PROVINCE OF LIMPOPO

DEPARTMENT OF EDUCATION
 ENGLISH FIRST ADDITIONAL LANGUAGE

LESSON PLANS

GRADE 9

NOTE TO THE TEACHER

This document is a compilation of a number of Lesson Plans prepared and developed according to the Five Categories in
Languages, i.e; Stories, Drama, Poetry, Multi Media and Texts from Other Areas, in line with the Work Schedule and Assessment
Guidelines. It is meant to serve as guidance for teachers when they plan for Grades 7, 8 and 9 (Senior Phase). It is expected that
every effort will be made by the teachers to link the work with the day to day life experiences of learners.

As much as possible, teachers should be aware of the importance of these Lesson Plans. They should build on them and seek to
associate work with interest, enjoyment and practical application of knowledge acquired, wherever possible.

An integrated approach was central in the development of these Lesson Plans, integrating language learning with values and
themes. The reason was to find a balance of topics and themes which interest and unite learners across the divides and, further
enhance problem and inquiry - based learning (PBL)- an active learning approach that involves learners in the natural process of
inquiry and problem solving enabling them to take responsibility for learning. Accordingly, the activities in this book should be done
and, when opportunities exist, teachers should extend it, ensuring relevance to learners’ lives and yet, move beyond what learners
already know.

Teachers (making use of the Lesson Plans Document) are therefore required to use topics and themes that will engage learners in
issues of Human Rights and also, Environmental issues. A list of Teaching and Learning Strategies appears in the NCS
Orientation Course Resource Book (Intermediate- and Senior Phase) and teachers are encouraged to use these optimally so that
they are not confined to a limited number of teaching methods. Assessment tool exemplars are also provided for some Drama
activities to assist teachers to develop their own to suit their own situations.

The document further draws the attention of teachers to LO 6 which is, Language Structure and Use, as this LO seeks to prepare
learners not only to excel in language acquisition, but also to prepare them for the world beyond the classroom. Teachers should
note that the discovery of language structure and use should happen gradually and in context.

It is hoped that with this user friendly document in place, the quality of teaching and learning will improve resulting in improved
learner achievement.
 WORK SCHEDULE: ENGLISH FIRST ADDITIONAL LANGUAGE GRADE 9
TERM 1 Context: Context: Context:
Multi Media Text Drama/ Play Poetry
Week: 1-4 Week: 5-9 Week: 10-11
Content: Content: Content:
LO 1 AS 2 LO 1 AS 2 & 4 LO 1 AS 2 & 4
LO 2 AS 2 & 4 LO 2 AS 2,3 & 4 LO 2 AS 3 & 5
LO 3 AS 3,5 & 6 LO 3 AS 1,6 & 9 LO 3 AS 2,6 & 9
LO 4 AS 2,3 & 5 LO 4 AS 4,6 & 7 LO 4 AS 4 & 6
LO 5 AS 2 & 3 LO 5 AS 2 LO 5 AS 2
LO 6 AS 4 & 6 LO 6 AS 2,4,5 & 6 LO 6 AS 7 & 8

TERM 2 Context: Context: Context:

Text from other Learning Multi Media Text Novel
Area
Week: 1-3 Week: 4-5 Week: 6-9 Week: 10-11

Content: Content: Content: Content:

LO 1 AS 3 LO 1 AS 2 LO 1 AS 1,2 & 4 Administration of

LO 2 AS 2 & 4 LO 2 AS 2 & 4 LO 2 AS 1,3 & 5 Languages
LO 3 AS 1,4,7,8 & 9 LO 3 AS 3,5 & 6 LO 3 AS 1,6,7 & 8 STANDARDIZED
LO 4 AS 1 & 6 LO 4 AS 2,3 & 5 LO 4 AS 4,6 & 7 ASSESSMENT TASK
LO 5 AS 1 & 3 LO 5 AS 2 & 3 LO 5 AS 2
LO 6 AS 1,7,8 & 9 LO 6 AS 4 & 6 LO 6 AS 1,3,7 & 9

WORK SCHEDULE: ENGLISH FIRST ADDITIONAL LANGUAGE GRADE 9

TERM 3 Context: Context: Context:

 Multi Media Text Poetry Stories/ Novel
Week: 1-3 Week: 4-5 Week: 6-10
Content: Content: Content:
LO 1 AS 2 LO 1 AS 2 & 4 LO 1 AS 1,2 & 4
LO 2 AS 2 & 4 LO 2 AS 3 & 5 LO 2 AS 1,3 & 5
LO 3 AS 3,5 & 6 LO 3 AS 2,6 & 9 LO 3 AS 1,6,7 & 8
LO 4 AS 2,3 & 5 LO 4 AS 4 & 6 LO 4 AS 4,6 & 7
LO 5 AS 2 & 3 LO 5 AS 2 LO 5 AS 2
LO 6 AS 4 & 6 LO 6 AS 7 & 8 LO 6 AS 1,3,7 & 9

TERM 4 Context: Context:

Text from other Learning Area Drama/ Play
Week: 1-3 Week: 4-6 Week: 7-10

Content: Content: Content:

LO 1 AS 3 LO 1 AS 2 & 4 Administration of
LO 2 AS 2 & 4 LO 2 AS 2,3 & 4 EXTERNAL ASSESSMENT
LO 3 AS 1,4,7,8 & 9 LO 3 AS 1,6 & 9 TASKS
LO 4 AS 1 & 6 LO 4 AS 4,6 & 7
LO 5 AS 1 & 3 LO 5 AS 2
LO 6 AS 1,7,8 & 9 LO 6 AS 2,4,5 & 6

LESSON PLAN

(Poetry)

English First Additional

Context: POETRY

Time: 3 weeks Grade: 9

LO’s and As’s TEACHER AND LEARNER ACTIVITIES ASSESSMENT BARRIERS TO

LEARNING
Methods/tools/forms

Read the poem to the learners. Activity 1 Methods: Learners with

sensory disabilities
Lo: 1 Listening As 2,4 Find out what is it the learner know. Teacher such as hearing
Activate prior knowledge. Discuss, ask loss:Learners given
As 2 Understands oral texts (e.g. questions, give vocabulary and get the Whole class
radio talk shows, texts with statistics): a copy of the poem.
whole class involve. Form:
 answers questions; Learners sit next to
Questions and someone
 retells and summarises; answer (academically
stronger)
 identifies point of view and is Activity 2
able to offer an alternative point
of view; Get an overview. Look at the title of the
poem. Ponder the title before reading the
 analyses the features of poem. Predict what the poem may be
different kinds of oral texts (e.g. ”about”. Read the poem.
a conversation, a story).
Activity 3 In pairs
As 4 Listens actively in a discussion:
In piars. Determine the main subject of the
 shows openness to ideas and poem. What is it apparently about? Start
treats the views of others with the basic situation and move to
critically but with respect; consider any other deeper things that the
 invites contributions from poem may be about.
others and responds to their Identify the genre or form of the poem.
 views; Different forms or genres have different
subjects, aims, conventions and attributes.
 is prepared to challenge others
but does so politely and does Is it a sonnet rather than an elegy, a lyric,
not interrupt them; a narrative, a dramatic monologue, an In pairs
epistle an epic? Learners with
 criticises the ideas and not the
person. Activity 4 speech problems
and struggles to
Lo 2 Speaking As 3,5 In piars: Paraphrase the poem. Translate complete speaking
the poem into your own words. Focus on tasks effectively
As 3 Shows developing ability to use one syntactical unit at a time, not could be scaffolded
features of spoken language to necessarily on one line at a time. Or write a by peers or more
communicate: word stress, weak In pairs
sentence or two for each stanza of the time could be
vowels, intonation and rhythm. poem. Before the end of the lesson give provided
As 5 Is interviewed by someone (e.g. feedback to the whole class. (“are you all
a job interview): still on the same page”)

Activity 5 In pairs
 anticipates the questions that
will be asked and prepares for In pairs: Identify who is speaking in the
them; poem and his/her attitude/ tone of voice.
 answers questions; Remember that if the voice of the poem
says ‘I’, that doesn’t mean it is the poet who In pairs
 uses appropriate tone, register is speaking. It is a voice in the poem which
Learners who might
and body language. speaks.
have difficulty in
Lo 3 Reading and viewing As 2,6 Activity 6 completing reading
tasks, could be
As 2 Understands some elements of In pairs explain how this poem uses Methods:
provided with texts
poetry (e.g. metaphor, rhythm), and imagery and poetical devices. One is the with a bigger font or
Self or group
understands some of the terms used images of the physical setting, the other could be given
to describe this language (e.g. kind is images as figures of speech, such
metaphor). as metaphors. Formal assessment more time to
complete tasks
As 6 Uses reading strategies: Activity 7 Form:
OR
 skims texts - identifies the topic In piars look for any connotations of the Oral response
and key points, and uses layout poem (if there are any). What do the words access to libraries
features (e.g. illustrations); mean beyond the obvious? What are the or books,
implications, the hints, the suggestions of Form: newspapers and
 matches different ways of these particular word choices? magazines at home
reading to different texts (e.g. Write a poem should be
skims newspaper articles for Activity 8 organized
main ideas); Method:
You are going to read a poem as a
 develops and evaluates presentation for your oral assessment. You Self
reading speed; may do it alone, or you may use a small
Enter for publication
group of people to assist you. You may use
 uses strategies to work out the music in your presentation or props and
Tool:
meaning of words (e.g. costumes. (go and spend a day or 2 at the
discusses the word in home Grahamstown Arts festival during the June rubric
language). holidays to get ideas) You may select your
As 9 Demonstrates a reading own poem.
vocabulary of between 6 000 an 7 500 Form:
common words. Learners who will
obituary.
study other Learning Areas through Activity 9
Learners who who
their additional language should aim Method:
Write a poem about growing up. Write a may experience
for 7 500 words.
free verse poem expressing your feelings Self difficulties in writing
Lo 4 Writing As 4,6 about some transition in your own life. well structured
paragraphs or
As 4 Writes creatively: Try to use interesting and original essays may be
metaphors that express your individuality. provided with
 translates stories (and other Have a poetry reading in which you share additional
 texts) from home language - your poems, reading them aloud and with Form: scaffolding in the
tries to capture the idiom and pride and confidence. Talk about the writing process
notices how idiom (and often feelings these metaphors create in the Speech
values) are different in the two listener and the reader. Method:
languages;
Send the best poems to UNCUT/ Poetic Self
 shows development in the Licence: P.O. Box 45 Parklands 2121
ability to write stories, poems Formal assessment
and play-scripts (e.g. by
working with design). Activity 10
Form:
As 6 Treats writing as a process: A well know poet from your community has
died. After you have heard the news, you collage
 drafts, reads and discusses
own writing critically; start writing an obituary for him. Use what
Method:
you know of him from the poem to complete
 uses feedback to revise, edit the obituary. peer assessment
and rewrite;

 uses knowledge of grammar, Learners with

spelling, etc., to edit; Form: cognitive barriers
Activity 11 descriptive writing which negatively
 plans the layout of a text,
impacts on the
including how to incorporate One of the poems you have read this term Method: thinking and
graphs and pictures; was about war. Write a speech that you reasoning process
will give to the class arguing for all wars to self
 evaluates design and layout. could be given
be stopped. You will need to think of more opportunities
Tool:
Lo 5 Thinking and Reasoning As 2 alternative ways that countries or groups of to practice this skill
people could resolve their conflicts. Make rubric
As 2 Uses language for thinking: sure that your ideas are practical and not
 asks and answers more idealistic. Your speech should last 1 minute
but not longer than 2 minutes. The written
 complex questions; speech must be filed in the portfolio.

 expands generalisations, Activity 12

definitions and classifications
into paragraphs; Create a collage using pictures of In groups Learners who
magazines and newspapers or even photos encounter difficulty
 thinks of examples for general that you have taken. You may use colour, dictionaries to master Language
statements; slogans and words from the poem. You structure and use
may be asked as part of your oral mark to (grammer tasks)
 understands and uses explain your choice of pictures and their should be provided
evidence to support a theory or placing on the collage to the class. The more opportunities
argument (e.g. scientific collage must be true to the poem. Start to practice this skill
evidence); from the poem. (E.g. More class
 draws conclusions. work and home
Activity 13 work)
Lo 6 Language and structure As 7,8 Write a paragraph or two. (120 words)
As 7 Uses complex sentences (e.g. Describe a person, emotion, place or
relative clauses). event so that the reader can imagine it.
As 8 Uses some language to talk You will use many emotive words
about language (meta-language - (adjectives and adverbs) to make the
terms such as paragraph). person or event come alive and seem real
to the reader.

Use figures of speech like similes and

metaphors. Use words to create a mood or
feeling. You are creating pictures with
words. Use word pictures that call up the
senses:sight, smell, sound, taste, and
touch.
 You must have experience of the topic. It is
very difficult to write a good description if
you have no knoledge of the subject.

Activity 14

Let the class come up with clear

explanations or definitions of the
following: ballade, couplet, epic, dramatic
monologue, epitaph, free verse, italian
sonnet, lyric, quatrain, rhyme, sonnet,
verse, simile, metaphor, hyperbole,
alliteration, personification, onamatopoeia,
oxymoron, euphemism, paradox

Let them work in groups by using the

dictionaries or thesaurus. Let the learners
report back to the class with good examples
and clear explanations or definitions that
they will understand.

Resources: Dictionaries, poems, diaries, conversations, songs, magazines

Teacher Reflection:
 LESSON PLAN

(Novel)

English First Additional

Context: Novel

Time: 3 weeks Grade: 9

LO’s AND AS’s TEACHER AND LEARNER ACTIVITIES ASSESSMENT BARRIERS TO

LEARNING
Methods/tools/forms

Read the story to the learners Activity 1 Method: Learners with

sensory disabilities
Lo: 1 Listening As 1,2,4 Analysing the book’s cover. Teacher such as hearing
loss.
As 1 Understands and appreciates Ask the class the following questions: Forms:
stories, including those told by other Learners given a
learners: What is the meaning of the title? What do Group discussions copy of the novel.
you think the book is about? Look at the
 responds personally and people on the cover. What do you think Questioning and Learners sit next to
critically, asks and answers about them, before you know the story? answering someone
questions; Look at the expressions on those people’s (academically
faces. Try to make the expressions stronger)
 evaluates the storytelling yourself. How do you think the people are Method:
technique and performance and feeling?
gives feedback. self
Activity 2
As 2 Understands oral texts (e.g.
radio talk shows, texts with statistics): There are various novel genres, for
example, romance, thriller, historical
 answers questions; drama, horror, human interest, detective,
 retells and summarises; science fiction. Let the learners find out
which type of novel they are going to study Form:
 identifies point of view and is before reading it.
Survey
able to offer an alternative point
of view; Activity 3
In pairs
 analyses the features of The learners will find it easier to understand
Form:
different kinds of oral texts (e.g. a novel if they understand its context. The
a conversation, a story). time and place in which the author wrote Oral response
the novel may give clues about the
As 4 Listens actively in a discussion: significance of the themes and characters.

 shows openness to ideas and The setting of the novel itself and what was
treats the views of others taking place historically, socially and
economically at this time may also help the
 critically but with respect; learners to understand the novel if they find
out more about the period of time.
 invites contributions from others
and responds to their views; Let the class do some research into the
author of the novel you are studying, as
 is prepared to challenge others well as the historical time period in which
but does so politely and does Learners with
the novel is set. speech problems
not interrupt them;
Divide the class in groups and let them do and struggles to
 criticises the ideas and not the research on the following: complete speaking
person. tasks effectively
Where and when was the author of the Form: could be scaffolded
Lo 2 Speaking As 1,3,5 novel born? by peers or more
Mind mapping
As 1 Translates and interprets: time could be
What important events took place during provided
Method:
 tells stories from home the authors’ life?
language in the additional self
Find out more about the period of time
language. during which the novel is set, and the place Form:
 translates and interprets where it is set.
summary
messages: Let them report back to the class.
Method:
 translates or interprets where Activity 4
necessary in a conversation. Self
Read the novel to find out what happens in
As 3 Shows developing ability to use the plot.
features of spoken language to
communicate: word stress, weak Let the learners create mind maps for each Forms:
vowels, intonation and rhythm. element of the novel- plot, setting,
storyboard
character, theme and symbolism.
As 5 Is interviewed by someone (e.g.
drawings
a job interview):
Learners who might
  anticipates the questions that Activity 5 have difficulty in
will be asked and prepares for completing reading
them; Let the learners read each chapter again tasks, could be
and summarise notes of each chapter of provided with texts
 answers questions; the novel on each of the mind maps. questioning and
answering with a bigger font or
 uses appropriate tone, register could be given
oral response more time to
and body language.
complete tasks
Lo 3 Reading and viewing As 1,6,7,8
Activity 6 OR
As 1 Reads a text (fiction or non-
Identify the sequence of events or incidents access to libraries
fiction):
that make up the story. The plot of a novel or books,
 identifies purpose, audience may be quite complex – there may be Form: newspapers and
and context; several storylines that unfold throughout the magazines at home
story, involving a lot of characters. Let the Role-play should be
 infers meaning; class in piars storyboard the novel, organized
In pairs
 identifies what is not said in a focusing on the plot.
text; Activity 7
 identifies the register/style In most cases, the characters in the plot
(formal or informal); will have to deal with some kind of conflict Forms:
 explains and assesses point of – either within themselves, or within their
circumstances. Remember the author Table
view in both the written and
visual parts of the text, and creates tension through the conflict and the
Oral response
offers alternative points of view; conflict or problem may be resolved by the
end of the story.
 shows understanding of the
way in which texts position Let the class identify the actions that led up
readers (e.g. by using the to the conflict situation and report back on
how would they have handled it.
 inclusive pronoun 'we'); Activity 8 Form:

 identifies topic sentences, Unprepaired role play. Get 2 learners Collage

distinguishes main points from from the class to portray 2 characters. Ask
supporting detail; them to predict what is going to happen in Method:
the next chapter and they must act it out. Self or in pairs
 with fiction, demonstrates an
understanding of character,
plot, setting and narrator.
Form:
 compares different kind of texts
and matches them their Drama
purpose (e.g. instructing, Activity 9 Small groups
persuading).
Lets do charaterisation. Tool:
As 6 Uses reading strategies:
Draw 2 coloumns on the board or OHP. Let Checklist
 skims texts - identifies the topic the learners shout out the answers. Under
and key points, and uses layout cloumn A write down all the names of the
features (e.g. illustrations); “round” characters (realistic characters and
Method:
develop over time) and under coloumn B
 matches different ways of
write down all the names of the “flat” or in groups
reading to different texts (e.g.
“stock” (stereotyped and do not develop
skims newspaper articles for
much throughout the novel) characters. Dialogue
main ideas);
Activity 10 Formal assessment
 develops and evaluates reading
speed; Identify the theme or the main idea or Form:
message that the author wants to convey to
 uses strategies to work out the Reading
the reader. Let the learners do a collage
meaning of words (e.g.
by using old magazines to portray the Tool:
discusses the word in home
theme.
 language). Rubric

As 7 Reads for pleasure:

 reads fiction and non-fiction Activity 11 Form:

books at an appropriate reading
and language level; In small groups or piars, dramatise a cloze excersize
chapter from the novel using actions,
 reads some new kinds of books expressive voices and the sharing of the in pairs Learners who who
(e.g. science fiction); lines among the group, to convey the may experience
Form: difficulties in writing
meaning of the novel.
 reads and writes book reviews. Memo well structured
paragraphs or
As 8 Shows some understanding of essays may be
how reference books work: provided with
Method:
 evaluates and selects books, additional
using contents pages and Peer assessment scaffolding in the
Activity 12 writing process
indexes;
Forms:
In groups re-enact a selected scene from
 uses a dictionary, a simple
the novel that conveyed conflict, humor or Oral report back
thesaurus and an
sadness. Write your own dialogue based
encyclopaedia.
on the actual text.
 Demonstrates a reading Form:
Activity 13
vocabulary of between 6 000
an 7 500 common words. Demonstration
Learners may be called upon to read a
Learners who will study other passage (prepared and unprepared) using In pairs
Learning Areas through their voice projection, fluency and expression.
additional language should aim Method:
for 7 500 words.
Teacher from other
Lo 4 Writing As 4,6,7 LA eg Technology
As 4 Writes creatively:

 translates stories (and other Activity 14 Forms:

texts) from home language -
tries to capture the idiom and Do a cloze excersize . A paragraph is Forum discussion
notices how idiom (and often given to the learners with gaps. Learners in
pairs must look for the missing words / facts Oral response
values) are different in the two
languages; from the novel. Tool:

 shows development in the Let other pairs mark the final cloze Rubric
ability to write stories, poems exersize.
and play-scripts (e.g. by
working with design).

As 6 Treats writing as a process:

Activity 15
 drafts, reads and discusses
own writing critically; In pairs let the learners look for examples of
symbolism in the novel. Remember
 uses feedback to revise, edit symbols represent ideas and a symbol can
and rewrite; Methods:
be an object, colour or item that represents
something related to the theme. Self Learners with
 uses knowledge of grammar,
spelling, etc., to edit; cognitive barriers
which negatively
 plans the layout of a text, impacts on the
including how to incorporate thinking and
graphs and pictures; Activity 16 (demonstration) reasoning process
In pairs invent a simple device that could could be given
 evaluates design and layout.
improve the lifestyle of the main character more opportunities
As 7 Uses developing knowledge of or simplify certain chores such as a gadget. to practice this skill
language structure and use: The simple device can either be built or
  shows an understanding of diagrams can be drawn. The talk should
style and register (e.g. rewrites include input on how to build the gadget,
a story as a newspaper article); materials to be used and then a Form:
demonstration of how it operates. Self
 shows an understanding of the
information structure of texts;

 writes coherent, longer pieces Form:

of writing, with introductions
Activity 17 (forum discussion) self Learners who
and conclusions;
The teacher or a competent learner can act encounter difficulty
 critically evaluates own point of to master Language
as the chairperson.
view; structure and use
Learners must be given time to plan and (grammer tasks)
 begins to see how own writing
conduct on a given topic to which the rest should be provided
positions the reader.
of the class listens. It is an informal more opportunities
Lo 5 Thinking and Reasoning As 3 discussion, a sharing of ideas and to practice this skill
opinions. The speakers should explore a (E.g. More class
As 3 Collects and records information range of ideas and listen to one another. work and home
in different ways: They must concede points when necessary work)
 selects relevant information and and not interrupt other speakers. Dont
takes notes (organises key forget to keep to the topic and do make
ideas under headings, uses logical links between points.
layout such as capital letters Choose a topic that you can link with the
and underlining); theme of the novel eg crime in our
 reads and synthesises community a possible solution or teenagers
information from several texts and drug abuse, loss of respect.
on the same topic; Activity 18
 transfers information from one Ask the learners to identify scenes in the
 mode to another (e.g. uses novel where emotive language is used.
statistics to write paragraphs, Learners should identify the words which
uses mind maps). make the scene emotive. Let them write it
in their notebook.
Lo 6 Language and structure As
1,2,3,4 Remember emotive language express
feeling vividly and subjectively. Ask the
As 1 Understands and uses the past learners to rewrite the sentences and
perfect progressive tense (e.g. 'He change it where the reaction is unemotive
had been waiting for an hour by the and the sentence is just a simple statement
time I arrived.'). of fact.
As 2 Understands and uses different
ways of talking about the future (e.g. 'I
am going to see him tomorrow.', 'I will
see him tomorrow.', 'I am seeing him
tomorrow.', 'He flies to Cape Town Activity 19
tomorrow.'). Learners choose a chapter of the novel and
As 3 Understands and uses direct scan for plural forms of words. Using the
and indirect speech. words they have found, they write down
some rules for forming plurals of words.
As 4 Expands use of modals:
Activity 20
 function (e.g. 'You should/ought
to …'); There are many examples of direct speech
in the novel. To practise working with
 form - common mistakes with indirect or reported speech, get the
modal verbs (e.g. 'He can be learners to tell each other what wasbeing
able to do …'); said. They can rewrite the extracts in
indirect speech.
 uses the modal verb 'used to'.
 You could also discuss why the author has
used direct speech in places. Is it more
effective? If so, how?

Resources: short story book, novel, Dictionaries, folklore, myths and legends, lists, recounts, descriptions, riddles and jokes,
audiotapes eg radio stories, games, songs, dialogues and conversations, narratives, books (fiction and non-fiction)

Teacher Reflection:

LESSON PLAN

(multi media)

English First Additional

Contexts: Multi Media

Time: 3 weeks Grade: 9

LO’s AND AS’s TEACHER AND LEARNER ACTIVITIES ASSESSMENT BARRIERS TO

LEARNING
Methods/tools/forms

Hand out copies of newspaper to the Activity 1 Method: Learners given

learners. copies of the
We are going to look at the different Teacher newspaper
Lo: 1 Listening As 2 features of newspapers. The learners will
read and analyse articles, headlines, and Class Learners sit next to
As 2 Understands oral texts (e.g. captions. They will also learn to detect bias someone
radio talk shows, texts with statistics): Form:
in newspapers. (academically
 answers questions; discussion stronger)

Learners with
  retells and summarises. Activity 2 sensory disabilities
such as hearing
 identifies point of view and is Learners must look for each of the following groups loss:
able to offer an alternative point kinds of newspaper texts. Make a note of
of view the page number where each text appears.
Do not take more than 10 minutes for this
 analyses the features of part of the activity.
different kinds of oral texts
(e.g.a conversation, a story) The main news story
a map showing the expected weather Learners with
Lo 2 Speaking As 2,4 temperatures a letter to the editor speech problems
As 2 Interacts in additional language: an advertisement for a job and struggles to
an article on a South African sporting event complete speaking
 uses language for a range of the current rand/dollar exchange rate tasks effectively
functions: makes polite a photograph of an event in a overseas could be scaffolded
requests and asks people not country a political cartoon by peers or more
to do things (“would you mind a graph or table showing statistical time could be
not ..”) asks for help from information provided
friends or strangers (“ Excuse
me ..I wonder if you could ..”) Compare your findings with those of the In pairs
etc other members of the class. Check for
similarities and differences.
 takes part in a role-plays of
different situations involving Activity 3
different kinds of language (e.g. At first you are going to work on your own.
a job interview). Find 6 newspaper headlines and write them
As 4 Debates social and ethical down. Then work with a partner and let him
issues by arguing persuasively and or her examine each headline to:
responding critically:  explain what the story is about Methods:
 shares out roles (e.g.  decide whether it is good news, bad
 chairperson, timekeeper, news, important or less important Peer assessment
secretary); news

 brings people into the  identify and explain any bias or

discussion (e.g. 'What do you stereotyping
think?', 'Don't you?');
 identify any gender or racial
 interrupts politely (e.g. 'Excuse discrimination Form:
me …');
 explain any figures of speech eg Self
 expresses opinions and metaphors
supports them with reasons Learners who might
(e.g. 'I'd just like to say that … Assess how well your partner completed the have difficulty in
because …'); tasks by awarding one mark for each task. completing reading
tasks, could be
 expresses agreement (e.g. Activity 4 (analyse a newspaper article)
provided with texts
'You're right.') and Work on your own. Read a news story and with a bigger font or
disagreement (e.g. 'Yes, but answer the following questions could be given
…'); more time to
What was the story about? When and complete tasks
 switches languages where Form:
where did this happen? Why did this
necessary. happen? What did I learn from it? How OR
Written assignment:
Lo 3 Reading and viewing As 3,5,6 does the information support the facts? Newspaper article
access to libraries
Write down any questions you would like to
Tool: or books,
As 3 Reads and responds to social ask the reporter that are not answered by
newspapers and
texts (e.g.simple business letters): the reporter.
Rubric magazines at home
 identifies purpose, audience You have worked out the structure of a should be
Method:
and context; news story. You have seen that the most organized
important facts appear at the beginning. Self
 describes the features of the Then comes the supporting information,
type of text being read (e.g. a with quotes from people involved in the Formal assessment
 simple job advertisement). story.

 comments on register/style Activity 5 (write a newspaper article) Form:

(formal or informal);
Work on your own. Pretend you are a Magazine article with
 analyses point of view, reporter. You are going to write an article graphics
construction of meaning, way in for your school magazine or newsletter.
which reader is positioned. Tool:
Do the following: put all the information in
As 5 Critically analyses media texts the first paragraph. (Most readers only read rubric
(e.g. a short newspaper article); the headline and first paragraph) Method:
 identifies subject, context, State the main idea in the form of the 5 W’s: self
audience and message of What? Where? Who? When? Why?
written and visual text; Include: How? To whom? Form:

 analyses the type of text and Give eyewitness reports and interesting Factual essay
register/style (e.g. newspaper details in the following paragraphs.
Tool:
articles have headlines, and
End with a single sentence paragraph.
use short sentences and rubric
State the results of the incident or speculate
paragraphs, direct speech ,
on what could happen next. Method:
short and simple adjectives in
order to get readers' attention). Activity 6 self
As 6 Uses reading strategies: On your own, write a magazine article formal assessment
that has graphics (a table, statistics, a Learners who who
 skims texts - identifies the topic
graph, diagram or a chart) the topic may experience
and key points, and uses layout
should be about an issue affecting the difficulties in writing
features (e.g. illustrations); pairs
natural world. (look on the internet for some well structured
 matches different ways of cool and colourful graphics) Form: paragraphs or
reading to different texts (e.g. essays may be
Choose from the following topics: a written assignment provided with
skims newspaper articles for
 main ideas); bombing in a city or a plane crash, an additional
earthquake, a scintific discovery or scaffolding in the
 develops and evaluates technological invention that has just been writing process
reading speed; announced.
 uses strategies to work out the
meaning of words (e.g.
discusses the word in home Activity 7 Group work
language).
Write a factual essay. Topic: is the Form:
government doing enough to fight the AIDS
epidemic/ to fight crime / to stop xenofobia ? Exhibtion
Lo 4 Writing As 2,3,5
Learners must provide ideas or information Method:
As 2 Writes for social purposes: in a logical way. Give your personal opinion
Other language
 writes a simple business letter about a topic. It must be well-researced
teacher
(e.g. a job application) and a and ideas must be proved by facts and
CV; figures. Substantiate your opinion with facts Form:
and examples. You must have knowledge
 writes informal and more formal and a proper understanding of the topic. Drawings
e-mail messages; You need a clear, logical explanation. Learners with
Method: cognitive barriers
Remember this type of essay is usually
 writes the minutes of a meeting which negatively
written in the present tense. Self
(e.g. an SRC meeting); impacts on the
Activity 8 (read and write captions) thinking and
 shows awareness of text type,
reasoning process
purpose, audience, context and Work with a partner. Find at least 2 photos Method:
could be given
register/style. (one photo must be in colour and the
Self more opportunities
second photo must be in black and white)
As 3 Writes for personal reflection: to practice this skill
With your patner read the captions for the
 writes a diary.or journal
photographs and explain and discuss In pairs
connotation, stereotyping and bias in the
As 5 Designs media texts: captions.

 writes simple personal Find two photos in a magazine or

advertisements (e.g. newspaper and write your two different
advertising something for sale); captions of your own for it.

 designs magazines, CD and (Remember the picture is the topic. The

book covers. picture is the stimulus that will trigger
something in your mind. Make sure that the
Lo 5 Thinking and Reasoning As 2,3 connection between the picture and you is
As 2 Uses language for thinking: clear.)

 asks and answers more Activity 9

complex questions Make your own newspaper with the
 expands generalisations, knowledge you have learnt. Work in a
definitions and classifications group of six and decide among yourself who
into paragraphs; is responsible for what. Do not work longer
than 4 lessons on it. The complete product
 thinks of examples for general must be exhibit in the library. The librarian
Learners who
statements; with the help of other language teachers
encounter difficulty
will assess the newspaper and the goup
 understands and uses to master Language
with the best newspaper will win tickets to
evidence to support a theory or structure and use
the movies.
argument (e.g. scientific (grammer tasks)
evidence); Activity 10 should be provided
more opportunities
 draws conclusions. Find common notices or signs in your area. to practice this skill
Draw them on the chalkboard and discuss (E.g. More class
As 3 Collects and records information
what they mean with the rest of the class. work and home
in different ways:
Look at timetables, notice boards and road work)
 selects relevant information signs. Information is often given in single
 and takes notes (organises key words, pictures and symbols so that we
ideas under headings, uses can find out what we need to know quickly.
layout such as capital letters
and underlining); Activity 11

 reads and synthesises Focus on active and passive voice. See

information from several texts your textbook for exercises.
on the same topic; Activity 12
 transfers information from one Give the learners two lists. List A have 4
mode to another (e.g. uses stem words and list B have 8 prefixes.
statistics to write paragraphs, Work with a partner and see how many
uses mind maps). words you can form by adding prefixes from
Lo 6 Language and structure use As the list. Then show in short sentences what
4,6 difference the prefixes make to the
meaning.
As 4 Expands use of modals:

 function (e.g. 'You should/ought

to …');

 form - common mistakes with

modal verbs (e.g. 'He can be
able to do …');

 uses the modal verb 'used to'.

As 6 Uses the passive voice in the

future (e.g.'An election will be held
next month.;).

Resources: Radio news, Step out eg visit to the zoo, Radio advert eg Spar good for you, An activity, An interesting picture, A
newspaper article, An interesting object, A crises, A step in eg visit by some one, magazine article, a song, TV news,
Dictionaries, Postcards, letters, reports, advertisements, notices, posters, reference books, dvd or films or videos, internet
Teacher Reflection:

LESSON PLAN

(text from other learning areas)

English First Additional

Contexts: TEXT FROM OTHER LEARNING AREAS

Time: 3 weeks Grade: 9

LO’s AND AS’s TEACHER AND LEARNER ACTIVITIES ASSESSMENT BARRIERS TO

LEARNING
Methods/tools/forms
Read the report / article / postcards/ Activity 1
letters / reports/ textbooks from other
learning areas/ advertisements/ Write the following on the board or OHP: Method: Learners sit next to
notices/ posters / book and What is discrimination? What is prejudice? someone
What does culture mean? Teacher (academically
televisions reviews/ refernce books/
films and videos / internet / to the Whole class stronger)
The class must come up with a clear
learners explanation or definition of what Learners with
Lo: 1 Listening As 3 discrimination, prejudice or culture means? sensory disabilities
Tool; such as hearing
As 3 Listens for specific information: Let them work in groups by using the loss.
dictionaries or thesaurus. Their parents or Dictionaries
 takes own simple notes grandparents may even have interesting
stories they can tell them. Let the learners
 uses information to complete a Interview them and report back to the class. Learners sit next to
table or chart, or label a someone
diagram. Discrimination means treating someone (academically
badly because they are different to you – stronger)
Lo 2 Speaking As 2,4 because of culture, race, religion, illness,
disability or gender/sex. Dicrimination is Learners with
As 2 Interacts in additional language: speech problems
about the way you act towards someone
Interacts in additional language: else. and struggles to
complete speaking
 uses language for a range of Prejudice is about the way you think about Form: tasks effectively
functions: makes polite someone else, prejudging them. could be scaffolded
requests and asks people not Brainstorm by peers or more
to do things (“would you mind Activity 2 time could be
not ..”) asks for help from Brainstorm all the words we use to insult provided
friends or strangers (“ Excuse people because they are different. Agree to
me ..I wonder if you could ..”) ban these words and choose positive words
etc Life Orientation
to replace them.
  takes part in a role-plays of Write them down in your notebook. Form:
different situations involving
different kinds of language (e.g. Activity 3 Role play
a job interview). Role play pairs
As 4 Debates social and ethical issues Two learners are taken aside and given
by arguing persuasively and instructions for acting out. They are to
responding critically: pretend to be two learners who are insulting
 shares out roles (e.g. each other and calling each other rude
chairperson, timekeeper, names. They act this out in front of the
secretary); class. The learners then talk about why
poeple insult each other, how it feels to be
Forms:
 brings people into the insulted and what the correct way of
discussion (e.g. 'What do you handling insults might be. Letter to the press
think?', 'Don't you?');
Or
 interrupts politely (e.g. 'Excuse
Role play situations of people showing Form:
me …');
disrespect for eachother. For example,
 expresses opinions and disrespect to an older person. Oral response Learners who might
supports them with reasons have difficulty in
Activity 4 Method: completing reading
(e.g. 'I'd just like to say that …
because …'); Self tasks, could be
Challenge prejudice, racism and
provided with texts
discrimination. Write to your local
 expresses agreement (e.g. Peer assessment with a bigger font or
newspaper about things that have
'You're right.') and could be given
happened to you or a friend and how they
disagreement (e.g. 'Yes, but more time to
felt.
…'); Form: complete tasks
Activity 5
 switches languages where Show and tell (oral) OR
necessary. Find out as much as you can about your
access to libraries
Lo 3 Reading and viewing As family traditions and culture. Be proud of Life Orientation or books,
1,4,7,8,9 who you are and where you come from. newspapers and
magazines at home
As 1 Reads a text (fiction or non- Come and have show and tell day. Bring should be
fiction): those photos and birthday videos to school organized
and share your past with the rest of the Other Learning Area
 identifies purpose, audience class.
and context; eg History and
Geography and Art
 infers meaning;
Activity 6 Group work
 identifies what is not said in a
Tell your parents and friends about how Tool:
text;
discrimination and prejudice can make checklist
 identifies the register/style other people unhappy. Ask them to stop
(formal or informal); and think before they speak or do anything. Form:
 explains and assesses point of Discuss if your family treat boys and girls broshure
view in both the written and differently and why. Monitor them and give
visual parts of the text, and them a written warning for the first Form:
offers alternative points of view; “offense”. Their after, you fine them a
R100 which you will donate to charity. exhibition
 shows understanding of the
Activity 7 arts and culture
way in which texts position
readers (e.g. by using the Work in groups Life Orientation
inclusive pronoun 'we');
Get to know the people of Africa as one Forms:
 identifies topic sentences, family.
distinguishes main points from collage
supporting detail; Get a map of Africa or draw a map yourself.
report back
Find out about the different countries, their
 with fiction, demonstrates an tribes, traditions, history, religions and timeline
understanding of character,
 plot, setting and narrator. languages.

 compares different kind of texts Take turns to explain this information under
and matches them their the headings (tradition, religion, tribe,
purpose (e.g. instructing, language) to the rest of your class.
persuading).
Make a broshure to advertise the country by Form:
As 4 Reads for information: using the info you just collected. Role play
 reads information texts (e.g. a Activity 8 Life Orientation
short newspaper article);
Have a cultural exhibition. Ask learners Form:
 reads diagrams, graphs and from different cultures to exhibit their culture
charts of increasing complexity; by cooking food, doing cultural dances and Diary
playing cultural music.
 reads texts with statistics;
Celebrate cultural festivals by having or
 summarises information. participating in events.
As 7 Reads for pleasure: Activity 9
 reads fiction and non-fiction Life Orientation
Collect articles about people who succeed
books at an appropriate at breaking barriers. Form: Learners who who
reading and language level;
may experience
Remember the scientist with a mental a play
 reads some new kinds of books illness (see the video/movie A Beautiful difficulties in writing
(e.g.science fiction); well structured
Mind), the athlete with a physical disability,
paragraphs or
 reads and writes book reviews; (Google Oscar Pistoruis) the first women to essays may be
climb Mount Everest.
provided with
As 8 Shows some understanding of
Go and research them and do a report back additional
how reference books work:
session on them or do a collage on their Other learning areas scaffolding in the
 evaluates and selects books, life and don’t forget to include a timeline. eg Technology, Art writing process
using contents page and
 indexes; Activity 10 and Culture

 uses a dictionary ,a simple Walk in another’s shoes

thesaurus and an
encyclopaedia. A foreigner is a person that is in a country
that they weren’t born in. How do you think
As 9 Demonstrates a reading a foreigner feels on his first day at school
vocabulary of between 6 000 and 7 eg meeting other children who don’t want to Form:
500 common words. Learners who play with you. Discuss this and then some
will study other Learning Areas of you can do a role-play for the rest of the poster
through their additional language class.
Tool:
should aim for 7 500 words.
To the whole class: Find someone who is
checklist
Lo 4 Writing As 1,6 different and befriend them. Keep a diary
and a year later if you are still friends, read Method:
As 1 Writes to communicate it to him/her.
information: peer assessment
Activity 11
 writes longer texts of several
paragraphs describing Tell your friends and family about what you
processes and procedures, have learnt about discrimination and Form:
giving explanations, giving prejudice. Just by talking to other people
Formal speech
advantages and about discrimination and prejudice helps.
disadvantages, arguing for and
against; Do a play about someone who is a refugee
or about a person with a disability. Really Learners with
 writes texts that include graphs imagine what it would feel like and how cognitive barriers
and statistics; other people treat them. Life Orientation which negatively
impacts on the
 does a survey and writes it up Invite the communtiy to come and watch.
thinking and
(e.g. as a report or a
Activity 12 reasoning process
newspaper article);
could be given
  writes text types required in Make badges/ banners/ posters/ flyers / Tool: more opportunities
other Learning Areas (e.g. an slogans (think about the SA election to practice this skill
explanation of how a circuit campaign 09 slogans and pres. Obamas’ Gr 9 Language FAL
works for Technology). election campaign for ideas) that say things textbook
like “We are all Africans” “One world, one
As 6 Treats writing as a process: people” or ”Respect to boys and girls”
 drafts, reads and discusses Wear your badges with pride.
own writing critically;
Activity 13
 uses feedback to revise, edit
and rewrite; Have a class discussion about posters.
Collect posters which have social
 uses knowledge of grammar, messages – posters about AIDS, health
spelling, etc., to edit; posters, political posters. Which ones do
 plans the layout of a text, the learners like? Why? Which ones are
including how to incorporate clearest and easiest to read? Why? How is
graphs and pictures; information shown/given on the posters?

 evaluates design and layout. Point out to the learners that the best
posters have a short, catchy slogan and
Lo 5 Thinking and Reasoning As 1,3 very clear artwork which is usually bright
and eye-catching. Then let them work
As 1 Uses language and literacy
together to design and draw a poster about
across the curriculum:
respecting other people. The posters can
 understands some concepts be displayed around the school.
from other Learning Areas and
Activity 14 Learners who
uses the vocabulary associated
with them in the additional Invite an expert (eg minster of religion/ encounter difficulty
language (e.g. 'xenophobia' in social worker/sport star) to talk on the issue to master Language
Social Science); that is being address. Let a learner structure and use
(grammer tasks)
  writes texts required in other introduced the expert and another learner should be provided
Learning Areas (e.g. report and must thank him (in his first additional more opportunities
explanations in Natural language) for addressing the learners. to practice this skill
Sciences). (E.g. More class
Activity 15 work and home
 produces visual or graphic work)
material to support texts (e.g. Partner your school with a school for
diagrams for explanations and children with disabilities and share fun days
reports). and activities together.

As 3 Collects and records information Take photos and write captions and put it
in different ways: up in the school foyer.

 selects relevant material and Activity 16

takes notes (organises key Look in the left coloumn on the next page
ideas under headings and sub- under Lo 6. Follow the assessment
headings; uses layout such as instructions As 1,7,8,9. Your textbook also
capital letters and underlining); have some wonderful grammer exercises.
 reads and synthesises
information from several texts
on the same topic;

 transfers information from one

mode to another , (e.g. uses
statistics to write paragraphs,
uses mind maps.)

Lo 6 Language and structure use As

1,7,8,9

As 1 Understands and uses different

ways of talking about the future (e.g. 'I
am going to see him tomorrow.', 'I will
see him tomorrow.', 'I am seeing him
tomorrow.', 'He flies to Cape Town
tomorrow.').

As 7 Uses complex sentences (e.g.

relative clauses).

As 8 Uses some language to talk

about language (meta-language -
terms such as paragraph).

As 9 Demonstrates an understanding
of between 6000 and 8000 common
spoken words in context by the end of
Grade 9. Learners who will do some
of their learning through their
additional language should aim for
8000 words.

Resources: Dictionaries, Postcards, letters, reports, textbooks from other learning areas, advertisements, notices, posters,
book and televisions reviews, reference books, films and videos, internet

Teacher Reflection:
 LESSON PLAN

(drama)

English First Additional

Contexts: Drama

Time: 3 weeks Grade: 9

LO’s AND AS’s TEACHER AND LEARNER ACTIVITIES ASSESSMENT BARRIERS TO

LEARNING
Methods/tools/forms

Read the drama to the learners Activity 1

Lo: 1 Listening As 2,4 Before reading, talk about the title. Method: Learners given a
Learners listen attentively and follow the copy of the drama
As 2 Understands oral texts (e.g. drama while the teacher reads it to them Teacher
radio talk shows, texts with statistics): loudly. The teacher could stop at any time class
 answers questions; and the learners must predict what could
happen next. Method:
 retells and summarises. Learners sit next to
Activity 2 self someone
 identifies point of view and is (academically
able to offer an alternative point Learners compile a list of words unknwown stronger)
of view to them that appear in the drama.

 analyses the features of Learners look up certain words in the

different kinds of oral texts dictionary and write down their meaning in
(e.g.a conversation, a story) their notebook.

As 4 Listens actively in a discussion: in pairs

 shows openness to ideas and

 treats the views of others Activity 3
critically but with respect;
Discuss the sequence of the drama. Write
 invites contributions from the sequence of incidents (happening) in
others and responds to their the cycle of the drama. Learners work in
views; pairs and write words in the cycle sketched Form:
out for them.
 is prepared to challenge others reading Learners with
but does so politely and does Learners discuss the drama in pairs. speech problems
not interrupt them; Discuss emotions, happenings in text, group discussion and struggles to
predict future happenings. complete speaking
 criticises the ideas and not the
Activity 4 tasks effectively
person.
could be scaffolded
Lo 2 Speaking As 2,3,4 Take turns to read the drama in their by peers or more
Form:
groups. Give each learner a turn to read a time could be
As 2 Interacts in additional language: part of the drama. Thereafter allow the provided
spray diagram
Interacts in additional language: learners to talk on their feelings/thoughts.
Learners can talk about their experiences.
 uses language for a range of As the learners talk, write up unknown
functions: makes polite words on the chalkboard or use flashcards.
requests and asks people not
to do things (“would you mind Activity 5
not ..”) asks for help from Make a spray diagram
friends or strangers (“ Excuse
me ..I wonder if you could ..”) Spray diagrams work well for making notes
etc about characters, exploring emotions and Form:
feelings and giving information about
 takes part in a role-plays of places. Multiple choice quiz
different situations involving
different kinds of language (e.g. The diagram is structured so that ideas can
a job interview).
As 3 Shows developing ability to use flow easily and connections can be made. In pairs
features of spoken language to
communicate: word stress, weak Place the main idea in a central box. The
vowels, intonation and rhythm. sub-ideas are placed in shapes around the
main idea. Ideas are connected to each
As 4 Debates social and ethical other by arrows. Form:
issues by arguing persuasively and
responding critically: Activity 6 Role play

 shares out roles (e.g. After you have read the drama have a Method:
chairperson, timekeeper, multiple-choice quiz
Peer assessment
secretary);
checklist
 brings people into the
discussion (e.g. 'What do you
think?', 'Don't you?'); Activity 7
Learners who might
 interrupts politely (e.g. 'Excuse Work in piars. Ask the learners to write a have difficulty in
me …'); summary from the drama, leaving gaps for completing reading
their partner to fill in any appropriate words tasks, could be
 expresses opinions and from the drama. provided with texts
supports them with reasons
Activity 8 with a bigger font or
(e.g. 'I'd just like to say that …
could be given
because …');
Encourage the learners to produce better more time to
 expresses agreement (e.g. role plays or writing by considering how all complete tasks
'You're right.') and 5 senses experience an event.
OR
disagreement (e.g. 'Yes, but
For eg, take a road accident
…'); access to libraries
Ask your learners what sounds would they or books,
 switches languages where Form:
hear? (sirens, tinkling glass, loud bang, newspapers and
necessary.
magazines at home
Lo 3 Reading and viewing As 1,6,9 screeching) Role play should be
organized
As 1 Reads a text (fiction or non- What would you be able to smell? (petrol, Method:
fiction): burning rubber from the tyres)
Peer assessment
 identifies purpose, audience What would you see? (damaged cars,
and context; blood everywhere) Work in pairs

 infers meaning What would things physically feel like? Tool:

(sharp pain, pressure from being crushed) Checklist
 identifies what is not said in a
text; Would you be aware of tastes? (there could Method:
be blood in your mouth)
 identifies the register/style Peer assessment
(formal or informal); Then there are the emotions: how would
people feel inside? (Weak, dizzy, sick at
 explains and assesses point of the sight of blood......)
view in both the written and Form:
visual parts of the text, and Choose other situations/ role play/ sketch/
Written assignment
offers alternative points of view; and get the learners to consider what they
would hear, smell, see, touch, taste and Tool:
 shows understanding of the feel.
way in which texts position Rubric
readers (e.g. by using the Activity 9
inclusive pronoun 'we'); Method:
Do you know the importance of body
 identifies topic sentences, language to get your message across Self
distinguishes main points from without words? Lets do some role play and
supporting detail; behave like one of the characters in your
drama that are frightened/ angry/ attracted
 with fiction, demonstrates an to someone?
understanding of character,
plot, setting and narrator.
  compares different kind of texts Activity 10
and matches them their
purpose (e.g. instructing, Work in piars. Act out a part of scene 1,
persuading). starting with the beginning of the stage
directions. Watch another pair act out the Learners who who
As 6 Uses reading strategies: same part of the scene. Use a check list to may experience
Method: difficulties in writing
assess their achievement. Then swap roles
 skims texts - identifies the topic and let them assess how you act out the Self well structured
and key points, and uses layout scene. paragraphs or
features (e.g. illustrations); essays may be
provided with
 matches different ways of additional
reading to different texts (e.g. scaffolding in the
skims newspaper articles for writing process
Activity 11
main ideas);
Write an invitation.
 develops and evaluates
reading speed; Learners , on their own, must create an
invitation to a school play. Think about the
 uses strategies to work out the
design of the invitation – which kind of
meaning of words (e.g.
paper, card or other material, which
discusses the word in home
colours and what type of writing should be
language).
used.
Form:
As 9 Demonstrates a reading
Remember that invitations are rather more
vocabulary of between 6 000 an 7 500 Crossword puzzle
structured because they have to give
common words. Learners who will
specific information clearly. Eg who is
study other Learning Areas through
being invited, the date of the event, the
their additional language should aim
place where the events is being held
for 7 500 words.
(address) the time the event starts and
Lo 4 Writing As 4,6,7 when it will finish, who is sending the
invitation, the style – whether the event is
As 4 Writes creatively: formal or casual.

 translates stories (and other The best invitaton will be used to invite
texts) from home language - everyone to attend the school play at the
tries to capture the idiom and end of the year.
notices how idiom (and often
values) are different in the two
languages;

 shows development in the Activity 12

ability to write stories, poems
and play-scripts (e.g. by One way of increasing vocabulary
working with design). awareness is by grouping words from the
drama together when they are associated
As 6 Treats writing as a process: with the same thing.
 drafts, reads and discusses eg Group words wich are associated with
own writing critically; the police station.
Learners with
 uses feedback to revise, edit Police station: cap, badge, sergeant, cognitive barriers
and rewrite; constable, inspector, notebook, handcuffs, which negatively
gun, uniform impacts on the
 uses knowledge of grammar,
thinking and
spelling, etc., to edit; Learners could complete similar groupings reasoning process
for the followings: venues in the drama, could be given
 plans the layout of a text,
family, fear, punishment, hospital more opportunities
including how to incorporate
graphs and pictures; Activity 13 to practice this skill

 evaluates design and layout. Allow the learners to practise writing direct
speech. Give them some sentences
As 7 Uses developing knowledge of
showing indirect reporting and ask them to
language structure and use:
  shows an understanding of rewrite them in direct speech.
style and register (e.g. rewrites
a story as a newspaper article); Activity 14

 shows an understanding of the Learners must scan the drama to find

information structure of texts; proper nouns. These will be used to
complete a crossword puzzle. Learners who
 writes coherent, longer pieces encounter difficulty
to master Language
of writing, with introductions
structure and use
and conclusions;
(grammer tasks)
 critically evaluates own point of should be provided
view; more opportunities
to practice this skill
 begins to see how own writing (E.g. More class
positions the reader. work and home
Lo 5 Thinking and Reasoning As 2 work)

As 2 Uses language for thinking:

 asks and answers more

complex questions

 expands generalisations,
definitions and classifications
into paragraphs;

 thinks of examples for general

statements;

 understands and uses

evidence to support a theory or
argument (e.g. scientific
 evidence);

 draws conclusions.

Lo 6 Language and structure use As

2,4,5,6

As 2 Understands and uses different

ways of talking about the future (e.g. 'I
am going to see him tomorrow.', 'I will
see him tomorrow.', 'I am seeing him
tomorrow.', 'He flies to Cape Town
tomorrow.').

As 4 Expands use of modals:

 function (e.g. 'You should/ought

to …');

 form - common mistakes with

modal verbs (e.g. 'He can be
able to do …');

 uses the modal verb 'used to'.

As 5 Understands and uses the third

conditional (e.g. 'If I had not locked
the gates, the car would have been
stolen.')As 6 Uses the passive voice
in the future (e.g.'An election will be
held next month.;).

Resources: Dictionaries, photographs, magazine pictures and advertisements, songs, rhymes, Weather reports, interviews,
encyclopaedias, tables of contents and indexes, pamphlets, mind maps, flow-diagrams, forms for filling in, invitations, charts,
rosters, television, videos, internet, posters, speeches, autobiographies and biographies, radio broadcasts, plays, television
dramas and documentaries

Teacher Reflection: