Grade 12 Fal English LP Various

ENGLISH LESSON PLAN: Language level: FAL Grade 12 Duration 50 minutes
WEEK 5
TOPIC: LISTENING ACTIVITY
LOs, ASs and Sub-skills Teaching and learning Evidence produced Assessment methods +
activities tools
LO 1: Listening and The teacher divides the News paper article on

Speaking learners into groups, what it means to be  Oral Questions
identifies good readers and “proudly South African”. answered by groups
AS 3: Demonstrate the gives them paragraphs to ad written
skills of listening to and read from the text. S/He questions by
delivering fluent and then gives learners individual learners
expressive oral instructions on how to  Memoranda
presentations: take notes as the readers
are reading aloud in
groups.
1. Listen to the readers

SS 4: Demonstrate looking out for main ideas
comprehension of oral in the text
texts by recording main 2. See how each idea is
and/or supporting ideas by developed
making notes, checklists, 3. Construct their own
summaries, paraphrases summaries where they
and/or retelling and pick up only main ideas
explaining. 4. Attempt to develop each
idea using their own words
as far as possible
5. Each group assigns a
reporter to present their
responses to the entire
class with other groups
discussing the responses
from each group
(All these activities to be
done in 30 minutes)
Teacher asks learners that

were reading to re-read so
1
that listeners can listen
more closely for more
information and the
teacher asks
comprehension questions
and then learners respond
to those questions orally
(20 Minutes)
 Oral Questions
asked by teacher
SS 5 Listen critically and  Written home work EXPANDED
respond to questions for questions OPPORTUNITIES
clarification Learners will be able to
have their own group
reading sessions and
exercise the skills gained
WEEK 5
TOPIC: NATURE OF BIAS PREJUDICE AND DISCRIMINATION

(Teachers may use OWN Literature)
LOs, ASs and Sub-skills Teacher and learner Evidence produced Assessment methods +
activities tools
LO 2: Reading and Viewing  (i)Teacher organizes Another article with

AS 3: The learner is able to a text that deals examples of bias, prejudice  Groups
recognize how language with bias, prejudice and discrimination can be  Memorandaum
and images may reflect and discrimination used. Learners can be
shape and values and from newspapers, asked to rewrite the article
2
attitudes in texts. magazines or any removing bias, prejudice
other media and discrimination.
available.
(ii)S/He makes copies
of the text
available in class
and groups
learners according
their mixed
abilities and asks
them to read the
article.
 Learners try to;

(i) Identify who the
writer of the
article is.
(ii)What is his/her
race?
(iii) What values
and attitudes is
the writer trying
to promote?
(iv) How does s/he
try to promote
these values and
attitudes?
(v) What words
reflect the
writer’s bias in
trying to promote
such values
and attitudes?
(vi)How would the
learners remove
bias from the text
so that it can be
objective.
3
WEEK 3,4 & 5
TOPIC: Argumentative Essay

(Please treat writing as a process)
activities tools
LO 3: Writing and  (i) The teacher

presenting explains the
requirements of an
AS 1: Demonstrate panning argumentative
skills for writing for a essay to the
specific purpose, audience learners and gives
and context. them the topic.
S/He asks the List of ideas from different
SS 1: Explain the learner to groups
requirements of different brainstorm the
tasks topic in groups.
(ii) Learners report
to the entire class
and discuss the
reports.
SS 2: Identify the target
audience and the specific  (i) The teacher
purpose such as narrating, explains to the
entertaining, persuading, learners the
arguing, explaining importance of the
informing, describing and target group when
4
manipulating etc. writing a creative
text so that when
they write they
observe this.

(ii)Learners take
notes
 (i) The teacher

explains the text to
SS 3: Identify and explain be produced and all
types of texts to be the requirements
produced such as thereof while
imaginative, informational, (ii)Learners take
creative, transactional and notes.
multi-media text.
 The teacher
explains the style of
SS 4: Decide on and apply writing an
appropriate style, point of argumentative
view and format of texts. essay and
everything that has
to do with style A research report
such as tense etc.
 Learners do as
instructed.
SS 5: Research topics from  The teacher allows

familiar sources and record learners to go and
findings. research the topic Organised work
from a number of
sources.
 Learners research
SS 6: Locate, access, select, topics from familiar
organize and interpret sources & record
relevant data from familiar their findings.
sources.
 The teacher asks

learners to organise
5
SS 7: Develop coherent their work such
ideas and organize these that it becomes
by using techniques such ready for first draft. The teacher asks learners
as mind-maps to pick up main ideas and List of main ideas arranged
arrange them for for paragraph
paragraphs. The learners development.
 (i) The teacher asks develop these ideas to
learners to organise create paragraphs.
LO 3 Writing and their work so that it
Presenting can create a
AS 2: Demonstrate the use coherent whole.
of writing strategies and
techniques for first draft. (ii) Learners oblige.
 (i) The teacher asks

the learners to
select main ideas
and arrange them
for paragraphs.
(ii) Learners then Arranged paragraphs
develop these ideas
to create
paragraphs.
SS 1: Use main and
supporting ideas
effectively from the
planning process.
SS 2: Experiment with
format and style for  (i) The teacher asks
creative purposes. learners to arrange
the paragraphs.
(ii) The learners
arrange the text in
preparation for
first draft.
SS 3: Identify and use
stylistic and rhetorical  (i) The teacher asks
devices appropriately such learners to use
as figurative language, decorative language
word choice, vivid to make the essay
description, personal voice interesting.
and style, tone, symbol, (ii) The learners
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colour, placement and apply stylistic and
sound. rhetorical devices.
AS 2:
SS 4: Use a variety of  (i)The teacher asks Improved paragraphs

sentence types and the learners to
sentences of different work on their
lengths and structures sentence
effectively. construction. The
learners develop
their sentences
using conjunctions,
adjectives and
adverbs to beautify
their language.
SS 5: Apply paragraph  (i)The teacher asks

conventions to ensure the learners to
coherence work on their
paragraphing.
 (i) Learners work on

the coherence and
cohesion of their
paragraphs.
First draft
 Individual
 Rubric
LO 3 Writing and
Presenting
A more coherent and
AS 3: Reflect on, analyse cohesive draft
and evaluate own work, 
considering the opinion of
others, and present final
draft.
7
SS 1: Use set criteria for A more appropriate essay
overall evaluation of own
& others writing for
improvement.  The teacher asks
groups (of learners)
to evaluate their
own work and also
to exchange with
other groups and
SS 2:Improve coherence assess their work.
and cohesion in overall
structure.
 Groups look at An improved draft
cohesion and
coherence of the
essays and improve
SS 3: Evaluate whether where necessary.
content, style, register and
effects are appropriate to
purpose, audience and  Teacher asks
context and adjust where groups to look at
necessary. words, sentences
and paragraphs to
remove
inappropriate
expressions.
 Groups work on An essay that displays
words, paragraphs tolerance and compliance
SS 4: Refine word choice & and language to to constitution
sentences & paragraph produce acceptable
structure and ambiguity, expressions.
slang, offensive language &
unnecessary jargon.  The teacher asks
groups to look at
words, sentences
and paragraphs to
remove
inappropriate
expressions. Final draft
 Individual
 Groups work on  Rubric
words, paragraphs
SS 6: When refining and language to
8
demonstrate sensitivity to produce acceptable
human rights, social, expressions.
cultural, environmental
and ethical issues such as
gender, race, disability,  Teacher asks
age, status, poverty, groups to check for
lifestyles, ethnic origins, tolerance and
religion, globalization, HIV adherence to
and AIDS & other diseases. constitution to
avoid offending
others.
SS 7: Present final draft
paying attention to  Groups work on
appropriate presentation this
style, such as a neatly
presented text or striking a
colourful poster.  Teacher asks
learners to write
the final draft under
controlled
conditions and
without assistance
from other
preparation stages,
but attaching the
work used during
planning as
evidence
 Learners write the
final draft under
strictly controlled
conditions.
9
10
WEEK 5
TOPIC: Nature of bias, prejudice and discrimination (Teacher may use own literature)
activities tools
LO4 Reading and Viewing  Teacher organizes a Another article with

text that deals with examples of prejudice and  Groups
AS 3: The learner is able to bias, prejudice and questions asking learners  Memoranda
read and view for discrimination from to rewrite the article
understanding and to a variety of texts removing bias, prejudice
evaluate critically and e.g. newspaper, and discrimination.
respond to a wide range of magazines or any
texts. other media
available. S/He
makes copies of the
text available in
class and groups
learners according
to their mixed
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abilities ad asks
them to read the
article.
SS 2: Recognise and  Learners try to;

explain the nature of bias,
prejudice and (i) Identify who
discrimination. the
author/writer
of the article
is.
(ii) What his/her
race is
(iii) How s/he
reports the
story.
(iv) What words
s/he uses to
demonstrate
bias,
prejudice or
discrimination
(v) How learners
would remove
bias in the
text so as to
make it
objective.
12
WEEK 5
TOPIC: Critical language awareness (Teach in context.)
activities tools
LO 4: Language  Teacher groups Questions on the

learners and gives advertisement  Group
AS 3: Develop critical them an  Memoranda
language awareness advertisement
asking them to look
SS 1:Explain denotation through the advert
and connotation and and pick up/select
implied meaning. difficult words. in a
dictionary that are Meaning of words
taken from a
passage
 Learners guess the

meaning of these
words from context
and also look them
up in the dictionary
so as to see the
difference in
meaning and how
the words are used
in the text. Learners
look at the
emotional and
figurative language
so as to identify
how it can
influence the
SS 3: Identify and meaning.
challenge subtle bias and
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stereo-typing, emotive,  Teacher asks the
persuasive and learners to view the
manipulative language and entire
produce alternative ways advertisement
of expression. looking at how
language has been
used to manipulate
and persuade
people to buy
whatever is being
sold.
 Learners are asked

to restate the
. advert removing all
emotive words.
WEEK 6,7,8,9
TOPIC: Prepared Speech
activities tools
LO 1: Listen & Speaking
AS 2: Demonstrate  Teacher uses YCA Researched Information

planning & research skills guide to explain
for oral presentations. how speech should
be presented and
14
explains the
SS 1: Research a topic by intricacies of
referring to a wide range speech preparation
of sources. and presentation.
S/He divides the
SS 2: Organise material learners into groups
coherently by choosing and gives out a
main ideas and relevant & topic.
accurate details or  Teacher asks Collated information
examples for support. learners to collate
and arrange
information
learners collected,
organise it such
that each main idea
constitutes a
paragraph and is
developed fully.
 Learners
brainstorm the
given topic. They go
and research the
topic.
 Learners collate
information and
develop main ideas
. fully
SS 3: Identify and choose Language structure &

appropriate formats,  Teacher asks proper format
vocabulary & language learners to develop
structures and vocabulary
conventions. appropriate to
speech as well as
structures.
 Groups work at
developing
language structures
and format
appropriate speech
conventions.
SS 4: Prepare effective  Teacher asks

introductions and endings learners to prepare
15
the speech
developing
appropriate
introductions and
conclusions.
 Learners in groups
prepare the speech
paying attention on
developing
captivating  Individual
introductions and  Rubric
breathtaking
conclusions.
SS 5: Incorporate
appropriate visual, audio &  Teacher asks
audio-visual aids such as learners to prepare
charts, posters, teaching and
photographs, slides, learning aids to
images, music, sound and enhance their
electronic media. presentation.
Effective introductory and
 Learners in groups concluding paragraphs
then prepare audio-
visual materials to
assist them to
present the speech
effectively and
convincingly.
Note: The last two weeks Speech

are spent on speech
presentation by each
individual and task 3
marks are allocated to
each individual learner.
16
WEEK 6 & 7
TOPIC: Visual Literacy (Cartoon- See English handbook p.110)

& also Teaching Support material on graphic literacy pp1-27)
17
activities tools
LO 2: Reading & Viewing
Evaluate the meaning of a  Teacher divides Questions on the

wide rage of written, visual, learners in groups cartoon or  Individual
audio and audio-visual texts and hands out a alternatively-  Memorandaum
cartoon and asks another cartoon.
learners to find
relevant
information and
details from text.
 Learners go
SS 1: Fid relevant information through the text
and detail in text. looking for
information such
as;
Who the
characters are, are
SS 2: Recognise how they true to life,
selections and omissions in caricatured etc.
texts can affect meaning. They also look at
speech bubbles
and say whether
they are thought
or speech bubbles.
They discuss the
speech looking @
the font size of the
words and try to
say why this font is
used in the
cartoon.
 Teacher asks
learners to look
more closely at the
text to find out if
there is any
omission of words
and then discuss
the effect of this.
 Learners do as
18
SS 3: Distinguish between fact instructed also
and opinion and give own paying attention to
responses. the words selected
in the text.
 Teacher asks
learners to view
the text to see if
what is presented
is fact or opinion
 Learners
interrogate the
text and check for
objectivity or
subjectivity which
may be found and
then present their
own opinion.
SS 4: Recognise the difference
between direct and implied
meaning
 Teacher asks
learners to look at
meaning trying to
find out whether
there is direct
SS 5: Explain the meaning or
writer’s/narrator’s/character’s underlying/implie
viewpoint and give some d meaning.
supporting evidence from the
text.
 Teacher asks
learners to check
whose viewpoint is
used in the text
SS 6: Explain the socio- and analyse it
political and cultural giving evidence for
background. their findings.
 Teacher asks
learners to look at
19
SS 7: Recognise and explain background of text
the effect of a wide range of and say what it is,
figurative and rhetorical giving evidence. Expanded opportunity
language and literary devices Learners bring own
such as metaphor, simile, cartoons & do them in
personification, metonymy,  Teacher asks groups
onomatopoeia, symbolism, learners to look for
puns, hyperbole, contrast, devices used in the
caricature, irony, satire, text.
paradox, antithesis and  Learners re-read
anticlimax on the meaning of the text looking for
the text. devises used in
text and supply
evidence.
20
ENGLISH LESSON PLAN: Language level: FAL Grade 12 Duration 2 Weeks
WEEK 6 & 7
TOPIC: Advertisement (See Teaching Support Material on Graphic Literacy pp28-35)
21
activities tools
LO 3: Writing and A finished advertisement

Presenting Rubric Individually
AS 1: Demonstrate
planning skills for writing
for a specific purpose,
audience and context
 Teacher forms
SS 1: Explain the groups and gives
requirements of different out an
tasks. advertisement to
learners. S/He
explains the
requirements of an
advertisement to
learners.
 Learners take notes
SS 2: Identify target  Teacher asks the

audience and the specific learners to identify
purpose such as narrating, the target audience
entertaining, persuading, (i.e. who is the
arguing, explaining, advert targeting)
informing, describing and  Learners identify
manipulating. the target group
and go on to say
that this is meant to
manipulate people
into buying the
product giving
evidence.
 Teacher explains to
SS 3: Identify & explain the learners the type of
types of texts to be text to be produced
22
produced such as at the end of the
imaginative, informational, lesson. S/he talks
creative, transactional & about different
multi-media texts. types such as
imaginative &
informational
 Learners take
notes
SS 4: Decide on apply the

appropriate style, point of  Teacher asks
view and format of texts. learners to go and
research topic and
come to report
 Learners go and
research
 Teacher asks
learners to go and
SS 5: Research topics from research topic and
familiar sources & record come to report.
findings.  Learners go and
research.
 Teacher asks
learners to do
SS 6: Locate, access, select, mind-mapping with
organise and integrate the information
relevant data from familiar that they have
sources. collected
 Learners do mind-
SS 8: Develop coherent mapping.
ideas & organise these by
using techniques such as
mind maps, diagrams, lists
of key words, flowcharts
etc.  Teacher asks the
learners to develop
SS 9: Use some visual and some visuals to
design elements accompany the
appropriately. advert
 Learners develop
23
the visuals
LO 3: Writing & Presenting
AS 2: Demonstrate the use

of writing for first drafts.
SS 1: Use main supporting

ideas effectively from the Teacher, From the
planning process. researched material, asks
learners to have main ideas
which will require big font
size and which ones will
require a smaller font size
and how supporting ideas
will be phrased.
 Learners do what
they have been
asked to do.
 Teacher asks
SS 2: Experiment with learners to decide
format and style for on the format and
creative purpose. style of the advert.
 Learners design the

format
 Teacher asks the

learners to use
SS 6: Use conjunctions, decorative language
pronouns and adverbs to for effect.
ensure cohesion.
 Learners then think
of appropriate
decorative language
to create cohesion
and arouse interest
24
of prospective
buyers.
LO 3 Writing & Presenting
AS 3:Reflect on, analyse &

evaluate own work,
considering the opinions of
others and present final
product
 Teacher asks the
learners to evaluate
SS 1: Use the criteria for their own work
overall evaluation of own  Learners evaluate
and others’ writing for their own work and
improvement. also exchange their
essays and evaluate
that of other
groups.
 Teacher asks
learners to look at
SS 2: Improve coherence & cohesion and
cohesion in overall coherence of the
structure. advert
 Learners view
whether text is
coherent and
cohesive or
otherwise.
 Teacher asks
learners to look at
content, style,
SS 3: Evaluate whether register and effects.
content, style, register and
effects are appropriate to  Learners do so and
purpose, audience and adjust where
context & adjust where necessary.
25
necessary.
 Teacher asks
learners to write
final draft under
SS 7: Prepare a final draft controlled
by proofreading & editing conditions
 Learners write their

final drafts &
submit them for
marking
(assessment?).
WEEK 6
TOPIC: Parts of Speech (Ensure that this is taught in context)
26
activities tools
Question
LO 4: Language  Individually
 Memorandaum
As 2: Use structurally
sound
Sentences in a meaningful
and functional manner.
 Teacher forms
SS 1: Identify and use parts groups &
of speech such as nouns, distributes a
verbs, pronouns, passage to learners
adjectives and adverbs in a & ask them to read
wide range of texts the text. S/He then
accurately and asks learners to
meaningfully. look up different
parts of speech,
select & use them
accurately &
accurately.
 Learners do as
instructed.
 Teacher asks
SS 2: Use verb forms & learners to
auxiliaries to express tense concentrate on
& mood in familiar verbs and look at
contexts with increasing tenses and mood.
accuracy.  Learners work on
verbs
Negative Forms
 Teacher asks
learners to use
SS 3: Use negative form negative forms
correctly
 Learners use
negative forms in
sentences
Sentences
 Teacher asks
learners to use
subjects, objects,
SS 4: Use subject, object & and predicates
27
predicate correctly and correctly
construct simple  Learners construct
sentences. simple sentences
using subject,
objects and
predicates
 Teacher asks
learners to use
statements,
questions,
SS 5: Recognise & use commands and
different sentence types instructions
such as statements,  Learners follow
questions, commands and instructions
instructions correctly
WEEK 7
TOPIC: Comparative & Superlative degree (Ensure that this is taught in context)
(See pages 27-30 English Handbook)
28
activities tools
LO 4: Language
AS 1: Identify and explain  Teacher looks for a Question on a new

the meaning of words. passage dealing passage  Individually
with comparative  Memorandaum
and superlative
degrees (it could be
in previous years
question paper on
cloze procedure).
SS 4: Use the comparative S/He then asks
& superlative degrees of learners in groups
adjectives and adverbs to decide whether
correctly. the spaces should
be closed using
comparative or
superlative degrees
and explain.
 Learners follow
instructions
29
WEEK 8 & 9
TOPIC: Fact & Opinion. (Ensure that this is taught in context)

(See pages 45 English Handbook)
activities tools
AS 1: Evaluate the Questions

meaning of a wide range  Groups
of written visual, audio &  Memorandaum
audio-visual texts.
SS 1: Find relevant  Teacher forms

information and detail in groups and hands
texts. out the
comprehension
passage “Women
are from Venus and
men are from
Mars”. S/He asks
learners to read
through the text
following the skills
for reading a
passage in LOo1s,
AS 1, SS1-4. S/he
also asks learners to
30
find information
and detail from text
regarding fact and
opinion.
 Learners do as
SS 3: Distinguish between instructed.
fact & opinion and
motivate own response.  Teacher asks
learners to find fact
from the text and
give evidence why
they say it is fact
and also opinion.
 Learners follow the
teacher’s
instructions.
SS 4: Explain the difference
between implied and  Teacher asks
direct meaning. learners to look at
the different levels
of meaning (direct
& implied and look
at instances where
each is used and
give evidence.
 Learners oblige.
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llm j ./
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Term 2 Week 1
TOPIC: Derivatives of Words – Borrowed Words.
31
LOs, ASs and Sub-skills Teaching and learning activities Evidence produced Assessment methods +
tools
LO 4: Language
AS 1: Identify & explain  Teacher explains that

meanings of words and languages are dynamic
use them correctly in a and exchange words. S/He Questions on all
wide range of texts gives an example with three types  Groups
accurately & meaningfully. other words that are  Memoranda
borrowed from Latin for
English. Teacher then asks
SS 5: Recognise how learners to look up words
languages borrow from from the dictionary and
one another. look for the origin of
those words.
 Learners do the exercise

using the dictionary
(reference; South African
Oxford Dictionary) but
also look at other
derivatives in other
languages such as
Afrikaans and IsiXhosa.
 Learners do the exercise

using the dictionary but
also look at other
derivations in other
languages such as
Afrikaans to IsiXhosa;
Tafel – itafile
Stoel – isitulo etc
Term 2
TOPIC: Comprehension Work
32
tools
 Teacher asks learners to

AS 1: Demonstrate various predict what they expect
reading and viewing to get from the passage.
strategies for  Learners then predict um
comprehension and what the passage is about
appreciation. and report. The
predictions are then
SS 1: Ask questions to discussed. follow
make predictions. instructions.
Main ideas
SS 2: Skim text to identify  Teacher asks learners to
main ideas by reading skimreread text ftor main
introductions, titles, first ideas paying attention to
paragraphs and title & main passage.
introductory sentences of  enhance their
paragraphs understanding. Learners
read through the text
looking for main ideas.
Supporting ideas
SS 3: Scan texts for  Teacher ask learners to

supporting ideas. scan the text for
supporting ideas.
 Learners scan text for
supporting ideas
 Teacher instructs learners

SS 4: Read fluently & to read fluently according
attentively according to to purpose & task.
purpose & task.  Learners do as instructed.
33
Summary of the
passage

SS 5: Summarise main summarise the text in
ideas in point form, point form learners
sentences & paragraphs. summarise the passage.
 Learners summarise
passage.
 Teacher direct learners to

SS 6: Infer the meaning of look for unfamiliar words
unfamiliar words & and get meaning from the
unfamiliar contexts. text, then direct them to
look up exact meanings
from the dictionary.
 Learners follow
instructions.
SS 7: Re-read, revise &
review to promote  Teacher asks learners to
understanding. re-read, revise & review
text to promote
understanding.
 Learners re-read texts as

per instruction.
Term 2 Week 2
TOPIC: Gender, Plurals & Diminutives (English Handbook p22-25)
34
tools
LO 4: Language
AS 1: Identify & explain  Teacher explains that

meanings of words and plurals mean MANY. He
use them correctly in a gives learners in groups Questions on all
wide range of texts NOUNS in singular and three types  Groups
accurately & meaningfully. asks them to give their  Memoranda
plurals to do baseline 
exercise.
SS 5: Use gender, plurals &  Learners do as instructed.
diminutives of nouns
correctly.  Teacher informs learners
that GENDER has
MASCULINE and FEMINE,
NEUTER and COMMON
genders (see p24). Teacher
then looks at
DIMINUTIVES, telling
learners that it is about
young and old or adult
(see p25).
 Learners construct
sentences.
35
Term 2 Week 5
TOPIC: Sentence Types
tools
LO 4: Language
AS 2: Use structurally  Teacher forms groups and

sound sentences in a gives each group an
meaningful & functional extract and ask them to Questions
manner. identify parts of speech  Groups
and write them down.  Memoranda
 Learners identify these
parts of speech
 Teacher then asks learners

SS 1: Identify & use parts to use these parts of
of speech such as nouns, speech in constructing
verbs, pronouns, sentences.
adjectives & adverbs in a  Learners construct
wide range of texts sentences.
accurately & meaningfully.
SS 2: Use verb forms and  Teacher explains to

auxiliaries to express tense learners that there are
and mood in familiar finite, infinite and
contexts with increasing auxiliary verbs and ask
accuracy. learners to identify these
verb forms from the text.
 Learners identify the verb

forms and use them in
SS 4: Use subject, object, & sentences of their own.
predicate correctly.
identify subjects, objects &
predicates and use them
create correct &
meaningful sentences.
36
 Learners get on with the
task creating sound and
meaning sentences.
ENGLISH LESSON PLAN: Language level: FAL Grade 12 Duration 3 weeks
Term 2
TOPIC:
37
tools
AS 3: Demonstrate the
skills of listening to
delivering fluent &
expressive oral
presentation.
SS 2: Use and respond divide into groups and
effectively to tone, voice listen to the text to be
projection, pace, eye read to tem.
contact, posture &  Learners are asked to take
gestures. notes and also listen to
how reading is done
noting tone, voice
projection, pace etc.

SS 4: Demonstrate listen to pronunciation so
comprehension of oral that they can emulate the
texts by recording main & reader.
supporting ideas by making
notes, checklists,  Learners listen carefully to
summaries and the reader and take notes
paraphrases and or by paying particular attention
retelling and explaining. to main and supporting
ideas, summarizing and
paraphrasing what they
listen to.
 Teacher ask learners to

listen critically and
SS 5: Listen critically and respond to questions and
respond to questions for ask for clarities if unclear
clarification. about something.
The following two weeks of this

lesson is taken up by reading. The
teacher is supposed to do task 6
as indicated in the Work
Schedule.
38
ENGLISH LESSON PLAN: Language level: FAL Grade 12 Duration 3 weeks
Term 2 Week 7
TOPIC:
39
tools
AS 3: Reflect on, analyse,

evaluate.
 Teacher explains to
learners what a review is; Final Product
● A personal response that -Review Group
shows your overall impression Rubric
of a piece of literature, work
of art, restaurant or theatre.
● It is written from a personal
point of view & therefore
uses the first person pronouns
(I, me).
● The present tense is
generally used
● Use adjectives & emotive
words appropriately to
convey thoughts & feelings.
The tone may be used to
inform and/or entertain the
audience.
● Substantiate your viewpoint
view references to the text or
other reliable sources.
● Comments or technical
aspects may be made e.g.
lighting and sound.
● A judgement of the subject
is made and recoendations
may be included.
● Teacher then focuses on
book review as follows;
- The aim is to offer
information about the bok
and to instill an interest in
it
- Book review should briefly
discuss the plot, setting &
characters but should not
40
be over-explicit.
Reviewer has to take
standpoint & offer his
opinion.
SS 8: Present final draft
paying attention to Learners, during all this time are
appropriate presentation taking notes. After that they
style such as neatly review any book that they have
presented text or striking, read using the information given
colourful poster. to them.
41

Grade 12 Fal English LP Various

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ENGLISH LESSON PLAN: Language level: FAL Grade 12 Duration 50 minutes

TOPIC: LISTENING ACTIVITY

LO 1: Listening and The teacher divides the News paper article on

1. Listen to the readers

Teacher asks learners that

ENGLISH LESSON PLAN: Language level: FAL Grade 12 Duration 50 minutes

TOPIC: NATURE OF BIAS PREJUDICE AND DISCRIMINATION

LO 2: Reading and Viewing  (i)Teacher organizes Another article with

 Learners try to;

WEEK 3,4 & 5

TOPIC: Argumentative Essay

LO 3: Writing and  (i) The teacher

 (i) The teacher

SS 5: Research topics from  The teacher allows

 The teacher asks

 (i) The teacher asks

SS 4: Use a variety of  (i)The teacher asks Improved paragraphs

SS 5: Apply paragraph  (i)The teacher asks

 (i) Learners work on

LO4 Reading and Viewing  Teacher organizes a Another article with

SS 2: Recognise and  Learners try to;

TOPIC: Critical language awareness (Teach in context.)

LO 4: Language  Teacher groups Questions on the

 Learners guess the

 Learners are asked

ENGLISH LESSON PLAN: Language level: FAL Grade 12 Duration 50 minutes

TOPIC: Prepared Speech

LO 1: Listen & Speaking

AS 2: Demonstrate  Teacher uses YCA Researched Information

SS 3: Identify and choose Language structure &

SS 4: Prepare effective  Teacher asks

Note: The last two weeks Speech

TOPIC: Visual Literacy (Cartoon- See English handbook p.110)

LO 2: Reading & Viewing

Evaluate the meaning of a  Teacher divides Questions on the

TOPIC: Advertisement (See Teaching Support Material on Graphic Literacy pp28-35)

LO 3: Writing and A finished advertisement

SS 2: Identify target  Teacher asks the

SS 4: Decide on apply the

AS 2: Demonstrate the use

SS 1: Use main supporting

 Learners design the

 Teacher asks the

LO 3 Writing & Presenting

AS 3:Reflect on, analyse &

 Learners write their

ENGLISH LESSON PLAN: Language level: FAL Grade 12 Duration 2 Weeks

TOPIC: Parts of Speech (Ensure that this is taught in context)

ENGLISH LESSON PLAN: Language level: FAL Grade 12 Duration 50 minutes

AS 1: Identify and explain  Teacher looks for a Question on a new

TOPIC: Fact & Opinion. (Ensure that this is taught in context)

LO 4: Reading & Viewing

AS 1: Evaluate the Questions

SS 1: Find relevant  Teacher forms

ENGLISH LESSON PLAN: Language level: FAL Grade 12 Duration 50 minutes

TOPIC: Derivatives of Words – Borrowed Words.

AS 1: Identify & explain  Teacher explains that

 Learners do the exercise

 Learners do the exercise

ENGLISH LESSON PLAN: Language level: FAL Grade 12 Duration 2 Weeks

TOPIC: Comprehension Work

LO 2: Reading & Viewing