PROVINCE OF THE

EASTERN CAPE
EDUCATION

DIRECTORATE:
CURRICULUM FET PROGRAMMES
LESSON PLANS
TERM 4
ENGLISH FAL
GRADE 10
 FOREWORD

The following Grade 10, 11 and 12 Lesson Plans were developed by Subject Advisors during June 2009. Teachers are requested to look at them,
modify them where necessary to suit their contexts and resources. It must be remembered that Lesson Plans are working documents, and any
comments to improve the lesson plans in this document will be appreciated. Teachers are urged to use this document with the following
departmental policy documents: Subject Statement; LPG 2008; SAG 2008; Examination Guidelines 2009 and Provincial CASS Policy / Guidelines.

Lesson planning is the duty of each and every individual teacher but it helps when teachers sometimes plan together as a group. This interaction
not only helps teachers to understand how to apply the Learning Outcomes (LOs) and Assessment Standards (ASs) but also builds up the
confidence of the teachers in handling the content using new teaching strategies.

It must please be noted that in order to help teachers who teach across grades and subjects, an attempt has been made to standardise lesson
plan templates and thus the new template might not resemble the templates used in each subject during the NCS training. However, all the
essential elements of a lesson plan have been retained. This change has been made to assist teachers and lighten their administrative load.

Please note that these lesson plans are to be used only as a guide to complete the requirements of the Curriculum Statements and the work
schedules and teachers are encouraged to develop their own learner activities to supplement and /or substitute some of the activities given here
(depending on the school environment, number and type of learners in your class, the resources available to your learners, etc).

Do not forget to build in the tasks for the Programme of Assessment into your Lesson Plans.

Strengthen your efforts by supporting each other in clusters and share ideas. Good Luck with your endeavours to improve Teaching, Learning and
Assessment.
SUBJECT: ENGLISH FAL GRADE: 10 LESSON PLAN TERM 4 TIME: 2 WEEKS (weeks 1 & 2; 9 hours)

CORE CONTENT:

• Orals: Interviews Writing: Letter to the editor

LEARNING OUTCOME 1: LEARNING OUTCOME 2: LEARNING OUTCOME 3: LEARNING OUTCOME 4:

Listening and Speaking Reading and Viewing Writing and presenting Language

.
Demonstrate knowledge of Demonstrate reading and * Demonstrate skills for writing * Identify and explain the meanings
different forms of oral viewing strategies for for a specific purpose, of words and use them correctly in
communication for social comprehension and audience and context a range of texts;
purposes appreciation
Demonstrate planning and * Explain the meaning of a * Demonstrate the use of * Use structurally sound sentences in
research skills for oral wide range of written, visual, writing strategies and a meaningful and functional manner
presentations audio and audio-visual texts techniques for first drafts
Demonstrate the skills of * Recognise how language * Reflect on, analyse and * Use figurative language effectively *
listening and delivery of fluent and images may reflect and evaluate own work, and is able to do translation from
and expressive oral shape values and attitude in considering the opinions of and into home language
presentations texts others, and present final
product
Demonstrate critical awareness * Express the key features of *
of language use in oral situations texts and explain how they
contribute to meaning

Recognise how drama, film

study etc can impart
meaning, understand
techniques employed

TEACHING ACTIVITIES LEARNERS ACTIVITIES RESOURCES ASSESSMENT DAT

E
CO
MPL
ETE
D
LO 1 Interview Formal Oral task 14 Learners find information on EH & SG page 84 Over 5 weeks.
(over 5 weeks) celebrities and formulate questions
and answers(sport, music, TV and Focus Study Guide Eng. FAL. Teacher assessment using Dept.
AS 2.1-3; AS3.1,2,3 &5 films, politics) Page 4 rubric for prepared speaking (10)

Teacher asks learners about interviews Learners prepare for interviews in Newspapers and magazines
they have seen/ heard. writing. containing interviews.

Teacher explains the format of

interviews.

The interviewer first gives a very short

introduction of the interviewee: what
has this person done/ achieved to
become famous?

Avoid questions that have one-word

answers; ask WHY or WHAT DO YOU
THINK OF or WHAT IS YOUR
OPINION?

Teacher asks learners to prepare

interviews. One learner asks the
questions, the other is the celebrity
being interviewed.
EH & SG page 83
LO 2 : summary (refer to term 1 week
4 &5)(over 2 weeks) AS 1.5
Learners summarise piece in their Teacher provides text to be used Peer assessment
books
Teacher explains format of summary-7
factsand gives piece for summarizing. (use summary from previous exam Teacher provides memo and
papers guidance.
LO 2 Short story or other Genre

AS 2.1-7
Prescribed text
The Waste Land- Alan Paton
Learners take part in discussion on
crime.
Teacher leads discussion on crime,
especially on pay day.
Good learners read dialogue parts
Teacher explains setting.
Learners give input on what they
understand by irony.
Teacher reads the story, good learners
may read dialogue part.
Make notes Self assessment
Teacher leads discussion on irony.
Learners answer questions in their Teacher provides answers from
books. memo.
Teacher gives learners questions to
answer in writing.
LO 3 Letter to the editor: formal task
13 ( over 2 weeks)
Peer assessment of first draft
AS1; AS 2
Learners study and comment on EH & SG. Page 79
Teacher asks learners to bring letters to the press from newspapers
newspapers which contain letters to the brought to school) Letters to the Editor taken from
editor. newspaper and magazines.
Learners brainstorm and write first Teacher assesses, using Dept
Teacher leads discussion on topics draft. rubric (30)
covered in these letters.

Teacher discusses format of letter to

the editor After peer editing, learners write
final draft Task 13 completed
LO 4 Translation( see T3 week 1

AS2.13 Revision of work done.

Teacher provides examples of

sentences for learners to translate.
Photostats Self assessment.
Teacher concentrates on specific
difficulties,e.g. the use of the pronoun
(he,she)or word order, e.g. time words Texts from prescribed books Teacher provides guidance
Learners complete examples in
at the beginning or end of a sentence) books.
Dictionaries

LO 4 Literal & Figurative speech( see

T2 week 7) AS2.12

Revision of work done earlier.

Teacher gives learners exercise to do. English HB& SG page 56 Self assessment
Teacher asks learners to identify
examples for prescribed work and Discuss some examples orally to Prescribed work Teacher provides answers from
explain them. test understanding of these terms. memo.
Examples given by teacher
e.g. Literally, Go jump in the take
means you should find a lake and
drown yourself. Complete task, writing the literal and
figurative meanings of examples.
Figuratively,Go jump in the lake
means you should go away and stop
irritating me.

Look at the following examples:

A dark day; a cold person; a rocky

road; to reach boiling point