
Duration: 2 weeks (10 hours)
Listening and Speaking
(2 hours)
CAPS
Content
and
Skills
• Do daily listening and
speaking practice
• Take part in a
conversation
• Participate in discussion
on less familiar topics
LEARNING
ACTIVITY
Week 37
LESSON 1:
Listening and
Speaking
LESSON 2:
Reading and
Viewing
LESSON 3:
Reading and
Viewing
LESSON 4:
Language Focus
LESSON 5:
Writing and
Presenting
Term 4 Weeks 37 & 38
Reading and Viewing
(5 hours)
Writing and Presenting
(2 hours)
• Read an information text
from across the curriculum
• Practice reading the story
aloud
• Do a comprehension
based on the information
text
• Read and understand a
poster
• Read independently or in
pairs
• Design a poster
• Write an information text
using a frame
• Record words and their
meanings in the dictionary
TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from
page 247 in the TG
Duration: 60 minutes
LB page 160
Learners discuss the questions based on the pictures of fossils and dinosaurs in
their groups.
They are reminded of the rules of conversation.
Independent reading – Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 94 to 95
for additional support.
Duration: 60 minutes
LB page 162
In this lesson and the next (Lesson 3), learners complete the reading
comprehension questions based on the information text ‘Dinosaurs’ and answer
integrated spelling questions covering plurals that do not end in ‘s’.
Duration: 60 minutes
LB page 162
Learners complete the reading comprehension and integrated spelling questions.
Independent reading– Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 96 for
additional support.
Duration: 60 minutes
LB page 165
Adverbs of manner
Independent reading– Reader
Duration: 60 minutes
LB page 166
Learners design a poster that invites people to see something that they have just
discovered.
Vocabulary in context
Learners spend about 10 minutes working on their personal dictionaries, bringing
them up to date adding new words that they have learned from the reading and
listening texts.
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 97 for
additional support.
Language Structures and
Conventions
(1 hour)
Spelling and punctuation
• Use a dictionary to check
spelling and meanings of
words
• Singular and plural forms
of nouns
Work with words and
sentences
• ‘Will’ to indicate
something that will happen
• Adverbs of manner
• Adverbs of degree
• Present progressive tense
Vocabulary in context
• Words taken from shared
or individually read texts
RESOURCES
Platinum English FAL
Grade 5 Learner's Book and
Teacher's Guide
Platinum English FAL Grade
5 Reader
Learners will write an
information text about an
animal that is in danger of
becoming extinct or an
animal that is already
extinct. Try to find
resources about some of
these animals that you can
make available to
learners, e.g. wildlife
magazines and books with
information on animals
from prehistoric times,
(such as dinosaurs),
animals that have become
extinct more recently (like
the quagga), and animals
that are endangered
species (from anywhere in
the world).
Use the exercises in the
DBOE Workbooks for
additional support.
48
Week 38
LESSON 6:
Listening and
Speaking
LESSON 7:
Reading and
Viewing
LESSON 8:
Language Focus
LESSON 9:
Writing and
Presenting
LESSON 10:
Writing and
Presenting
Duration: 60 minutes
LB page 160
Learners have a group discussion using the questions associated with the
information text under ‘Talk about fossils’.
Learners also answer two integrated language questions covering the present
progressive tense and adverbs of degree.
Independent reading
Duration: 60 minutes
LB page 164
Learners study a poster and answer questions about it.
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 98 to 99
for additional support.
Duration: 60 minutes
LB page 165
The future tense with ‘will’
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 learned from the reading
and listening texts.
Independent reading– Reader
Duration: 60 minutes
LB page 166
Learners begin writing an information text about an animal that does not exist
anymore or an animal that is in danger of becoming extinct
Duration: 60 minutes
LB page 166
Learners continue writing the information text that they began in Lesson 9.
Spelling
Learners do a spelling test based on new words they learnt in this cycle.
Independent reading– Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 100 to
101 for additional support.
REVISION: Learner’s Book p167
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Formal Assessment
End of Year Examinations Week 39 & 40
Informal assessment
Lesson 4: Learners swap their books with a partner. They mark each other’s answers using the above memorandum.
Lesson 5: Learners check their own posters
Lesson 10: Learners check their partners’ drafts during the writing process.
49
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