Intermediate Phase Grade 6 Lesson Plans: 2012 Platinum ENGLISH First Additional Language

INTERMEDIATE PHASE
GRADE 6 LESSON PLANS
2012
Platinum ENGLISH
First Additional Language
CONTENTS PAGE
CONTENTS PAGE ...................................................................................................................................... 2

ENGLISH FIRST ADDITIONAL LANGUAGE WORKSCHEDULE GRADE 6 ................................. 3
TERM 1.....................................................................................................................................................................3
TERM 2.....................................................................................................................................................................3
TERM 3.....................................................................................................................................................................4
TERM 4.....................................................................................................................................................................5
EXEMPLAR TEACHING GUIDELINE– GRADE 6 ............................................................................... 6
THEME 1: AFTER SCHOOL ......................................................................................................................................6
TERM 1: PLATINUM LESSON PLANS – GRADE 6 ......................................................................... 16
THEME 1: AFTER SCHOOL ................................................................................................................................... 16
THEME 2: HEROES ................................................................................................................................................ 18
THEME 3: STAND UP FOR YOURSELF ................................................................................................................ 20
THEME 4: BE CREATIVE....................................................................................................................................... 23
THEME 5: FANTASTIC FOOD ............................................................................................................................... 26
THEME 6: PLAYING TRICKS ................................................................................................................................. 29
THEME 7: USEFUL PLANTS ................................................................................................................................. 31
THEME 8: SCHOOL OUTINGS ............................................................................................................................... 33
THEME 9: TIME FOR TELEVISION ...................................................................................................................... 35
THEME 10: SPECIAL PLACES .............................................................................................................................. 38
THEME 11: TAKE CARE OF OUR WATER! ........................................................................................................ 41
THEME 12: SPACE ADVENTURE ......................................................................................................................... 43
THEME 13: SCIENCE AND TECHNOLOGY ......................................................................................................... 46
THEME 14: ACT IN PLAYS ................................................................................................................................... 48
THEME 15: SPECIAL DAYS .................................................................................................................................. 50
THEME 16: MAKING MUSIC ................................................................................................................................ 52
THEME 17: WEATHER ......................................................................................................................................... 55
THEME 18: SUMMER’S HERE! ............................................................................................................................ 58
2
ENGLISH First Additional Language WORKSCHEDULE GRADE 6
TERM 1
Teaching
Formal
THEME
WEEKS
Language Structures and

Listen and Speak Read and View Write and Present Assess
and conventions Learning
ment
Material
Listen to a story and Read a story and answer Story Spell familiar words Baseline LB pp 1–
answer questions questions Personal dictionary Use a dictionary assessm 10
Language game (give and Read a story aloud Word families ent TG pp 1–
1. After School
follow instructions) Word puzzle Sight words 16

Daily listening and Independent reading High frequency words
1-2
speaking Subject-verb concord

Countable nouns
Simple past tense
Pronouns
Words from texts read
Factual recount of a news News report E-mail Personal letter Factual Use a dictionary Term 1 LB pp 11–
event Advertisement recount Alphabetical order FAT 1 20
Sustain a conversation on Independent reading: Personal dictionary Break words into smaller TG pp 17–
a familiar topic Summarise text parts 35
2. Heroes
Daily listening and Articles ‘a’ and ‘the’

3-4
speaking Adjectives of comparison

Present progressive
tense
Modals
Adverbs of time
Listen to and summarise Read a story and answer Diary entry Use a dictionary Term 1 LB pp 21–
a story questions Personal dictionary Alphabetical order FAT 2 30
Daily listening and Read aloud Words with ‘g’ TG pp 36–
3. Stand up for
speaking Diary entries Personal pronouns 48

Yourself
Independent reading: Verbs to describe actions

5-6
Express own opinion Prepositions

Question forms
Capital letters
Homonyms
Instructions Information text with Description of a simple Use a dictionary Term 1 LB pp 31–
Describe a process visuals process Words starting with ‘ce-’, FAT 2 40
4. Be creative
Daily listening and Follow instructions Definitions of common ‘ci-’ or ‘cy-’ TG pp 49–
speaking Word puzzle nouns Command form of verb 65
7-8
Read aloud Personal dictionary Past progressive tense

Independent reading: Design, draw and Prepositions
Reflect on texts read complete a collage Negative concord
Poetry Poetry Descriptions of people Use a dictionary LB pp 41–
5. Fantastic food
Word game Read poems aloud and objects Words with a ‘k’ sound 50
Daily listening and Independent reading: Personal dictionary Possessive noun form TG pp 66–
speaking Reflect on and compare Adjectives 79
9-10
texts Simple present tense to

describe regular actions
Compound words
TERM 2
Teaching
Formal
THEME
WEEKS
Language Structures and

Listen and Speak Read and View Write and Present Assess
and conventions Learning
ment
Material
Listen to a traditional Read a story Simple story Use a dictionary LB pp 51–
story and answer Complete a Paragraph to express Words with a ‘k’ sound 60
6. Playing Tricks
questions comprehension opinion Irregular verb forms TG pp 80–

Tell and retell stories Read aloud Personal dictionary Countable and 92
11-12
Daily listening and Independent reading uncountable nouns

speaking Demonstrative pronouns
Adjectives
Present simple tense
Modal verbs
Words from reading texts
3
Listen to oral Read an information text Description of plant Use a dictionary Term 2 LB pp 61–
descriptions and answer questions product Plurals with ‘-es’ FAT 1 70
Analyse and classify Identify main idea and Design, draw and label a Nouns that have only TG pp 93–
7. Useful plants
plant products topic sentences of mindmap plurals 109
13-14
Daily listening and paragraph Personal dictionary Possessive pronouns
speaking Independent reading: Comparative and
Reflect on text read superlative adjectives
Adverbs
Connecting words
Personal recount of an Diary extract Simple personal letter Use a dictionary LB pp 71–
8. school outings
event Answer questions Personal dictionary Words ending in ‘-l’ 80

Story Read a story and Present perfect tense TG pp
Answer questions complete a Regular and irregular 110–123
15-16
Role-play a familiar comprehension verb forms

situation Read aloud Connecting words
Daily listening and Independent reading: The verb ‘to be’
speaking Reflect on texts read Phrasal verbs
Interview classmates for Book review Dictionary definitions Use a dictionary LB pp 81–
9. time for television
a survey Information text with Questionnaire Words with long vowel 92

Conversation on familiar visuals Paragraph to express sounds and silent ‘e’ TG pp
topic Comprehension opinion Future tense 124–138
17-18
Language game Read a TV news article Personal dictionary Adverbs of degree

Daily listening and aloud Use dictionary words in The verb ‘to be’
speaking Word puzzle sentences Modal verbs
Independent reading Antonyms
Mid- LB pp 93–
year 96
Assessment
examina TG pp
19-20
tion 139–141
TERM 3
Teaching
THEME
WEEKS
Language Structures Formal and

Listen and Speak Read and View Write and Present
and conventions Assessment Learning
Material
Listen to a story and Read a story Diary entry Use a dictionary Term 3 FAT LB pp 97–
answer questions Comprehension Personal dictionary Plurals with ‘-s’ 1 106
Listen to a description of Read a personal letter Proper nouns TG pp
10. special places
a place Answer questions Connecting words – 142–157

Make notes Independent reading cause and effect
21-22
Daily listening and Simple present tense for

speaking universal statements
Future tense with ‘will’
Synonyms
Words from reading
texts
Listen to a talk on an Information text with Information text with Use a dictionary Term 3 FAT LB pp
issue visuals visuals Simple present tense 1 107–116
11. take care of our
Talk about an issue Comprehension Transfer text into Present progressive TG pp

Collect information with Read information text graphic form tense 158–173
water
23-24
a questionnaire aloud Personal dictionary Adjectives

Daily listening and Word puzzle Subject-verb concord
speaking Independent reading Words in same lexical
field
Words from reading
texts
Listen to and retell a Story Story Use a dictionary LB pp
12. Space Adventures
story Summarise a story Poem Shorten words 117–128

Poetry Answer questions Personal dictionary Abbreviations TG pp
Daily listening and Read a poem aloud Personal pronouns 174–190
25-26
speaking Independent reading: Simple past tense

Reflect on texts read Adverbs of place
Possessive pronouns
Prefixes and suffixes
Words from reading
texts
4
Instructions for a Experiment Information text Use a dictionary Term 3 FAT LB pp
procedure Information texts Mindmap summary Spelling words which are 2 129– 140
13. science and

Language game Independent reading: Personal dictionary often confused TG pp
technology
27-28 Daily listening and Reflects on texts read Possessive noun form 191–208
speaking Adjectives
Verbs to describe actions
Present perfect tense
Words from reading
texts
Perform a play (drama) Play (drama) Short play script Use a dictionary LB pp
Conversation on a Comprehension Personal dictionary Spelling 141– 150
14. Act in plays
familiar topic Read a play aloud Determiners TG pp

29-30
Daily listening and Independent reading: Adjectives 209–220

speaking Reflects on texts read Adverbs
Homonyms
Words from reading
texts
TERM 4
Teaching
THEME
WEEKS
Language Structures Formal and

Listen and Speak Read and View Write and Present
and conventions Assessment Learning
Material
Listen to and tell a Read a story Story Use a dictionary LB pp 151–
story Comprehension Personal dictionary Sight words 160
Oral book review Personal letters High frequency words TG pp 221–
Daily listening and Read aloud Demonstrative 234
15. Special Days
speaking Independent reading: pronouns

Reflects on texts read Adjectives before
31-32
nouns
Command form of verb
Prepositions
Antonyms
Words from reading
texts
Discussion Information text Instructions from Use a dictionary Term 4 FAT 1 LB pp 161–
Listen to and discuss a Comprehension visual text Alphabetical order 170
16. Making music
talk Read aloud Mindmap summary Possessive pronouns TG pp 235–

Language game Word puzzle Definitions with Commas 250
33-34
Daily listening and Independent reading: examples Relative clauses

speaking Reflects on texts read Personal dictionary The word ‘the’
Words from reading
texts
Listen to and Story Book review Use a dictionary LB pp 171–

summarise a story Comprehension Personal letter Words in same lexical 180
Poetry Poetry Personal dictionary field TG pp 251–
17. weather
Daily listening and Read a poem aloud Connecting words – 265

35-36
speaking Independent reading: reason, purpose, choice

Reflects on texts read Direct speech
Quotation marks
Words from reading
texts
Conversation Magazine article News report Use a dictionary LB pp 181–

Ask and answer Answer questions Design a poster Alphabetical order 192
18. summer’s here!
questions Poster Personal dictionary Connecting words TG pp 266–

Discussion Read aloud Question marks 280
37-38
Daily listening and Independent reading Exclamation marks

speaking Comparatives
Compound words
Words from reading
texts
End-of-year LB pp 193–
Assessment
examination 196
39-40
TG pp 281–
282
5
EXEMPLAR TEACHING GUIDELINE– GRADE 6
Subject: English First Additional Language Grade: 6
Theme 1: After School
Duration: 2 weeks (10 hours) Term 1 Weeks 1 & 2
Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and
(2 hours) (4 hours) (3 hours) Conventions
(1 hour)
• Does daily listening and • Reads a story called • Writes a story about an Language focus
speaking practice ‘Jeff goes missing!’ enjoyable experience • Subject-verb concord
• Talks about • Does a comprehension • Uses the writing • Countable and uncountable
photographs that introduce on the story process to develop the nouns
the theme • Practises reading the story Integrated language
• Listens to a story about a story aloud • Makes a personal Spelling
CAPS family • Does a word puzzle dictionary • Spells correctly using a
Content • Plays a language using vocabulary from • Records words and personal dictionary
game called ‘I wish’ Grade 5 their meanings in the • Builds word families based
and
• Reads independently dictionary on how they sound or look
Skills
or in pairs • Builds on knowledge of
sight words and high-
frequency words.
Work with words
andsentences
• Personal pronouns
• Simple past tense
Vocabulary in context
Words taken from shared or
individually read texts
6
LEARNING TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from page 4 in RESOURCES
ACTIVITY the TG
Week 1 Platinum
Duration: 60 minutes English FAL
LESSON 1:
Listening and Daily listening and speaking practice Grade 6
Choose an activity from the list of daily activities suggested at the beginning of this theme. Learner's Book
Speaking
and Teacher’s
Listen and speak Guide
Talk about the photographs
Learner’s Book page 2 Platinum
1. Work as a class. Learners look at the photograph on page 1 quietly on their own for a few minutes. English FAL
2. Discuss questions 1 and 2, which focus on literal aspects of the photograph: setting and action. Grade 6 Reader
Encourage learners to use full sentences when they answer.
3. In question 3, learners interpret the emotions of the people in the photographs, using their facial Use the
expressions and body language. They must be able to explain their answers, for example: Yes, they exercises in the
are enjoying themselves because they are laughing. DBOE
4. Questions 4 and 5 relate to the learners’ own lives. Learners can use the Word list in the Learner’s Workbooks for
Book to look up the words ‘programmes’ and ‘movies’ if they do not understand them. They additional
identify different kinds of television programmes, and give opinions about them based on their support.
own experiences. Encourage learners to support their opinions with good reasons, for example: I
enjoy watching the weather because I can learn about all the places in our country.
5. Learners give examples of other kinds of television programmes they enjoy watching. List these
on the board.
Listen to a story
Learner’s Book page 2
This activity can be used to do a baseline assessment of listening skills. If so, learners write answers
to the questions listed under the ‘After you listen’ section. If you are not going to use it for baseline
assessment, the learners work in groups and answer the questions orally. Organise the class into
groups before you start the ‘Before you listen’ section.
Before you listen

1. Explain that you are going to read a story about the family in the pictures.
2. Discuss questions 1 and 2. Learners use details in the pictures to predict what the story might be
about.
3. Explain that you will read the story four times. Remind learners to sit still and concentrate while
they listen.
While you listen

You will read the story about Njeri’s family on page 204 of the Learner’s Book a few times.
1. The first time you read the story, encourage learners to close their eyes and just listen.
2. The second time, ask them to look at the pictures while you read. When you have finished, discuss
the predictions they made in Before you listen. How are they the same as the story? How are they
different?
3. Read the story a third time. Discuss difficult words. Encourage learners to work out the meaning
themselves. To help them do this, read the sentences in which the word occurs. Then go through
the words and meaning in the ‘Word list’.
4. The fourth time you read the story, learners sit and listen carefully again.
After you listen

1. Read through questions 1 to 5 in this section. Questions 1 to 4 require literal answers. Question 5
draws on the learners’ own experiences. Check that they understand the meaning of the following
adverbs: never, sometimes, and often.
2. Learners either work individually or answer the questions in writing, or they discuss the
questions in groups.
3. Question 6, which requires learners to offer opinions, should be done orally. If learners are
working individually, discuss the question as a class towards the end of the lesson. It is not for
assessment purposes.
7
Baseline assessment
Use the ‘After you listen’ activity to do a baseline assessment of listening skills. Use the
memorandum provided under ‘Answers’ to mark the answers.
Informal assessment
If the activities are done orally, circulate from group to group. Take note of learners who are
struggling to answer the questions. You will need to do some remedial work with them during the
year.
Also, this is the first group activity they are doing this year. Use your observations to start thinking
of how you will organise groups into different levels.
Work with words and sentences

The learners use the pronouns in the box to complete the sentences.
Answers
1. My brother and I like watching television.
2. She gets cross with us when we watch too much.
3. She likes reading books but we don’t like reading them.
4. There is soccer on tonight but I don’t like watching it.
5. My brother always says, ‘I don’t understand why you don’t like soccer!’
Homework
Learners complete answers to the activity on pronouns in ‘Work with words and sentences’. They
have studied these pronouns in Grade 5. Find out what they remember. Read through the activity. If
there is time, do it orally in class before the learners write the answers for homework.
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 8 for additional support.
LESSON 2: Duration: 60 minutes
Reading and Daily listening and speaking practice
Viewing Choose an activity from the list of daily activities suggested at the beginning of this theme.
Read and view

Read a story
Before you read

1. Discuss the questions as a class.
2. In question 1, learners use the title and pictures to predict what will happen in the story.
3. Questions 2–4 extend learners’ knowledge of adverbs of frequency. (In Listen and speak in Lesson
1, they use the adverbs ‘never’, ‘sometimes’ and ‘often’.) They skim through the story to find
specific words. They use the ‘Word list’ for help if necessary.
4. Ask learners to identify how many paragraphs there are in the story.
5. Read the story to the class. Read it a second time.
6. Ask learners to read the story quietly on their own. They do this twice.
While you read

This activity reinforces the adverbs of frequency from ‘Before you read’. Learners read the words in
the context of the story.
After you read

1. Discuss difficult words.
2. Read through the questions with the class.
3. Ask learners to complete the questions in writing. Questions 1 to 3 require literal answers. In
question 4, learners are asked to analyse a situation and compare it with what happened before.
Baseline assessment
Use the ‘After you read’ activity to do a baseline assessment of reading comprehension skills. Use the
memorandum provided under ‘Answers’ to mark the answers.
8
Language Focus Daily listening and speaking practice
Choose an activity from the list of daily activities suggested at the beginning of this theme.
Language focus
Subject-verb concord
1. Work as a class. Read the information about subject-verb concord in the box in the Learner’s Book.
2. Discuss the rules. Learners should be familiar with them as they have learnt them in Grade 4 and
5.
3. Pick up things in the classroom and ask learners to identify them using ‘There is …’ or ‘There are
…’. For example: There is a dustbin. There are two books.
4. Do this activity again, this time asking learners to put the verbs into the past tense (was/were).
5. The learners work individually and write answers to Activity 1.
Baseline assessment
Use the ‘Language focus’ activity to do a baseline assessment of language skills. Use the
memorandum provided under Answers to mark the answers.
Remedial activity
If learners are struggling to understand subject-verb concord, give them more practice. Use the
activity below.
1. There is/are some books on the table.
2. There is/are one textbook for maths.
3. There is/are a lot of desks in the classroom.
4. There is/are a bookcase in the corner.
5. There is/are four school holidays in the school year.
Extension activity
Learners complete these sentences using their own words:
1. There is ...
2. There are ...
3. Yesterday there was ...
4. Yesterday there were ...
Homework
Learners complete questions 2 and 3 from the ‘Revision’ section on page 10 of the Learner’s Book.
Independent reading - Reader

Use the picture story ‘Faiza’s party’ on pages 6 to 9 of the Reader.
1. Ask learners to point out the basic elements of the picture story, that is, frames, captions and
speech bubbles.
2. Ask them to look through the pages quickly and to use the pictures to get an idea of what the story
might be about.
3. Talk about the characters in the story: How many are there? Who are they?
4. Talk about the different settings in the story: school, shopping mall, Faiza’s house.
5. Organise learners into pairs. Ask them to read the first page of the story. They take turns to read
the speech bubbles. Remind them to look up words they do not know in the Glossary on page 92
of the Reader, or in a dictionary.
Baseline assessment
Use the time allocated for independent reading to assess a few learners for reading aloud and
speaking skills. For reading-aloud skills, ask learners to read at least two paragraphs from the text
they are busy with. If it is a poem, they can read one or two verses. Before they start reading, remind
them to pay attention to:
 saying words correctly
 reading smoothly
 reading with expression.
For speaking skills, ask learners questions about the text they are reading. Use the following ideas,
but adapt them according to the genre being used:
 What is the title?
 Describe one thing that happens/something you find interesting.
 Has anything like this happened to you?/Have you ever felt like this?
9
Writing and Daily listening and speaking practice
Presenting Choose an activity from the list of daily activities suggested at the beginning of this theme.
Write and presents

Write a story
1. Work as a class. Tell learners they are going to write their own story.
2. Explain that, so far, learners have listened to a story and read a story. So by now they know quite a
bit about stories.
3. Discuss some of the basic elements of the stories they have read, for example: They have people in
them. They happen in a place, or places. The people do and say things.
4. Read the example of the story. Just read the story text, not the annotations.
5. Read the annotations around the story. Discuss them with the class. Tell learners that these are
the things you need to remember when you write a story.
6. Remind learners of the writing process. They have used it in Grades 4 and 5.
7. Ask them to point out the five stages of the process in the Learner’s Book.
8. Tell them that they will start planning their stories in the next lesson. For homework, learners
must decide what they will write about.
Use the picture story ‘Faiza’s party’ on pages 6 to 9 of the Reader.
1. Find out what learners can remember about the story. Ask: Who are the characters? Where are
they? What is the problem?
2. Learners work in pairs and read the next two pages of the picture story. Remind them to look up
words they do not know in the Glossary on page 92 of the Reader, or in a dictionary.
Baseline assessment
Use the time allocated for independent reading to assess a few learners who have not yet been
assessed for reading aloud and speaking skills. Ask them questions about the story they are reading.
Use the ideas and rating scales from Lesson 3.
Give learners five to ten minutes to work in their personal dictionaries. They make sure they have
added all the new words they have learnt in this first week of the cycle. This includes words they
have come across during independent reading. Encourage them to add sentences that show the
meanings of the word.
Write and presents

Write a story
1. Work as a class. Remind learners that they are going to start writing their stories in this lesson.
2. Tell them that they are going to do the first stage of the writing process. They will use a mind map
to plan their stories.
3. Read through the story and the annotations again.
4. Find out if there is anything that learners are unsure about. Explain more if needed.
5. Ask them to copy the mind map in the Learner’s Book into their exercise books. They could use
rough paper instead if it is available, but they will need to hand in the mind maps with their
completed stories.
6. About 20 minutes before the end of the lesson, tell them to put their work away, and to prepare
for independent reading. Explain that they will continue the story writing in the writing lesson
next week.
Homework
Learners decide on a topic for their stories.
Use the picture story ‘Faiza’s party’ and the invitation on pages 6 to 9 of the Reader.
1. Learners work in pairs. They complete the picture story and discuss the questions at the
end.
2. They analyse and evaluate the main character’s behaviour. They also give a personal
response.
Remind them to look up words they do not know in the Glossary on page 92 of the Reader, or in a
dictionary.
Baseline assessment
10
Week 2
Duration: 60 minutes
LESSON 6:
Listening and Daily listening and speaking practice
Speaking Choose an activity from the list of daily activities suggested at the beginning of this theme.
Listen and speak
Play a language game
1. Work as a class. Read through the instructions of how to play the game. Make sure everyone is
clear about what they need to do. Ask questions, for example: What must you do first? What must
you do next?
2. Organise the class into groups. Remind them of the basic rules when they do speaking activities:
give everyone a chance to speak, listen carefully when someone is speaking and let them finish
before you say something.
3. Learners play their games.
4. About 20 minutes before the lesson ends, end the games and ask learners to prepare for
independent reading.
Use the picture story ‘Faiza’s party’ and the invitation on pages 6 to 9 of the Reader.
1. Learners work in pairs. They use the frame below to give an oral review about the story.
 The title is ...
 The main characters are ...
 The story takes place in these places ....
 The story is about a ... (say one or two sentences – do not tell the whole story, just the main
ideas at the beginning).
 I liked/did not like this story because ...
2. If there is time after the orals, ask learners to read the whole story in their pairs.
Baseline assessment
11
Reading and Daily listening and speaking practice
Viewing Choose an activity from the list of daily activities suggested at the beginning of this theme.
Read and view

Read the story aloud
1. Read the story ‘Jeff goes missing!’ on page 4 of the Learner’s Book to the class again.
2. Organise the class into pairs.
3. Read through the points under number 2 in the Learner’s Book. Give examples to demonstrate the
points. For example, read a sentence but do not pause where there is a comma. Then read the
same sentence and pause correctly this time. Read an exclamation without enthusiasm. Then read
the same sentence with the necessary expression.
4. Ask learners to take turns to read the story to each other, paying attention to the points they have
just been through.
5. About 20 minutes before the end of the lesson, ask learners to prepare for the integrated language
activities on page 6. (They will prepare their personal dictionaries in the next lesson.)
Spelling
1. Learners do questions 1 and 2 orally, in pairs.
2. They do question 3 individually, in writing.
Work with words and sentences
Learners write the answers on their own.
Do a word puzzle
1. Read the instructions of how to do the word puzzle.
2. Learners complete the activity for homework.
Informal assessment
Ask learners to swap books and mark each other’s work. Go through the questions and let learners
write the answers on the board. Make sure the words are spelt correctly.
Homework
Learners do question 1 from the ‘Revision’ section on page 10 of the Learner’s Book.
12
Language Focus Daily listening and speaking practice
Choose an activity from the list of daily activities suggested at the beginning of this theme.
Language focus
Countable and uncountable nouns
1. Work as a class. Read the information about countable and uncountable nouns in the box in the
Learner’s Book.
2. Discuss the rules. Learners should be familiar with them as they have learnt them in Grades 4 and
5. Point out the use of ‘an’ in front of a word that starts with a vowel.
3. Ask learners to find examples of countable objects in the classroom, for example: desk, chalk,
pencil. Practise using the words ‘one’, ‘a/an’ and ‘two’ with the nouns.
4. Examples of uncountable nouns will be hard to find in the classroom, so use examples from a
wider context, for example: water, flour, soil.
5. Learners work individually and write answers to the activity.
Baseline assessment
Use the activity ‘Countable and uncountable nouns’ to assess the learners’ language skills. Use the
memorandum provided in ‘Answers’ to mark the answers.
Remedial activity
If learners are struggling to identify uncountable nouns, give them more practice. Use the activity
below:
1. There is a/some furniture in the room.
2. There will be a/some bad weather tomorrow.
3. There was a/some bad traffic on the way to school.
4. You will need a/some equipment to bake that cake.
5. There is a/some information on how to save money in the magazine.
Extension activity
Point out that some nouns can have both a countable and an uncountable meaning. This often
happens with the names of animals that are also a type of food. For example: You eat some fish
(uncountable), but there is a fish (countable) in the bucket. Chicken is another example of this.
Homework
Learners do question 4 from the ‘Revision’ section on page 10 of the Learner’s Book.
Make a personal dictionary

Learners prepare their personal dictionaries. Some learners might still be able to use their
dictionaries from the previous year. They can do independent reading while other learners are
making their dictionaries.
13
Write and present

Write a story
1. Explain that learners are going to use the information from their mind maps to start writing their
stories.
2. Remind them that they will need to hand in their mind maps with their completed stories.
3. Discuss the writing process. Read through the five stages on page 9 of the Learner’s Book again.
Explain that they have completed the first stage: Planning. Now they will write their first drafts.
4. Read through the model story ‘Going to the movies’ again.
5. Discuss the annotations next to the story.
6. Ask learners to start writing their first drafts. They do this in their exercise books or on rough
paper.
7. Tell them that, at this stage, they must concentrate on the ideas in each paragraph. Remind them
to use a dictionary to look up new words to use.
8. About 20 minutes before the end of the lesson, ask the learners to put their writing away. They
will complete it in the next lesson.
9. Learners continue with their independent reading.

Use the invitation on page 10 of the Reader.
1. Ask: What is an invitation? Find out what learners know about this genre. Talk about the different
kinds of events we invite people to, such as: parties, prize-givings, special ceremonies, weddings.
2. Ask them to point out the basic features of the genre, that is, greeting, paragraphs and ending.
3. Find out if they know the meaning of PS (post script), and what we use it for (to add something
after the greeting).
4. Ask learners to read the invitation quietly on their own. Then ask them to read it in pairs. They
can take turns to read a paragraph. Remind them to look up words they do not know in the
glossary on page 92 of the Reader, or in a dictionary.
5. Ask learners to discuss the questions below the invitation. They relate the topic of the invitation to
their own experience and express opinions about it. They also identify information that is missing
from the invitation, that is, the time and a contact number/address to reply to.
Baseline assessment
By now you should have assessed most of the learners for reading aloud and speaking skills. If
necessary, use the time allocated for independent reading to assess the few learners who have not
yet been assessed. Ask them questions about the story they are reading. Use the ideas and rating
scales from Lesson 3.
Homework
Give learners the spelling list you have prepared. Ask them to learn the words for a spelling test in
the next lesson.
14
Spelling
Give learners the spelling test. Ask them to swap books and to mark each other’s work. Record their
marks out of 10 if you need to.
Give learners five to ten minutes to work in their personal dictionaries. They must make sure they
have added all the new words they have learnt in this two-week cycle. This includes words they have
come across during independent reading. Encourage them to add sentences that show the meanings
of the word.
Write and present
Write a story
1. Learners work on their own and complete their first drafts. Give them about 15 to 20 minutes to
do this.
2. Read the annotated notes next to the model story in the Learner’s Book again. Ask learners to read
their work carefully and to check that they have included everything they need to. Ask them to
think of any changes that will make their writing better.
3. Learners work in pairs. They read each other’s drafts and check spelling and punctuation.
4. If there is time, let them write their final drafts in their exercise books. Remind them to add a title.
Also remind them to write neatly. If there is not time, they can finish their stories for homework.
They must hand in their mind maps with their stories.
REVISION: Learner’s Book p10
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Baseline assessment
Lesson 1 and 2: Use the ‘After you listen’ activity to do a baseline assessment of listening skills.
Lesson 3: Use the ‘Language focus’ activity to do a baseline assessment of language skills
Lessons 3, 4, 5 and 6: Use the time allocated for independent reading to assess a few learners for reading aloud and speaking skills. For
reading-aloud skills, ask learners to read at least two paragraphs from the text they are busy with. If it is a poem, they can read one
or two verses. Before they start reading, remind them to pay attention to:saying words correctly, reading smoothly, and reading
with expression. For speaking skills, ask learners questions about the text they are reading. Use the following ideas, but adapt them
according to the genre being used: What is the title? Describe one thing that happens/something you find interesting. Has anything
like this happened to you?/Have you ever felt like this?
Lesson 8: Use the activity ‘Countable and uncountable nouns’ to assess the learners’ language skills.
Lesson 10: Use the learners’ stories to do a baseline assessment for creative writing.
Informal assessment
Lesson 1: If the activities are done orally, circulate from group to group. Take note of learners who are struggling to answer the questions.
You will need to do some remedial work with them during the year. Also, this is the first group activity they are doing this year. Use
your observations to start thinking of how you will organise groups into different levels.
Lesson 7: Ask learners to swap books and mark each other’s work. Go through the questions and let learners write the answers on the board.
Make sure the words are spelt correctly.
15
TERM 1: PLATINUM LESSON PLANS – GRADE 6
Theme 1: After School
(1 hour)
• Does daily listening and • Reads a story called • Writes a story about an Language focus
speaking practice ‘Jeff goes missing!’ enjoyable experience • Subject-verb concord
• Talks about photographs • Does a comprehension on • Uses the writing process • Countable and
that introduce the theme the story to develop the story uncountable nouns
• Listens to a story about a • Practises reading the • Makes a personal Integrated language
family story aloud dictionary Spelling
• Plays a language • Does a word puzzle • Records words and • Spells correctly using a
CAPS game called ‘I wish’ using vocabulary from their meanings in the personal dictionary
Content Grade 5 dictionary • Builds word families
and • Reads independently or in based on how they sound or
Skills pairs look
• Builds on knowledge of
frequency words
Work with words and
sentences
• Simple past tense
Words taken from shared
or individually read texts
Note: 5–10 minutes Daily listening and speaking: choose an activity from RESOURCES
ACTIVITY page 4 in the TG
Week 1 Platinum English FAL Grade
Duration: 60 minutes 6 Learner's Book and
LESSON 1:
Learner’s Book page 2 Teacher’s Guide
Talk about photographs: The questions explore some of the ideas and
vocabulary theywill come across in the theme. Platinum English FAL Grade
Listening and Listen to a story: Use the listening text on page 204 of the Learner’s Book. 6 Reader
Speaking Work with words and sentences: Learners use personal pronouns to complete
an activity. Use the exercises in the
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 8 for DBOE Workbooks for
additional support. additional support.
Read a story: The story is called ‘Jeff goes missing!’.
Reading and Work with words and sentences: Learners use the simple past tense to
Viewing complete an activity.
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 6 for
additional support.
Subject-verb concord: Learners read the rules about this concept in the box.
Language Focus
Then they use this information to complete an activity.
Writing and
Write a story: This activity will be done over threelessons.
Presenting
16
Writing and Learner’s Book page 9
Presenting Write a story: Learners continue the writing activity from the previous lesson.
They use a mindmap to start planning a story.
Independent reading- Reader
additional support.
Week 2 Duration: 60 minutes
LESSON 6:
Listening and Play a language game: Learners work in groups.They read and follow
Speaking instructions to play a game called ‘I wish’.
Practice reading: Learners work in pairs and take turns to read the story ‘Jeff
Reading and
goes missing!’ aloud to each other.
Viewing
Spelling and Vocabulary in context: Learners complete the activity on words
with the ‘ch’ sound. Then they use these words in sentences.
Do a word puzzle: The puzzle focuses on new vocabulary in this theme.
Countable and uncountable nouns: Learners read the rules about this concept
Language Focus
in the ‘Help’ box. Then they use this information to complete an activity.
Make a personal dictionary: Learners prepare their personal dictionaries.
Writing and Write a story: Learners use their mind maps from Lesson 5 Week 1 to write a
Presenting first draft of their story.
Spelling: Learners do a spelling test based on new words they learnt in this cycle.
Writing and Vocabulary in context: Learners spendabout ten minutes working on their
Presenting personal dictionaries.
Write a story: Learners work through the writing process to complete their
stories.
ASSESSMENT TASK
Baseline assessment
Lesson 1 and 2: Use the ‘After you listen’ activity to do a baseline assessment of listening skills.
Lesson 3: Use the ‘Language focus’ activity to do a baseline assessment of language skills
Lessons 3, 4, 5 and 6: Use the time allocated for independent reading to assess a few learners for reading aloud and speaking skills. For
reading-aloud skills, ask learners to read at least two paragraphs from the text they are busy with. If it is a poem, they can read
one or two verses. Before they start reading, remind them to pay attention to: saying words correctly, reading smoothly, and
reading with expression. For speaking skills, ask learners questions about the text they are reading. Use the following ideas, but
adapt them according to the genre being used: What is the title? Describe one thing that happens/something you find interesting.
Has anything like this happened to you? Have you ever felt like this?
Lesson 8: Use the activity ‘Countable and uncountable nouns’ to assess the learners’ language skills.
Lesson 10: Use the learners’ stories to do a baseline assessment for creative writing.
Informal assessment
Lesson 1: If the activities are done orally, circulate from group to group. Take note of learners who are struggling to answer the questions.
You will need to do some remedial work with them during the year. Also, this is the first group activity they are doing this year.
Use your observations to start thinking of how you will organise groups into different levels.
Lesson 7: Ask learners to swap books and mark each other’s work. Go through the questions and let learners write the answers on the
board. Make sure the words are spelt correctly.
17
PLATINUM LESSON PLANS – GRADE 6
Theme 2: Heroes
(1 hour)
• Does daily listening and • Reads a simple factual • Writes a simple personal Language focus
speaking practice account about a boy saving letter • Present progressive tense
• Talks about a photograph his sister • Writes a simple factual • Adjectives
that introduces the theme • Does a comprehension recount of a time they Integrated language
• Listens to a factual • Reads an e-mail helped someone Work with words and
recount about the tsunami • Reads an advertisement • Records words and sentences
• Sustains a conversation • Practices reading meanings in personal • Use of ‘a’ and ‘the’
CAPS on the topic of information • Reflects on texts read dictionaries • Modals
Content that could save them • Adverbs of time
and Spelling
Skills • Spells correctly using a
personal dictionary
• Builds word families
based on how they sound or
look
frequency words
• Words taken from shared
Duration: 60 minutes Platinum English FAL Grade
Learner’s Book page 12 6 Learner's Book and
Week 3
Talk about a photograph: page 11 of the Learner’s Book. Teacher’s Guide
LESSON 1: Listen to a true story: Learners listen to a story about a girl who saved others
Listening and during a tsunami. (Term 1 Formal Assessment Task 1) Platinum English FAL Grade
Speaking Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 5 for 6 Reader
additional support.
LESSON 2: Duration: 60 minutes If possible, bring other
Learner’s Book page 14 photographs about the
Read a newspaper article: This follows the stages of ‘Before’, ‘While’ and ‘After Asian tsunami to class to
Reading and show the learners.
you read’. (Term 1 Formal Assessment Task 1)
Viewing Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 2 to 4 for
additional support. Collect newspaper articles
about young people who
have done something
Learner’s Book page 14 helpful or brave. Display
Reading and Work with words and sentences: This integrated activity practises when to use these in the classroom
Viewing the articles ‘a’ and ‘the’. (Term 1 Formal Assessment Task 1) during this theme as an
Independent reading- Reader extra reading resource.
Learner’s Book page 18 Write the words ‘the’, ‘a’
Use the present progressive tense: Learners read notes and complete and ‘an’ on large pieces of
Language Focus
sentences. cardboard.
18
Writing and Learner’s Book page 19 If possible, have real
Presenting Write a letter: Learners read a model letter and then write their own, following envelopes to address.
the writing process on page 19 of the Learner’s Book.
Independent reading- Reader Have posters showing
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 5 for important telephone
additional support. numbers such as the
Week 4 Duration: 60 minutes numbers for Childline and
LESSON 6: the police.
Talk about information that could save you:
Listening and
Learners have a structured group discussion about what to do in given situations.
Speaking
Work with words and sentences: This integrated activity practises the modal
verbs ‘may’ and ‘can’.
LESSON 7: Duration: 60 minutes Have other examples of
Learner’s Book page 16 advertisements and posters
Read an advertisement: Learners develop critical reading skills, as they to display in the classroom.
Reading and
understand how the advertisement works. (Term 1 Formal Assessment Task 1)
Viewing If possible, show learners
About 20 minutes before the end of the lesson, learners prepare for independent real e-mails on a computer
reading. They read the poem on page 14 of the Reader, or any other suitable text. screen.
Have a dictionary available.
Reading and Read an e-mail: This activity combines understanding the layout and content of
Use the exercises in the
Viewing an e-mail.
DBOE Workbooks for
Vocabulary in context: Learners use some of the words that might be new to
additional support.
them.
Use adjectives: This explains how adjectives change when we compare two or
Language Focus more than two things. (Term 1 Formal Assessment Task 1)
Spelling: Learners do a spelling test on new words they learnt in this cycle.
Write a true story: Learners write their own story, using a given structure. They
follow the writing process. (Term 1 Formal Assessment Task 1)
Independent reading
Writing and
About 20 minutes before the end of the lesson, learners prepare for independent
Presenting
reading. They complete the texts on pages 14 and 15 of the Reader, or they use
any other suitable text.
additional support.
ASSESSMENT TASK
Formal assessment
Lesson 1: Listens and speaks about a story
Lesson 2: Reading comprehension; reads aloud; reflects on texts read independently
Lesson 3: Language structures
Lesson 7: Reading comprehension: advert
Lesson 10: Writes three paragraphs
Informal assessment
Lesson 1: Monitor whether all learners participate in group or class discussions. Encourage those who
do not.
Lesson 6: Walk around the class during this activity, and monitor that all learners are taking part and
are allowing others in their group to speak.
19
Theme 3: Stand Up For yourself
(1 hour)
• Does daily listening and • Reads a story • Writes for personal Language focus
speaking practice • Practices reading the reflections (a diary entry) • Prepositions that show
• Talks about a photograph story aloud • Records words and their position
that introduces the theme • Does a comprehension meanings in the dictionary • Homonyms
• Listens to a story based on the story Integrated language
• Reads independently or in Spelling
pairs • Uses knowledge of
alphabetical order and first
letters of a word to find
CAPS words in a dictionary
Content • Words starting with ‘g’
and and followed by ‘-e’, ‘-i’ or
‘-y’; words starting with ‘g’
Skills
even though they sound like
‘j’
Work with words and
sentences
• Verbs to describe actions
• Use of question forms
• Capital letters for proper
nouns, titles and initials
of people
LESSON 1:
Talk about a photograph: Learners look at a photograph of happy, confident
Listening and children and then discuss questions that are based on it. Platinum English FAL Grade
Speaking Listen to a story: Learners listen to a story called ‘Say no to bullying’, and answer 6 Reader
questions about it.
Independent reading- Reader Use the exercises in the
DBOE Workbooks for
additional support.
Read a story: Learners read the story ‘Bongi and the bully’ and answer questions
Reading and based on it. They also answer two integrated language questions (covering verbs
Viewing and personal pronouns) that are based on the story.
additional support.
Reading and
Read a story: ‘Bongi and the bully’ continued.
Viewing Independent reading- Reader
Language Focus
Prepositions: Learners work with prepositions.
20
Presenting Write a diary entry: Learners begin to write a diary entry.
Vocabulary in context: Learners spend about 10 minutes working on their
personal dictionaries.
21
LESSON 6:
Listen to a story: Learners listen to the same story from Lesson 1 and answer
Listening and questions about it.
Speaking Learners then answer two integrated spelling and punctuation questions that are
based on the story.
additional support.
Read diary entries: In this lesson and in Lesson 8, learners read a diary entry and
answer questions about it. They complete two integrated language questions
Reading and
based on the diary entries.
Viewing Vocabulary in context: Learners spend about 10 minutes working on their
personal dictionaries, bringing them up to date by adding new words that they
have learnt from the reading and listening texts.
Read diary entries: Learners read and answer more questions about the diary
entry they read.
Reading and
Viewing About 20 minutes before the end of the lesson, learners prepare for independent
reading. They use the letters on pages 16 and 17 of the Reader, or any other
suitable text.
Homonyms: Learners learn the rules about homonyms.
Language Focus
reading. They use the letters on pages 16 and 17 of the Reader, or any other
suitable text.
Spelling: Learners do a spelling test based on new words they learnt in this two-
Writing and week cycle.
Presenting Write a diary entry: Learners continue the writing process that they began in
Lesson 5 to complete their diary entries.
ASSESSMENT TASK
Formal Assessment
Lesson 2: Reading comprehension
Informal assessment
Lesson 4 and 9: Learners swap their books with a partner. They mark each other’s answers.
Lesson 10: Learners check their own or their partner’s writing
22
Theme 4: Be Creative
Listening and Reading and Viewing Writing and Language Structures
Speaking (4 hours) Presenting and Conventions
(2 hours) (3 hours) (1 hour)
• Does daily listening and • Reads information text • Writes a description Language focus
speaking practice with visuals, called ‘The of a simple process of • Past progressive tense
• Talks about a photograph Keiskamma Art Project’ making butterflies • Prepositions
that introduces the theme • Does a comprehension • Writes simple definitions • Use of shortened forms
• Listens to instructions activity on the text using a frame Integrated language
about how to make a card • Follows instructions • Designs, draws and  Use of ‘must’, ‘can’ and
• Gives instructions about about making butterflies completes a collage ‘may’
making a collage picture • Does a word puzzle • Records words and  Words beginning with ‘c’
CAPS
• Describes a process of • Reads independently meanings in a personal pronounced as ‘s’ and as
Content
making a model of a house dictionary ‘k’
and
Skills  Connecting words such as
‘next’, ‘then’ and ‘finally’
Spelling
• Spells correctly
look
• Sight words and high
frequency words.
Week 7 Duration: 60 minutes Platinum English FAL Grade
LESSON 1: Learner’s Book page 32 6 Learner's Book and
Talks about a photograph: Learners discuss the photograph on page 31 (LB). Teacher’s Guide
Listen to instructions: Learners use the listening text on page 204 (LB). (Term 1
Listening and Platinum English FAL Grade
Formal Assessment Task 2)
Speaking Give instructions: Learners generate their own instructions (Term 1 Formal 6 Reader
Assessment Task 2)
If possible, bring examples
of other collages to class to
Learner’s Book page 34 show the learners.
Reading and Read an information text with visuals: (Term 1 Formal Assessment Task 2)
Viewing Independent reading- Reader You will need cardboard or
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 66 to 67 paper, old newspapers,
for additional support. scissors and glue for
LESSON 3: Duration: 60 minutes learners to make their own
Learner’s Book page 37 birthday cards
Follow instructions: Learners read instructions about how to make a collage.
Language Focus
Spelling: Learners distinguish between the ‘k’ sound and the ‘s’ sound in words If possible, bring other
that start with the letter ‘c’. pictures of the Keiskamma
LESSON 4: Duration: 60 minutes tapestry to class.
Writing and The past progressive tense: Learners read notes and complete sentences. paper, paint or crayons,
Presenting (Term 1 Formal Assessment Task 2) small sticks, glue, a large
Independent reading- Reader sheet of paper as the base
LESSON 5: Duration: 60 minutes for the butterfly collage
23
Presenting Write a description of a simple process: Learners write their own instructions.
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 68 to 69
for additional support.
Week 8 Duration: 60 minutes Have available a textbook

LESSON 6: from one of the learners’
Learner’s Book page 32 other subjects. The
Describe a process: Learners choose a process from one of their other learning textbook should contain
Listening and areas to describe. (Term 1 Formal Assessment Task 2) definitions of words from
Speaking Independent reading- Reader the subject.
reading.They use the texts on pages 6 to 19 of the Reader, or any other suitable Make a collage: paper, glue,
text. old magazines, scraps of
fabric
Learner’s Book page 34 Use the exercises in the
Reading and Work with words and sentences: Revise how to use the modals ‘must’, ‘can’ and DBOE Workbooks for
Viewing ‘may’. Learners complete sentences. additional support
Do a word puzzle: Learners make a sentence with words starting with letters
that spell a word.
Prepositions: Revise what prepositions are. Then learners complete the
sentences and write them. (Term 1 Formal Assessment Task 2)
Don’t and doesn’t: Learners choose the correct abbreviation to complete the
Reading and sentences. (Term 1 Formal Assessment Task 2)
reading. They use the texts on pages 6 to 19 of the Reader, or any other suitable
text.
Write definitions: Learners write their own definitions, from the content of this
theme, or from other learning areas.
Language Focus
Record words and meanings in a personal dictionary: Learners update their
Spelling: Learners do a spelling test on new words they learnt in this cycle.
Design and draw a collage: Learners make their own collage of healthy and
unhealthy food. They write labels and use symbols. (Term 1 Formal Assessment
Task 2)
Writing and Independent reading
Presenting About 20 minutes before the end of the lesson, learners prepare for independent
reading. They use the texts on pages 6 to 19 of the Reader, or any other suitable
text.
ASSESSMENT TASK
24
Formal assessment
Lesson 1: Listens to and gives instructions
Lesson 5: Write a description of a process
Informal assessment
Lesson 3: Assess whether learners can read instructions by looking at whether they have made their butterflies correctly.
Lesson 6: Learners assess their peers by answering the following questions:
1. Did the learner explain the process clearly?
2. Did the learner use connecting words such as the following: first, then, next?
3. Was the description in the correct order?
25
Theme 5: Fantastic Food
(1 hour)
• Does daily listening and • Reads poems • Writes a description of a Language focus
speaking practice • Practices reading a story person • Possessive form of nouns
• Talks about a photograph aloud • Writes a description of an • Compound words
that introduces the theme • Does comprehensions object Integrated language
• Listens to poems based on poems • Records words and their Spelling
CAPS • Plays a language game • Reads independently or in meanings in a personal • Spells familiar words
Content pairs. dictionary • Works with words
and • Uses the writing process. starting with a ‘k’ sound
Skills and followed by ‘-e’ or ‘-i’,
using the letter ‘k’ to spell
the word
Work with words and
sentences
• Different types of
adjectives
• Simple present tense
ACTIVITY
page 69 in the TG
LESSON 1:
Talk about a picture: Learners discuss questions based on photographs of
Listening and different food. They point at the pictures of the different food, and then they point Platinum English FAL Grade
Speaking at the foods that the adjectives describe. 6 Reader
Listen to poems: Listen to two poems‘I don’t like custard’ and ‘Mangoes’.
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 43 for Use the exercises in the
additional support. DBOE Workbooks for
additional support.
Reading and
Read poems: Learners start to read the poem ‘Today for lunch’ and work through
Viewing the questions based on it. They continue work on it in Lesson 3.
Read poems: Learners continue working throughthe questions based on the
Reading and
poem ‘Today for lunch’. Learners complete the questions by the end of this lesson.
Viewing
additional support.
Nouns showing belonging: Learners learn the rules about ‘nouns showing
belonging’.
Vocabulary in context: Learners spend about10 minutes working on their
Language Focus personal dictionaries, bringing them up to date by adding new words that they
additional support.
26
Presenting Write about a person: Learners write about a girl in a picture by completing a
writing frame and editing their writing.
27
Week 10
LESSON 6:
Listen to poems: Learners listen to ‘I don’t like custard’ and ‘Mangoes’ again, and
answer more questions based on them. Learners write sentences describing foods
from the poems.They then work with words that start with a ‘k’ sound but are
Listening and
spelt beginning with either a ‘k’ ora ‘c’. Learners then work with different types of
Speaking adjectives.
Play a language game: Learners in a group take turns to describe a fruit or
vegetable for others to guess its name. Learners have only 30 seconds to describe
the fruit or vegetable. The learner who guesses correctly takes his or her turn.
Read poems: Learners read and work throughthe questions based on the poem
‘One day a boy went walking’. Then they answer integrated language questions
based on the poem, covering the simple present tense to describe regular actions.
Reading and
Viewing
reading. They use the story on pages 22 to 25 of the Reader, or any other suitable
text.
additional support.
Compound words: Learners learn the rulesabout compound words.
Language Focus have learnt from the reading and listening texts.
text.
Writing and
Write about your favourite food: Learners begin writing a description about
Presenting
their favourite food and complete their writing in Lesson 10.
week cycle.
Write about your favourite food: Learners complete the writing process that
Writing and
they began in Lesson 9.
Presenting Independent reading- Reader
text.
ASSESSMENT TASK
Informal assessment
Lesson 3: Learners swap their books with a partner. They mark each other’s answers.
Lesson 9: Learners check their rough drafts for language, punctuation and spelling errors.
28
Theme 6: Playing Tricks
(1 hour)
• Does daily listening and • Reads a flow • Writes notes in the form Language focus
speaking practice chart with visuals of a flow chart • Regular and irregular
• Relates a story about a indicating the sequence of • Completes sentences to forms of verbs
hare events in the Hare and Lion explain a story • Uncountable nouns
• Listens to a traditional story • Writes a paragraph • Words that show
story about Hare and • Reads a story with expressing own opinions obligation
Lion and answers questions pictures about a trickster • Writes a draft for a story Integrated language
about the story who tricked monkeys using a frame Work with words and
CAPS • Explains a story about • Reads and adjusts own • Writes a final draft after sentences
Content why monkeys have flat text checking and editing own • The correct form of the
tummies • Analyses a picture of lions story noun in sentences
and
• Discusses meanings of in order to complete • Presents the story with an • Demonstrative pronouns
Skills
words sentences illustration • Simple present tense
• Completes sentences • Reads independently • Records words and • Adjectives before nouns
using own words meanings in personal Spelling
dictionary • Spells correctly
frequency words
• Uses words starting with
a ‘k’ sound and followed by
-a’, ‘-u’ or‘-o’
ACTIVITY
page 82 in the TG
Talk about a photograph: Learners talk about a photograph. Teacher’s Guide
Listen to a story: Learners listen to a traditional story and answer questions
Listening and about it. They make notes in the form of a flow chart about the story. Platinum English FAL Grade
Speaking Independent reading- Reader 6 Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 1 to 3 for
additional support. Learner’s exercise books
with their flow charts
Learner’s Book page 53 Have dictionaries available.
Listening and Listen to a story: Learners read their own flow chart notes and explain the story.
Speaking They also read new words and explain the meanings to a partner. Use the exercises in the
Independent reading DBOE Workbooks for
LESSON 3: Duration: 60 minutes additional support.
Reading and
Read a story: Learners predict a traditional story by analysing the illustrations.
Viewing They read the story.
Work with words and sentences: Learners work with countable and
Language Focus
uncountable nouns, demonstrative pronouns and regular and irregular verb
forms.
29
Presenting Write a paragraph to express an opinion: Learners complete a paragraph to
explain their own opinion.
LESSON 6:
Spelling: Learners do a spelling test.
Listening and Vocabulary in context: Learners discuss and explain the meaning of words.
Speaking Independent reading- Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 10 to
11 for additional support.
Work with words and sentences: Learners explain how adjectives are used
Reading and
before or after nouns in sentences.
Viewing Write a story using a frame: Learners analyse illustrations and plan a story
using a mind map.
Regular and irregular verbs in the simple past tense: Learners revise regular
Language Focus and irregular verbs.

Write a story using a frame: Learners write a first draft of a story, using their
mind maps and a frame.
Writing and personal dictionaries.
Presenting Spelling: Learners do a spelling test on new words they learnt in this two-week
cycle.
Writing and
Write a story using a frame: Learners edit their stories and write a final draft.
Presenting
Revision: Learners complete revision activities.
ASSESSMENT TASK
Informal assessment
Lesson 1: In pairs, learners check each other’s flow charts and give suggestions on how the flow charts could be improved if relevant.
Lesson 3: Mark the learners’ answers. Discuss common mistakes with the class. Write the correct answers on the board for learners
to copy.
Lesson 5: Check whether learners have:
• expressed their own ideas or opinions
• used at least three sentences to explain their opinion.
Make a note of the learners who need additional practice in expressing their own opinions and writing them down.
30
Theme 7: Useful Plants
(1 hour)
• Does daily listening and • Reads an information text • Writes a description of a Language focus
speaking practice • Does a comprehension plant product • Possessive pronouns
• Listens to oral based on the information • Designs, draws and labels • Use of comparative and
descriptions of plants text a visual text: mind map superlative adjectives
• Analyses and classifies • Reflects on texts read • Records words and their Integrated language
things during independent/ pair meanings in a personal Spelling
CAPS reading dictionary • Adds ‘-es’ to form plurals
Content • Uses the writing process of words ending in ‘-s’, ‘-sh’,
‘-ch’ or ‘-z’
and
Work with words and
Skills
sentences:
• Nouns that have only
plurals
• Adverbs of manner
• Use of connecting words
showing addition, sequence
and contrast
Listening and Teacher’s Guide
Talk about photographs: Learners look at the plants in the picture.
Speaking Listen to descriptions of plants: Learners listen to a description.
Platinum English FAL Grade
6 Reader
Reading and Read about paper: Learners read an information text with visuals about paper. DBOE Workbooks for
Viewing Learners look around the classroom to find examples of other paper products. additional support.
(Term 2 Formal Assessment Task 1)
Possessive pronouns: Learners learn the rules about possessive pronouns.
Language Focus Vocabulary in context: Learners spend about 10 minutes working on their
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 8 to 9 for
additional support.
Writing and Write a description of a plant product: Learners begin writing about something
Presenting that is made from plants. They work through the writing process and complete
their writing in Lesson 5.
Presenting Write a description of a plant product: Learners continue and complete the
writing process that they began in Lesson 4. (Term 2 Formal Assessment Task 1)
Independent reading- Reader(Term 2 Formal Assessment Task 1)
31
LESSON 6:
Listen to descriptions of plants: Learners continue working through the section
they started in Lesson 1. (Term 2 Formal Assessment Task 1)
Listening and
Sort plant products into groups: Learners look at illustrations of plant products
Speaking
and identify the products. Learners then identify similarities and differences
between the plant products. They sort the products into groups and explain why
the items in each group belong together.
Sort plant products into groups: Learners complete the questions that they
Listening and
started answering in Lesson 6. They also begin working on integrated spelling and
Speaking
language questions.
They use the poem on page 36 of the Reader. (Term 2 Formal Assessment Task 1)
Read about paper: Learners answer questions based on the text and visuals they
have read and looked at. Learners write answers to questions on their own.
Learners then answer two integrated language questions based on the
information text ‘Paper’. (Term 2 Formal Assessment Task 1)
Reading and
Viewing
They use the poem on page 36 of the Reader or any other suitable text. (Term 2
Adjectives to compare things: Learners learn the rules about adjectives when
comparing things. (Term 2 Formal Assessment Task 1)
Language Focus
They use the poem on page 36 of the Reader or any other suitable text. (Term 2
additional support.
Spelling Learners do a spelling test based on new words they learnt.
Copy and complete a mind map: Learners read a short information text about
Writing and
saving our plants.They copy and complete a mind map frame with the relevant
Presenting information from the text. (Term 2 Formal Assessment Task 1)
additional support.
ASSESSMENT TASK
Formal Assessment
Lesson 2: Reads aloud and reflects on texts read
Lessons 4 & 5: Writes a description
Lesson 6: Listens to and speaks about oral descriptions
Lesson 10: Writing: mind map
Informal assessment
Lesson 3: Write the answers to question 2 from the ‘Revision’ section on the board. Learners swap books and mark a partner’s
answers.
Lesson 4: Learners check their own rough drafts (or a partner’s right draft) for language, punctuation and spelling errors.
32
Theme 8: School Outings
(1 hour)
• Does daily listening and • Reads a story about a • Writes a simple personal Language focus
speaking practice school outing to a dam letter • Connecting words
• Talks about a photograph • Does a comprehension • Records words and • Phrasal verbs
that introduces the theme activity on the text meanings in a personal • Use of ‘is’ or ‘are’
• Listens to a personal • Practices reading dictionary Integrated language
recount about a school • Reads personal texts: a Spelling
CAPS outing diary • Checks spelling and
Content • Listens to a true story • Reflects on texts read meaning of words in a
• Listens to a funny story dictionary
and
• Takes part in a roleplay • Works with words that
Skills
based on the listening text are often confused
• Practices listening and • Spells words with double
speaking consonants
Work with words and
sentences
• Use of ‘has/have’
• Past tense
LESSON 1:
Listening and Talk about a photograph: Learners discuss a photograph.
Speaking Listen to a true story: Learners listen to a true story and do pre-, during and Platinum English FAL Grade
post-listening activities. 6 Reader
If possible, have pictures of
Learner’s Book page 74 people camping, so that
Read a diary extract: Learners focus on diaries as a personal text and read an learners can see the tents
Reading and extract about a trip to Mapungubwe. or sleeping rooms and
Viewing Independent reading- Reader other details of a camp.
for additional support. Try to find a map of South
LESSON 3: Duration: 60 minutes Africa or of Limpopo
Learner’s Book page 74 Province, showing
Read a diary extract: Learners finish the comprehension activity from Lesson 2. Mapungubwe.
Reading and Work with words and sentences: Learners practice the use of ‘have/has’. If possible, bring a simple
Viewing Independent reading- Reader newspaper article about
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 58 to 60 rhino poaching to class, to
for additional support. use for the extension
LESSON 4: Duration: 60 minutes activity.
Language Focus Connecting words: Learners work with connecting words to join sentences. If possible, bring examples
Independent reading- Reader of real letters of thanks to
LESSON 5: Duration: 60 minutes class. These can be formal
Writing and Learner’s Book page 79 and informal letters.
Presenting Write a letter: Learners use a model letter as an example and write their own
letter of thanks. Use the exercises in the
DBOE Workbooks for
additional support.
33
LESSON 6:
Listen to a funny story: Learners listen to a funny story and do pre-, during and
Listening and post-listening activities.
Speaking Role play a situation: Learners do a role play about seeing a donkey in the dark.
Reading and
Read a story: Learners read a story about a school trip to a dam.
Spelling: Learners work with words that double a consonant.
Reading and
Work with words and sentences: Learners work with the past tense forms of
Viewing irregular verbs.
Phrasal verbs: Learners use phrasal verbs to complete sentences.
Language Focus Using is/are: Learners practise the correct use of concord.
Personal dictionaries: Learners enter new words into their personal
dictionaries.
Write a letter: Learners edit the letter they drafted in Lesson 5.
Writing and Spelling test: Learners do a spelling test of words from the theme.
ASSESSMENT TASK
Informal assessment
Lesson 1: Learners work in groups to check each others’ answers. They check that the information is correct and that the answers
are written in full sentences.
Lesson 7: Monitor learners’ answers to check that they are able to predict the story and the ending of the story. Note that prediction
is a valid form of testing comprehension. However, weaker learners might need some help with it, as it is a more
challenging activity than answering straightforward comprehension questions.
Lesson 8: Learners work in groups and check each others’ answers.
34
Theme 9: Time For Television
(1 hour)
• Does daily listening and • Reads a simple book • Writes simple dictionary Language focus
speaking practice review definitions • Uses the future tense
• Interviews classmates for • Reads and answers • Develops a simple • Uses adverbs of degree
a survey on who watches questions about a TV questionnaire on who in • (very, really, almost, too)
which programmes programme guide the class watches which • Uses the verb ‘to be’
• Sustains a conversation • Practises reading a TV types of TV programmes • Shows obligation (must,
on TV programmes news article aloud • Writes a paragraph to should, have to)
• Plays a card game, giving • Unscrambles TV express and explain an Integrated language
and following instructions. programmes to solve a opinion on the amount of Work with words and
CAPS word puzzle time spent watching TV sentences
• Reflects on reviews and • Uses the writing process • Uses words with long
Content
articles and compares the to plan questionnaires and vowel sounds and silent ‘e’
and
texts to give an opinion • Uses antonyms
Skills
• Records words and Spelling
meaning in a personal • Spells correctly using a
dictionary personal dictionary
look
sight words and high
frequency words
• Works with words taken
from read texts
• Works with antonyms
LESSON 1:
Listening and Teacher’s Guide
Speaking Have a conversation on a familiar topic:
Platinum English FAL Grade
Learners practise listening and speaking daily.
6 Reader
Learner’s Book page 85 If possible, bring a TV guide
Read an information text with visuals: Learners read and answer questions for the class to refer to.
Reading and
about an information text. They practise reading a TV news article aloud.
Viewing
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 50 for Have dictionaries available
additional support.
LESSON 3: Duration: 60 minutes You will need blank sheets
Read and view of card for a language game.
Reading and Learner’s Book page 85
Viewing After you read: Learners reflect on texts read. Collect book reviews from
Independent reading - Reader newspapers and magazines
LESSON 4: Duration: 60 minutes to display in the classroom.
Language Focus The future tense: Learners work with the future tense of the verb ‘to be’. Use the exercises in the
Independent reading DBOE Workbooks for
additional support.
35
Presenting Write simple definitions: Learners use dictionary skills and write simple
definitions.
additional support.
36
LESSON 6:
Listening and
Carry out a class survey: Learners interview classmates for a survey.
Speaking
Play a language game: Learners give and follow instructions.
Spelling: Learners use words with long vowel sounds and silent ‘e’.
Work with words and sentences: Learners use ‘must’, ‘should’ and ‘have to’ to
show obligation.
Reading and
Vocabulary in context: Learners work with words taken from shared or
Viewing individually read texts. They also identify antonyms.
Solve word puzzles: Learners unscramble names of TV programmes and
Language Focus complete sentences.
Read a book review: Learners read a book review and answer questions about it.
Adverbs of degree: Learners complete sentences using appropriate adverbs
(very, really, almost, too).
Spelling: Learners do a spelling test on new words they learnt in this two-week
Writing and
cycle.
Presenting Develop a questionnaire: Learners develop a questionnaire to find out what
learners in their class usually do after school.
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 54 and 55
Write a paragraph to express an opinion:
Writing and Learners follow the writing process to write a paragraph.
Presenting Records meanings in a personal dictionary:
Learners record words and meanings in a personal dictionary.
ASSESSMENT TASK
Formal Assessment
Mid Year Examinations Week 19 & 20
Informal assessment
Lesson 1: Learners work in groups. They check that each learner has had a chance to ask and answer a question. They check that
their peers answer in full sentences and give reasons for their opinions.
Lesson 3:Learners work in pairs. They compare each other’s underlined sentences and explain why they chose those sentences.
Lesson 4: Go through the answers with the class. Learners check and correct their own work.
Lesson 5: Learners read their definitions to a partner. The partner must guess which word they are defining.
Lesson 7: Pairs of learners read their complete sentences to another pair. They check each other’s choice of words and correct each
other if necessary, explaining their corrections.
Lesson 8: Learners swap books and mark each other’s work.
Lesson 9: Learners correct their own work as you go through the answers with the class .
Lesson 9: Learners check their spelling using class dictionaries. Also write the words on the board for them to check. Learners swap
books and mark each other’s work.
Lesson 10: Collect the paragraphs to assess whether the learners have completed them clearly. Check whether they use full
sentences to express their ideas. Also check their spelling, punctuation and grammar. Make any necessary corrections.
37
Theme 10: Special Places
(1 hour)
• Does daily listening and • Reads a story called • Writes a diary entry Language focus
speaking practice ‘Giving things up’, about a • Writes paragraphs to tell • Plurals
• Talks about a photograph boy’s tree house, and the events in the correct Integrated language
that introduces the theme answers questions order, using the writing Work with words and
• Listens to a story about a • Reads a personal letter process sentences
girl going on holiday and about the same story and • Records words • Proper nouns
CAPS answers questions answer questions and meanings in a • Connecting words to
Content • Listens to an oral • Identifies main ideas and personal dictionary show cause and effect
description of two beaches features of the letter • Simple present tense
and
and makes notes • Reflects on texts read to describe universal
Skills
• Reads independently statements
• Use of ‘will’ to indicate
future
Spelling
Spells correctly
sight words and high
frequency words
LESSON 1:
Talk about photographs: Learners discuss photographs of people hiking and
people at a beach.
Speaking Listen to a story: Learners listen to a story about a girl going to visit her 6 Reader
grandparents. (Term 3 Formal Assessment Task 1)
DBOE Workbooks for
Learner’s Book page 98 additional support.
Listening and Work with words and sentences: Learners complete an activity on proper
Speaking nouns and capital letters. They use future tense verbs to complete a paragraph.
Reading and Read a story: Learners use the pictures of a story to predict what it is about. Then
Viewing they read the story called ‘Giving things up’.
Independent reading- Reader (Term 3 Formal Assessment Task 1)
After you read: Learners answer the comprehension activity
Work with words and sentences:
Reading and Language focus
Viewing Learner’s Book page 103
Plurals: Learners start the activities on plurals.
additional support.
38
Presenting Write a diary entry: Learners read a sample diary entry as a model text. They
then plan and draft their own diary entry, following the writing process.
additional support.
39
LESSON 6:
Listen to a description of places: Learnerslisten to descriptions of one polluted
Listening and
beach and one unspoilt beach. They answer questions and they complete a chart
Speaking as a way of arranging information visually.
Vocabulary in context: Learners use synonyms based on the listening texts.
Read a personal letter: Learners read a friendly letter and answer questions
Reading and about it. They focus on the layout.
reading. They read any suitable text about which they will write a review.
Work with words and sentences: Learners join sentences using given
conjunctions. They also reinforce the work done orally on the future tense.
Reading and
Viewing reading.
They write a review of the text they read in Lesson 7.
Plurals: Learners complete a paragraph bywriting the correct plurals. Then they
apply the spelling rules.
Vocabulary in context: Learners record wordsand their meanings in a personal
Language Focus
dictionary.
reading. They continue reading texts from the Reader orany other suitable text.
Write a diary entry: Learners edit their diary entries from Lesson 5, and they
Writing and
write the neat entry.
Presenting Spelling: Learners do a spelling test on new words they learnt in this two-week
cycle.
ASSESSMENT TASK
Formal assessment
Lesson 1: Listens to a story
Lesson 2: Retells a story
Lesson 3: Reads aloud; reflects on texts read
Informal assessment
Lesson 2: Write the paragraph correctly on the board. Learners correct their own mistakes.
Lesson 2: Walk around the classroom as the learners read the sentences and check whether they have chosen the correct options
and put them into the future tense.
Lesson 4: Walk around the classroom as the learners write the answers. Explain any mistakes and show them how to correct them.
Lesson 6: Listen to the learners’ descriptions has they talk about the beaches. Take note of those who struggled with this task and
those who managed well.
Lesson 8: Learners mark their own work as you go through the answers with the class.
Lesson 9: Go through the answers to question 1 orally and write the answers to question 2 on the board, and let learners check their
own work.
Lesson 10: 1. Check that learners have edited their work correctly, by asking them what they edited, whatpunctuation they needed to
change and whether they checked their spelling. 2. Check that they have set out the entry clearly and neatly. 3. Learners
work in pairs to assess each other’s diary entries. They read their diary entries aloud to their partners. Their partners go
through the checklist and tell them of any aspects they missed out, and if they think the diary entry was interesting and
easy to understand.
40
Theme 11: Take Care Of Our Water!
(1 hour)
• Does daily listening and • Reads an information text • Writes an information Language focus
speaking practice with a map, photographs, text about South • Simple present tense
• Talks about a photograph and a table African dams and Integrated language
that introduces the theme • Does a comprehension completes a graph Work with words and
• Listens to a talk about activity • Transfers text into sentences
CAPS polluted water: asks and • Practices reading an graphic form: collects, • Present progressive tense
Content answers questions, and information text aloud writes and analyses • Adjectives before and
and uses the information to • Do a crossword puzzle information after nouns
Skills read a diagram • Reflects on texts read: • Writes a short report on • Subject-verb concord
• Talks about the issue of summarises the text in a information collected Spelling
water pollution, after mind map format • Records words and • Spells correctly using a
preparation using • Reads independently meanings in a personal personal dictionary
photographs dictionary • Builds word families
• Collects information for a • Builds on knowledge of
survey on water use in the sight words and high-
learners’ homes, using a frequency words
questionnaire Vocabulary in context
ACTIVITY
page 161 in the TG
LESSON 1:
Listening and Talk about a photograph:
Speaking Learners discuss a photograph of children and water as an introduction to the Platinum English FAL Grade
theme.They use the illustration to predict the listening text. 6 Reader
LESSON 2: Duration: 60 minutes Collect information
Learner’s Book page 108 brochures or posters about
Talk about an issue after preparation: Learners have a structured group water processing and water
Listening and
discussion about water pollution. They write notes to use in the discussion. saving from your local
Speaking Independent reading - Reader municipal or council office.
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 78 Display these in your
and 79 for additional support. classroom.
Learner’s Book page 110 If possible, find a large map
Read an information text: Learners read a text called ‘Water in South Africa’, of South Africa with rivers
Reading and Independent reading- Reader and dams clearly shown.
Viewing
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 80
and 81 for additional support. Copies of the crossword
LESSON 4: Duration: 60 minutes puzzle on page 112 of the
Learner’s Book page 110 Learner’s Book
Read an information text: Learners answer questions about the text in Lesson 3.
Work with words and sentences: Learners complete sentences using the correct Use the exercises in the
Reading and DBOE Workbooks for
form of the verb ‘to be’. This is an integrated activity.
Viewing additional support.
Language focus
The present tenses: Learners work with the simple present and present
progressive tenses. (Term 3 Formal Assessment Task 1)
Presenting Write an information text using visuals:
Learners generate their own graph, using the model of a graph and the text in the
Learner’s Book. (Term 3 Formal Assessment Task 1)
41
Week 24
LESSON 6:
Do a survey: Learners use a questionnaire to collect information about water use.
Note that they will use this information for the writing activity in lessons 9 and 10.
Listening and Vocabulary in context: Learners complete two mind maps to consolidate their
Speaking knowledge of some of the vocabulary they have used in this theme.
additional support.
Read an information text: Learners complete a summary of a text using the
Reading and
format of a mind map. They also practise reading aloud. (Term 3 Formal
Viewing
Assessment Task 1)
Do a word puzzle: The crossword puzzle consolidates the vocabulary learners
Reading and have encountered in this theme. They also write sentences with those words.
Viewing Vocabulary in context: Learners record words and meanings in a personal
dictionary.
Work with words and sentences: Learners revise adjectives as they complete
sentences correctly. They do exercises on the present progressive tense.
Transfer text into graphic form: Learners use the information they gathered in
lesson 6 to create a graph showing information.
Writing and Spelling: Learners do a spelling test on new words they learnt in this two-week
Presenting cycle.
Writing and Write a short report: Learners write a report about saving water. They follow
Presenting the writing process of planning, drafting, editing and rewriting.
ASSESSMENT TASK
Formal Assessment
Lesson 5: Completes a visual text
Informal assessment
Lesson 6: Complete the mind map on the board for learners to check their own answers.
Lesson 8: Go through the answers with the class and let learners mark their own work.
Lesson 9: Make certain that the learners transfer the information from their questionnaires onto the bar graph with reasonable
accuracy.
Lesson 9: Learners swap books and mark each other’s spelling test. Record their marks out of 10 if you need to.
42
Theme 12: Space Adventure
(1 hour)
• Does daily listening and • Reads a story about • Writes a simple story Language focus
speaking practice school children using the writing process • Personal pronouns
• Listens to a story about discussing life in more independently • Joining prefixes or
visiting outer space space • Writes for fun – a poem or suffixes to a base word
• Retells a story • Does a comprehension simple rhyming sentences • Shortening words
• Listens to a poem based on the story • Records words and their Integrated language
• Reads a poem meanings in a personal Spelling:
• Practices reading dictionary • Spells familiar words
CAPS • Reflects on texts read • Uses the writing process correctly, using a personal
Content during independent/ pair dictionary
and reading • Uses abbreviations
Skills correctly
Work with words and
sentences:
• Builds on understanding
and use of simple past tense
• Uses adverbs of place
• Begins to use possessive
pronouns
Vocabulary in context:
• Words taken from
shared or individually read
texts
LESSON 1:
Talk about a photograph: Learners identify and discuss the stars, sky and moon
Listening and in a photograph. Platinum English FAL Grade
Speaking Listen to a story: Learners look at a diagram of Earth and the moon in space and 6 Reader
then listen to a story called ‘A trip to space’.
Independent reading- Reader Have dictionaries available
LESSON 2: Duration: 60 minutes Use the exercises in the
Learner’s Book page 120 DBOE Workbooks for
Reading and
Read a story: Learners read a text called ‘The aliens’ and answer a additional support.
Viewing
comprehension. Learners do exercises on abbreviations.
Independent reading
Read a story: Learners continue and complete the story and comprehension.
Reading and
Vocabulary in context: Personal dictionaries.
and 115 or additional support.
Personal pronouns: Learners learn the rules about personal pronouns.
Language Focus
Write a story: Learners begin with the first stage of the writing process to plan
their stories.
43
Presenting Write a story: Learners continue with the writing process.
44
Week 26
LESSON 6:
Listen to a story: Learners listen to the story ‘A trip to space’ again. They answer
questions about the story and then retell the story to a partner, using a frame.
Listening and They also tell an alternative ending to the story. Learners answer two integrated
Speaking language questions covering the simple past tense and possessive pronouns.
Listen to a poem: Learners listen to a poem called ‘Space-men’ and answer literal
and metacognitive questions based on the poem.
Listening and
Pairs of learners then perform the first or second verse of the poem with actions.
Speaking Independent reading- Reader
and 119 for additional support.
Read a poem: Learners read a poem called ‘Walking on the moon’ and answer
literal and metacognitive questions based on it. Learners answer an integrated
Reading and language question based on the story. The question covers adverbs of place.
Viewing Vocabulary in context: Learners spend about 10 minutes working on their
Adding letters to make new words: Learners learn about adding letters to the
Language Focus beginning of an ending of words to make new words.
Shortening words: Learners learn about shortened forms of words, such as
‘exam’ for ‘examination’.
week cycle.
Writing and Write for fun: Learners write a simple four-line poem or rhyming sentences for
Presenting fun. They choose one of two writing frames to help them.
ASSESSMENT TASK
Informal assessment
Lesson 3: Learners swap their books with a partner. They mark each other’s answers to the questions in the ‘After you read’ section.
They use the memorandum from Lesson 2, which you could either dictate orally or write on the board.
Lesson 6: Learners swap their books with a partner. They mark each other’s answers to the previous activity
45
Theme 13: Science And Technology
(1 hour)
• Does daily listening and • Reads procedural text: an • Writes information text Language focus
speaking practice experiment • Writes a mind map • Present perfect tense
• Talks about a photograph • Reads information text summary • Possessive form of the
that introduces the theme about the cycles of the • Records words and noun
CAPS • Listens to and carries out moon meanings in a personal Integrated language
instructions about using a • Uses the features of a dictionary Work with words and
Content
cell phone book, such as cover and sentences
and
• Practices listening and contents pages • Types of adjectives
Skills
speaking • Practices reading • Verbs
• Plays a language game • Reflects on texts read Spelling
• Reads independently • Checks spelling and
meaning of words in a
dictionary
LESSON 1:
Talk about a photograph: Learners are introduced to the theme of technology
and information. Platinum English FAL Grade
Listening and 6 Reader
Listen to and carry out instructions: Learners follow instructions about how to
Speaking use a cell phone as a calculator. (Term 3 Formal Assessment Task 2)
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 90 Bring items of technology
for learners to look at. Some
possibilities are:
LESSON 2: Duration: 60 minutes calculators, cell phones, a
Learner’s Book page 132 computer.
Reading and Read instructions for a simple scientific experiment: Learners read an
Viewing experiment about the effect of soap on milk. (Term 3 Formal Assessment Task 2) You will need the following
Independent reading- Reader materials to carry out the
LESSON 3: Duration: 60 minutes experiment: a small bowl,
Read and view Learner’s Book page 132 milk, food colouring or ink,
Work with words and sentences: Learners use verbs and adjectives. (Term 3 washing-up liquid.
Reading and Formal Assessment Task 2)
Viewing Independent reading- Reader Have dictionaries available
additional support. Have a variety of books in
LESSON 4: Duration: 60 minutes the classroom, that have
Learner’s Book page 137 interesting covers, and that
The present perfect tense: Learners write the correct form of the verb. (Term 3 have contents pages, so
Language Focus that learners can see a
Independent reading- Reader variety of layouts and
designs.
Presenting Write an information text: Learners write a text describing an ecosystem. They
DBOE Workbooks for
also revise using the active and passive voice. (Term 3 Formal Assessment Task 2)
additional support.
additional support.
46
Week 28
LESSON 6:
Listening and
Play a language game: Learners ask and answer questions about inventions.
Speaking
Read information texts: Learners work with an extract of a contents page to
Reading and develop cross-curricular literacy skills. They also read information and a diagram
Viewing about the cycle of the moon. (Term 3 Formal Assessment Task 2)
Vocabulary in context: Learners use new vocabulary. (Term 3 Formal
Reading and Assessment Task 2)
Viewing Work with words and sentences: Learners use adjectives.

Use the possessive form of the noun: Learners practise the use of the
apostrophe. (Term 3 Formal Assessment Task 2)
Language Focus
cycle.
LESSON 10:
Writing and Make a mind map summary: Learners make a summary in the form of a mind
Presenting map to describe an ecosystem.
ASSESSMENT TASK
Formal Assessment
Lesson 1: Listens to and carries out instructions
Lessons 3 & 4: Language structures and conventions
Lesson 5: Writes an information text
Lesson 9: Language structures and conventions
Informal assessment
Lesson 3: Listen to some pairs read, for formative assessment. Select learners who are not showing the expected development in
their reading ability. Give them extra attention, possibly modeling the reading of one paragraph, which they then repeat.
Lesson 8: Learners who struggled with the terms in the previous activity can draw the shapes and write the words as labels.
47
Theme 14: Act In Plays
(1 hour)
• Does daily listening and • Read a play • Writes a short play script Language focus
speaking practice • Identifies the storyline of using an informal style • Homonyms
• Talks about a photograph the play, expresses feelings • Follows the writing • Determiners
that introduces the theme and discusses punctuation process by planning, using • Different types of
• Performs a simple play • Becomes familiar with the a flow chart, drafting, adjectives
CAPS about a haircut format of play scripts revising and rewriting • Adverbs
Content • Participates in a • Uses the title and • Records words and Integrated language
and conversation on the illustrations of a play script meanings in a personal Work with words and
Skills topic of finding or losing to predict the text dictionary sentences
money • Does a comprehension on • Spells words using
the play script different spellings of the ‘i’
• Practices reading a play sound
aloud • Uses adjectives
• Reflects on texts read:  Spelling
gives opinions Vocabulary in context
• Reads independently • Words taken from shared
LESSON 1:
Listening and Talk about a photograph: Learners discuss the photograph of children acting.
Speaking They draw on their experience from Creative Arts lessons. Platinum English FAL Grade
Perform a play: Learners read a play script aloud. 6 Reader
Learner’s Book page 142 DBOE Workbooks for
Listening and Perform a play: Learners work in groups to make up their own play. They additional support.
Speaking present this to the rest of the class if there is time.
Read a play: Learners predict the text and become familiar with the layout and
Reading and features of plays. They also answer questions about a play.
Homonyms: Learners develop their vocabulary by creating sentences using
Language Focus common homonyms.
Adjectives: This activity combines revision of adjectives with comprehension of
the play script.
Presenting Write a play script: Learners read the story on which they will base their own
play script. They plan their plays and write a first draft. They focus on using
informal language suited to the characters. They will complete their play scripts in
Lesson 10.
48
Week 30
LESSON 6:
Listening and Spelling: Learners practise different spellings of the ‘i’ sound.
Speaking Participate in a conversation: Learners work in groups and discuss finding and
losing money. Each group reports back to the rest of the class.
Reading and Read a play: Learners work in groups of three to read a play aloud. Some groups
Viewing present their reading to the rest of the class.
Work with words and sentences: Learners work with adjectives.
Reading and
Viewing
cycle.
Adverbs: Learners work with some common adverbs, and practise sentence
structure. They also work with adverbs of frequency and manner.
Language Focus Determiners: Learners generate sentences beginning with ‘first’, ‘second’, ‘next’
and ‘last’. Note that learners do not need to know the word ‘determiners’.
personal dictionaries by adding new words they learnt in this theme.
Writing and Write a play script: Learners edit, revise and complete the play script they
Presenting started in Lesson 5.
ASSESSMENT TASK
Informal assessment
Lesson 1: Note whether learners are speaking and acting simultaneously. You may need to change the pair groupings if both learners
struggle with this activity.
Lesson 3: Ask a few learners to read their answers. Discuss the replies with the class. Correct any misconceptions if necessary.
Lesson 3: Listen to some pairs reading, to monitor how their reading ability is developing
Lesson 4 and 8: Go through the answers with the class and let learners mark their own work.
Lesson 7: The class listens carefully and gives feedback to the learners who have read the play to the class. The feedback should
include comments on their ability to speak loudly and clearly, and to show emotion through their tone of voice.
Lesson 8: Learners swap books and mark each other’s work. Record their marks out of 10 if you need to.
Lesson 8: Monitor learners’ reading skills by listening to different pairs of learners read aloud.
49
Theme 15: Special Days
(1 hour)
• Does daily listening and • Reads a story about a • Writes a simple story Language focus
speaking practice surprise birthday party about a celebration • Demonstrative pronouns
• Talks about a photograph • Does a comprehension • Uses the writing process (this, that, those, these)
that introduces the theme activity • Records words and Integrated language
• Listens to a story about a • Reads personal letters meanings in a personal Work with words and
wedding about a naming ceremony dictionary sentences
CAPS • Tells own story about • Practices reading a • Adjectives before nouns
Content the wedding and about a paragraph from a story • Command form of the
and personal special day aloud verb
Skills • Presents an oral book • Reflects on texts read: • Prepositions that show
review retell the story direction, time and
• Reads independently possession
Spelling
• Spells correctly
frequency words
LESSON 1:
Talk about a photograph: Learners discuss the photograph to start thinking
Listening and about the theme. Platinum English FAL Grade
Speaking Listen to a story: Learners complete a listening comprehension and retell the 6 Reader
story.
Work with words and sentences: Learners revise adjectives and prepositions. Have large cards with the
following words on them:
LESSON 2: Duration: 60 minutes this, that, those, these.
Learner’s Book page 154 Display these cards in the
Read a personal letter: Learners read a letter describing a naming ceremony and classroom, and point to
Reading and answer questions about it. them as you teach this
Viewing Independent reading- Reader work.
and 101 for additional support. Have dictionaries available
LESSON 3: Duration: 60 minutes that give antonyms.
Reading and Work with words and sentences: Learners write sentences using command Learners will need books
Viewing (instruction) verbs. they have read, in order to
Independent reading- Reader present a book review
LESSON 4: Duration: 60 minutes about it.
Language Focus Pronouns: Learners revise pronouns and use them to complete sentences. Use the exercises in the
Independent reading- Reader DBOE Workbooks for
LESSON 5: Duration: 60 minutes additional support.
Presenting Write a story: Learners read a model story. Then they plan and draft their own
story. Note that they finish their writing in Lesson 10.
50
Week 32
LESSON 6:
Listening and Tell your own story: Learners choose a day they have enjoyed and tell the story.
Speaking Present a book review: Learners review a book orally, telling the main points of
the story and giving their opinion.
Reading and
Read a story: Learners read a fictional story about a surprise birthday party.
Viewing
Read a story: Learners answer questions on the story they read in Lesson 7. They
Reading and also practise reading aloud.
additional support.
Words with opposite meanings: Learners revise antonyms and use them in
sentences.
Record words and meanings in a personal
Language Focus
dictionary: Learners update their personal dictionaries by adding new words
learnt in this theme.
cycle.
Write a story: Learners revise, edit and write the final version of the story they
Writing and started writing in lesson 5.
REVISION: LB p160
The DBOE Workbook can be used for homework and revision work
ASSESSMENT TASK
Informal assessment
Lesson 1: Listen to how learners take part in the discussions. Check that learners show evidence of improvement in their ability to
listen and speak in English.
Lesson 4: Check that learners can answer the questions correctly.
Lesson 8: Check that learners are able to read the story in the previous activity with understanding.
Lesson 10: Mark the learners’ stories from the previous activity.
51
Theme 16: Making Music
(1 hour)
• Does daily listening • Reads an information • Uses information Language focus
and speaking practice text from a visual text • Relative clauses
• Talks about a • Does acomprehension to write instructions • The word ‘the’
photograph that aboutdifferent types of about how to make a Integrated language
introduces the theme instruments drum Work with words and
• Participates in • Practices reading a • Writes a summary in sentences
discussion paragraph aloud the form of a mind • Possessive pronouns
CAPS • Listens to and • Reads and solves a map  Commas separating
Content discusses a talk about crossword puzzle • Writes definitions with nouns
the advantages of • Reads independently examples Spelling
and
learning music • Records words • Spells correctly using
Skills
• Plays a language and meanings in a a personal dictionary
game (rhyming words) personal dictionary • Builds word families
based on how they
sound or look
• Builds on knowledge
of sight words and
high-frequency words
• Words taken from
shared or individually
read texts
LESSON 1:
Talk about a photograph: Learners discuss the musical instruments, and how
Listening and the children are playing them. Platinum English FAL Grade
Speaking Take part in a discussion: Learners read speech bubbles, and then discuss the 6 Reader
advantages and disadvantages of listening to music through earphones. (Term 4
Formal Assessment Task 1) If possible, display musical
instruments in class, or
LESSON 2: Duration: 60 minutes display pictures of them.
Reading and Read an information text: Learners read about different musical instruments. If possible, bring examples
Viewing They continue the reading activities in Lesson 3. of kwela and mbaqanga
Independent reading - Reader music to play for the
LESSON 3: Duration: 60 minutes learners during the
Learner’s Book page 165 ‘Independent reading’
Read an information text: Learners answer questions about a text and write a session.
Reading and summary of it. (Term 4 Formal Assessment Task 1)
Viewing Independent reading- Reader Have dictionaries available
and 121 for additional support. Bring the items needed to
LESSON 4: Duration: 60 minutes make a drum. (Learners
Learner’s Book page 168 may follow instructions to
Language Focus Clauses: Learners work with sentence structure and clauses. (Term 4 Formal make a drum, or they can
Assessment Task 1) make a drum in their
LESSON 5: Duration: 60 minutes Creative Arts class.)
52
Presenting Write a text: Learners use pictures to complete a text giving instructions to make
a drum. (Term 4 Formal Assessment Task 1)
Write and illustrate instructions: Learners create their own text about how to
create a musical instrument. (Term 4 Formal Assessment Task 1)
Independent reading
Week 34 Duration: 60 minutes If possible, make copies for
LESSON 6: class of the crossword
Learner’s Book page 162 puzzle on page 167 of the
Listening and Listen to and discuss a talk: Learners listen to a talk, and summarise it using a Learner’s Book.
Speaking mind map. Then they discuss the main points.
Independent reading- Reader If possible, bring a CD with
rap music and a CD player.
LESSON 7: Duration: 60 minutes (Choose the music carefully
Learner’s Book page 162 – it should not
Play a language game: Learners think of rhyming words in this game. have unacceptable language
Work with words and sentences: Learners use commas in lists. (Term 4 Formal or inferences.)
Listening and Assessment Task 1)
Speaking Independent reading- Reader Use the exercises in the
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 122 for DBOE Workbooks for
additional support. additional support.
Reading and
Solve a word puzzle: Learners revise some of the vocabulary of this theme by
Viewing doing a crossword puzzle.
When to use the word ‘the’: Learners learn when nouns have the word ‘the’ in
front of them and when they do not. (Term 4 Formal Assessment Task 1)
Language Focus Record words and meanings in a personal dictionary: Learners update their
personal dictionaries by adding new words learnt in this theme.
cycle.
Write a mind map summary: Learners read a paragraph, then summarise it
using the mind map provided.
Write definitions: Learners write basic definitions modeled on a given example.
Writing and (Term 4 Formal Assessment Task 1)
additional support.
ASSESSMENT TASK
53
Formal assessment
Lesson 1: Takes part in a discussion
Lesson 2,3,5,6 and 7: Reads aloud
Lessons 4 ,8 and 9: Language structures and conventions
Lesson 5: Writes information text
Lesson 5: Writes instructions
Lesson 10: Writes definitions
Lesson 10: Reflects on text read independently
Informal assessment
Lesson 3: Listen to selected pairs of learners to assess their reading skills.
Lesson 6: Walk around the classroom as you read the text in the previous activity. Note whether learners are identifying the main
points for the mind map.
Lesson 7: You need not be too strict on the rhyming, but point out the words that did not rhyme well.
Lesson 7: In the previous activity, check that learners point to a boy when they say ‘his’ and a girl when they say ‘her’.
Lesson 8: Write the answers to the crossword puzzle on the board. Learners swap their exercise books and mark each other’s work.
Lesson 9: Learners swap books and mark each other’s spelling tests. Record their marks out of 10 if you need to.
54
Theme 17: Weather
(1 hour)
• Does daily listening and • Reads a story about a • Writes a book review Language focus
speaking practice hailstorm • Writes a personal letter • Connecting words
• Listens to a story about an • Does a comprehension • Records words and their showing reason and
ant and a grasshopper based on the story meanings in a personal purpose
• Listens to a poem • Reads two poems and dictionary • Connecting words
answers questions about • Uses the writing process showing choice
them Integrated language
CAPS • Practices reading Spelling
Content • Reflects on texts read • Uses the dictionary to
during independent/pair check spelling and
and
reading meanings of words
Skills
• Works with words
belonging to the same
lexical field
Work with words and
sentences
• Uses direct speech
• Uses quotation marks for
direct speech
LESSON 1:
Talk about a photograph: Learners discuss questions about a photograph and
relate it to their own experiences.
Speaking 6 Reader
Listen to a story: Learners listen to a story called ‘The ant and the grasshopper’
and answer questions about it.
LESSON 2: Duration: 60 minutes DBOE Workbooks for
Learner’s Book page 172 additional support.
Listening and Listen to a story: Learners answer literal and metacognitive questions about a
Speaking story. They also learn about direct speech and quotation marks.
Read a story: Learners read a story and answer comprehension questions about
Reading and
it. They also work with words belonging to the same lexical field.
Viewing
additional support.
Connecting words: Reason and purpose: Learners learn about connecting words
Language Focus showing reason and purpose.
Vocabulary in context: Learners update their personal dictionaries
55
Presenting Write a book review: Learners write a book review about a story called ‘The day
the rain turned into ice’.
additional support.
56
LESSON 6:
Listen to a poem: Learners listen to a poem that includes the poetic devices of
Listening and rhyme, alliteration and comparison. Learners also answer literal and
Speaking metacognitive questions based on the poem.
Reading and Learner’s Book page 175
Viewing Read a poem: Learners read a poem and answer questions based on it.
Read another poem: Learners read another poem and answer questions based
Reading and on it.
Connecting words: Choice: Learners learn about connecting words showing
choice.
Language Focus
Records words and meanings in a personal dictionary: Learners update their
personal dictionaries by adding new words that they have learnt from the reading
and listening texts.
week cycle.
Writing and Write a personal letter: Learners write a personal letter to a good friend about a
Presenting time when the weather caused a problem.
ASSESSMENT TASK
Informal assessment
Lesson 3 and 9: Learners swap books and mark each other’s answers to the previous activity. You could either dictate orally or write
on the board.
Lesson 4 and 10: Learners swap their books with a partner. They mark each other’s answers.
57
Theme 18: Summer’s Here!
(1 hour)
• Does daily listening and • Reads and does a • Does a spelling test Language focus
speaking practice comprehension on a • Writes a report • Sentences using ‘if’
• Has a conversation about magazine article about a about the Celebrate and ‘then’
a festive event summer festival Summer Festival Integrated language
• Takes part in a • Reads a poster that • Designs and produces Spelling
discussion about the advertises the summer a poster about a special • Spells familiar words
summer holidays festival event, using the writing correctly, using a personal
CAPS • Reads an advertisement process dictionary
Content advertising food you can • Records words and • Uses knowledge of
and buy at the festival meanings in a personal alphabetical order and first
Skills • Does independent reading dictionary letters of a word to find
words in a dictionary
Work with words and
sentences
• Question marks
• Exclamation marks
• comparatives (e.g. as
... as, whereas)
Listen and speak: Learners discuss a photograph. Teacher’s Guide
Take part in a conversation: Learners have a conversation about a festive event.
Listening and Independent reading - Reader Platinum English FAL Grade
Speaking 6 Reader
Bring some old newspapers
LESSON 2: Duration: 60 minutes to school. Cut out examples
Learner’s Book page 184 of newspaper articles for
Read a magazine article: Learners read an article about a summer festival. They learners to discuss in
focus on the layout and design of the text. their pairs.
Reading and Vocabulary in context: Learners work with compound words.
Viewing Work with words and sentences: Learners work with question marks and Learners will need rough
exclamation marks. paper, white paper and
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 130 for colour pencils or kokis to
additional support. make their posters.
Reading and Read a magazine article: Learners do a comprehension on the magazine article DBOE Workbooks for
Viewing about a summer festival. additional support.
Language Focus Sentences with ‘if’ and ‘then’: Learners use connecting words to show condition
Independent reading
58
Presenting Write a news report using a frame: Learners write a report about the Celebrate
Summer Festival.

LESSON 6:
Take part in a conversation: Learners discuss the summer holidays.
Listening and
Work with words and sentences: Learners use comparatives, for example as …
Speaking as, whereas.
Read and understand posters and advertisements: Learners read a poster that
Reading and advertises the summer festival. They also read an advertisement advertising food
Viewing that can be bought at the festival. They answer questions about the texts.
Spelling: Learners use knowledge of alphabetical order and first letters of a word
to find words in a dictionary.
Sentences with ‘if’ and ‘then’: Learners use connecting words to show condition
Language Focus
(if … then).
Writing and Design a poster: Learners start planning a poster about a special event, using the
Presenting writing process.
Writing and Design a poster: Learners complete the poster about the special event, using the
Presenting writing process.
Spelling: Learners spell familiar words correctly using a personal dictionary.
ASSESSMENT TASK
Formal Assessment
Week 39 & 40 End of Year Examinations
Informal assessment
Lesson 1,2,3,6 and 7 :Observe while learners work in groups in the previous activity. Check who is having difficulty doing the
activity. Assist where necessary.
Lesson 2,6,7 and 8: Go through the answers to the previous activity with the class. Ask learners to mark their own work.
Lesson 4: Go through the answers to the previous activity with the class. Ask learners to swap books and mark each other’s work.
Lesson 5: Assess the learners’ reports
Lesson 10: Mark the words from the spelling test as a class. Ask volunteers to write the words on the board. Learners swap books
and correct each other’s work.
Lesson 10: Write the following checklist on the board. Ask learners to work in pairs and to take turns to assess each other’s posters
using the points in the checklist:
• easy to read
• letters are different shapes and sizes
• bright colours
• letters in main message are the biggest and have the brightest colour
• picture/s go well with the message.
• no spelling errors.
59

Intermediate Phase Grade 6 Lesson Plans: 2012 Platinum ENGLISH First Additional Language

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Intermediate Phase Grade 6 Lesson Plans: 2012 Platinum ENGLISH First Additional Language

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INTERMEDIATE PHASE

GRADE 6 LESSON PLANS

CONTENTS PAGE ...................................................................................................................................... 2

Language Structures and

follow instructions) Word puzzle Sight words 16

speaking Subject-verb concord

Daily listening and Articles ‘a’ and ‘the’

speaking Adjectives of comparison

speaking Diary entries Personal pronouns 48

Independent reading: Verbs to describe actions

Express own opinion Prepositions

Read aloud Personal dictionary Past progressive tense

texts Simple present tense to

Language Structures and

questions comprehension opinion Irregular verb forms TG pp 80–

Daily listening and Independent reading uncountable nouns

event Answer questions Personal dictionary Words ending in ‘-l’ 80

Role-play a familiar comprehension verb forms

a survey Information text with Questionnaire Words with long vowel 92

Language game Read a TV news article Personal dictionary Adverbs of degree

Language Structures Formal and

a place Answer questions Connecting words – 142–157

Daily listening and Simple present tense for

Talk about an issue Comprehension Transfer text into Present progressive TG pp

a questionnaire aloud Personal dictionary Adjectives

story Summarise a story Poem Shorten words 117–128

speaking Independent reading: Simple past tense

13. science and

familiar topic Read a play aloud Determiners TG pp

Daily listening and Independent reading: Adjectives 209–220

Language Structures Formal and

speaking Independent reading: pronouns

talk Read aloud Mindmap summary Possessive pronouns TG pp 235–

Daily listening and Independent reading: examples Relative clauses

Listen to and Story Book review Use a dictionary LB pp 171–

Daily listening and Read a poem aloud Connecting words – 265

speaking Independent reading: reason, purpose, choice

Conversation Magazine article News report Use a dictionary LB pp 181–

questions Poster Personal dictionary Connecting words TG pp 266–

Daily listening and Independent reading Exclamation marks

Before you listen

While you listen

After you listen

Work with words and sentences

Read and view

Before you read

While you read

After you read

Independent reading - Reader

Write and presents

Write and presents

Read and view

Make a personal dictionary

Write and present

Independent reading - Reader

Write and present

Week 8 Duration: 60 minutes Have available a textbook

LESSON 9: Duration: 60 minutes

Learner’s Book page 137

Week 38 Duration: 60 minutes

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