lOMoARcPSD|40236900

Platinum english fal grade 5 lesson plans

Teaching natural science (University of South Africa)

Scan to open on Studocu

Studocu is not sponsored or endorsed by any college or university

Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

INTERMEDIATE PHASE

GRADE 5 LESSON PLANS

2012

Platinum ENGLISH
First Additional Language

1
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

CONTENTS PAGE

CONTENTS PAGE.................................................................................................................................. 2
ENGLISH FIRST ADDITIONAL LANGUAGE WORKSCHEDULE GRADE 5................................3
TERM 1....................................................................................................................................................................... 3
TERM 2....................................................................................................................................................................... 3
TERM 3....................................................................................................................................................................... 4
TERM 4....................................................................................................................................................................... 5
EXEMPLAR TEACHING GUIDELINE– GRADE 5............................................................................. 6
THEME 1: WHAT I LOVE TO DO.......................................................................................................................... 6
TERM 1: PLATINUM LESSON PLANS – GRADE 5........................................................................ 13
THEME 1: WHAT I LOVE TO DO........................................................................................................................ 13
THEME 2: GOING PLACES.................................................................................................................................. 15
THEME 3: FRIENDS.............................................................................................................................................. 17
THEME 4 : MAKE IT............................................................................................................................................. 19
THEME 5: PLENTY OF POETRY.......................................................................................................................... 21
TERM 2: PLATINUM LESSON PLANS – GRADE 5........................................................................ 23
THEME 6: STORIES TO ENJOY............................................................................................................................ 23
THEME 7: INVENTIONS........................................................................................................................................ 25
THEME 8: MONSTERS AND STRANGE CREATURES......................................................................................... 27
THEME 9: HEALTHY HABITS.............................................................................................................................. 29
TERM 3: PLATINUM LESSON PLANS – GRADE 5........................................................................ 31
THEME 10: PEOPLE WE ADMIRE...................................................................................................................... 31
THEME 11: BEAUTIFUL BIRDS........................................................................................................................... 33
THEME 12: ANIMALS AND THE ENVIRONMENT............................................................................................. 35
THEME 13: LONG AGO IN EGYPT...................................................................................................................... 37
THEME 14: WORK PEOPLE DO.......................................................................................................................... 39
TERM 4: PLATINUM LESSON PLANS – GRADE 5........................................................................ 41
THEME 15: PLAY SAFE........................................................................................................................................ 41
THEME 16: FIRE!................................................................................................................................................. 43
Theme 18: Digging Up Dinosaurs.............................................................................................................. 47

2
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

ENGLISH First Additional Language WORKSCHEDULE GRADE 5

TERM 1

Teaching
THEME
WEEKS

Formal
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 Personal recount Use a dictionary Baseline LB pp 1–10
answer questions Complete a Personal opinion Spelling assessm TG pp 1–
Retell story comprehension Personal dictionary Sight words ent 15
1. What I love to do

Daily listening and Read aloud High frequency words

speaking Reflect on texts Revise punctuation
Independent reading Countable and proper
1-2

nouns
Articles ‘a’ and ‘the’
Personal pronouns
Subject-verb concord
Simple past tense
Words from reading texts

Conversation on a Information text Factual recount Use a dictionary Term 1 LB pp 11–

familiar topic Comprehension Draw and label images Present simple tense FAT 1 18
2. Going

Factual recount Read aloud Select information Modals TG pp 16–

places
3-4

Correct sequence Reflect on texts Personal dictionary Adverbs 31

Daily listening and Independent reading Words from reading texts
speaking

Contemporary story Contemporary story Description of person Question forms Term 1 LB pp 19–
Describe characters Answer questions Paragraph Uncountable nouns FAT 1 26
3. Friends

Dialogue SMS messages Short message Prepositions TG pp 32–

5-6

Role-play Read aloud Personal dictionary Connecting words 46

Daily listening and Independent reading Reported speech
speaking Capital letters

Instructions Instructions Instructions Use a dictionary Term 1 LB pp 27–

Describe a process Read aloud Account of procedure Possessive form FAT 2 34
4. make it

Language game Independent reading Personal dictionary Possessive pronouns TG pp 47–

7-8

Daily listening and Comparative adjectives 60

speaking Apostrophes
Words from reading texts

Poetry Poetry Poetry Use a dictionary Term 1 LB pp 37–

5. Plenty of poetry

Perform a poem Read aloud Paragraph about a poem Gender forms FAT 2 44
Daily listening and Independent reading Personal dictionary Adjectives TG pp 61–
9-10

speaking Reflect on texts Irregular verb forms 73

‘Will’ to indicate
something will happen
Words from reading texts

TERM 2

Teaching
THEME
WEEKS

Formal
Write and Language Structures and and
Listen and Speak Read and View Assess
Present conventions Learning
ment
Material
Listen to a contemporary Read a story Story Use a dictionary LB pp 45–54
6. stories to enjoy

story and answer Complete a Book review Alphabetical order TG pp 74–87

questions comprehension Personal Countable and uncountable
Discuss a familiar topic Book review dictionary nouns
11-12

Daily listening and Read aloud Plural nouns

speaking Independent reading Adjectives
Reflects on texts: oral Question forms
book review Collocations
Words from reading texts

3
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

Descriptions of objects Information text Descriptions of Use a dictionary Term 2 LB pp 55–64

Classification Read aloud objects Proper nouns FAT 1 TG pp 88–
Daily listening and Skim and scan Mindmap Future tense 102

7. Inventions
speaking Comprehension Personal Simple present tense
13-14
Retell a story dictionary The verb ‘to be’
Independent reading Prepositions
Antonyms
Prefixes
Suffixes
Words from reading texts
Stories Traditional story Paragraphs Words into syllables LB pp 65–74
strange
8. monsters and

Notes and discussion Read aloud Personal Conditional sentences TG pp 103–

Retell a story Comprehension dictionary Adjectives 116
15-16

Daily listening and Independent reading Action verbs

speaking Reflect on texts Modals
Synonyms
Words from reading texts

Instructions Recipe Recipe Use a dictionary LB pp 75–82

Role-play giving Read aloud Account of a Words starting with ‘g’ TG pp 117–
9. Healthy

instructions Independent reading procedure Adverbs 129

Habits
17-18

Daily listening and Reflect on texts read Personal Future tense

speaking dictionary Connecting words
Words from reading texts

Mid- LB pp 83–84
Assessment

year TG pp 130–
examina 131
19-20

tion

TERM 3

Teaching
THEME
WEEKS

Language Structures Formal and

Listen and Speak Read and View Write and Present
and conventions Assessment Learning
Material
Descriptions of people Stories about real people Events in sequence Ways of saying ‘g’ LB pp 85–
Make notes Paragraphs Rewrite a story in own Subject-verb concord 94
10. People we

Personal recount Read aloud words Personal pronouns TG pp

admire

Daily listening and Comprehension Personal dictionary Comparative adjectives 132–146

21-22

speaking Independent reading Countable and

Reflects on texts read uncountable nouns
Words from reading
texts

Talk on a familiar topic Information text Diagram Use a dictionary Term 3 FAT LB pp 96–
Daily listening and Comprehension Mindmap summary Words starting with ‘c’ 1 102
speaking Read aloud Personal dictionary pronounced as ‘s’ TG pp
11. Beautiful birds

Independent reading Simple present tense for 147–161

Reflects on texts read universal truths
23-24

Determiners
Possessive pronouns
Adjectives
Phrasal verbs
Words from reading
texts

Listen to a story and Story Story with dialogue Use a dictionary LB pp 103–
12. animals and the

answer questions Poetry Personal dictionary Words starting with ‘c’ 112
Opinions Read aloud Punctuation TG pp
environment

Retell the story Independent reading Direct and reported 162–175

25-26

Poetry Reflect on texts read speech

Daily listening and Simple sentences
speaking Connecting words
Words from reading
texts

4
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

Conversation Procedural and Write information Use a dictionary Term 3 FAT LB pp 113–
Language game information text paragraphs Words starting with ‘k’ 2 122

13. Long ago in Egypt

Daily listening and Comprehension Personal dictionary Connecting words TG pp
speaking Read aloud Prepositions 176–189
Independent reading Negative forms
27-28
Reflect on texts read Passive voice
Prefixes
Suffixes
Words from reading
texts

Talk about a familiar Play (drama) Play (drama) Use a dictionary Term 3 FAT LB pp 125–
topic Answer questions Plurals with ‘es’ 2 130
14. Work people do

Play (drama) Read aloud Punctuation TG pp

Daily listening and Independent reading Gender forms 190–203
speaking Reflect on texts read Articles ‘a’ and ‘the’
29-30

Regular verb forms

Simple past and simple
present tense
Connecting words
Words from reading
texts

TERM 4

Teaching
WEEK

THEM

Language Structures Formal and

Listen and Speak Read and View Write and Present
E
S

and conventions Assessment Learning

Material
Story Read a story Personal recount Adding ‘ed’ or ‘ing’ LB pp 131–
Language game Complete a Story Punctuation 140
Daily listening and comprehension Personal dictionary Concord TG pp 204–
15. Be safe

speaking Read aloud Countable and 217

31-32

Discuss social issues in uncountable nouns

the story Adjectives
Solve a puzzle Personal pronouns
Independent reading Words from reading
Compare texts texts

Discuss familiar topics News report Information text Adjectives Term 4 FAT 1 LB pp 143–
Discuss advantages and Read aloud Table Pronouns 148
disadvantages Comprehension Poster Irregular verbs TG pp 218–
16. Fire!
33-34

Daily listening and Poster Personal dictionary Nouns that are only 230
speaking Independent reading plurals
Retell a story Words from reading
texts

Listen to and discuss a Story Personal recount Use a dictionary LB pp 149–

story Poetry Book review Plurals with ‘s’ 158
17. Feelings

Tell a story Read aloud Personal dictionary Modals TG pp 231–

35-36

Daily listening and Independent reading Adverbs 244

speaking Review Prepositions
Words from reading
texts

Conversation on a less Information text Poster Use a dictionary LB pp 159–

familiar topic Comprehension Information text Singular and plural 167
Daily listening and Poster Personal dictionary noun forms TG pp 245–
18. digging up
dinosaurs

speaking Read aloud Adverbs 257

37-38

Independent reading Future tense with ‘will’

Reflects on texts read Present progressive
tense
Words from reading
texts

End-of-year LB pp 168–
Assessmen

examination 169
39-40

TG pp 258–
t

259

5
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

6
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

EXEMPLAR TEACHING GUIDELINE– GRADE 5

Subject: English First Additional Language Grade: 5
Theme 1: What I Love To Do
Duration: 2 weeks (10 hours) Term 1 Weeks 1 & 2
Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and
(2 hours) (5 hours) (2 hours) Conventions
(1 hour)
• Do daily listening and • Read a story about getting • Write a story Spelling and punctuation
speaking practice lost • Use the writing process to • Spelling: check spelling and
• Talk about photographs • Practise reading the story develop the story meanings of words
that introduce the theme aloud • Write an opinion on a • Build on phonic knowledge
• Listen to a story about • Do a comprehension on story • Punctuation: fullstop, question
CAPS children playing the story • Create a personal mark, exclamation mark
Content • Retell the story • Read independently or in dictionary Work with words and
and pairs sentences
Skills • Personal pronouns
• Countable nouns
• Proper nouns
• ‘A’ and ‘the’ with nouns
• Concord
• Simple past tense
Vocabulary in context
• Words taken from shared or
individually read texts
LEARNING TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from RESOURCES
ACTIVITY pages 3–4 in the TG
Week 1 Platinum English FAL
Duration: 60 minutes Grade 5 Learner's Book and
LESSON 1:
Listening and Daily listening and speaking practice Teacher's Guide
Speaking Choose an activity a day from the list of activities on pages 3 and 4.
Platinum English FAL Grade 5
Listen and speak Reader

Talk about a picture Use the exercises in the DBOE

Learner’s Book page 2 Workbooks for additional
1. Work as a class. Ask learners to look at the photographs on page 1 quietly on support.
their own for a few minutes.
2. Discuss Question 1. It focuses on literal aspects of the photograph: what the
children are doing. Encourage learners to use full sentences when they
answer.
3. In Question 2 learners express how the photos make them feel. They must be
able to explain their answers, for example: The pictures make me feel happy,
because the children are playing/having fun.
4. Question 3 relates to the learners’ own lives. Learners say what they like to do
for fun.

Listen to a story
This activity can be used to do a baseline assessment of listening skills. If so,
learners can answer the questions in the After you listen in writing. If you are not
going to use it for baseline assessment, they can be done orally, in groups.
Organise the class into groups before you start the Before you listen section.

Before you listen

1. Explain that you are going to read a story about the children in the picture on
page 2.
2. Discuss the questions with the class. Learners use the picture and words to
predict what the story might be about.
3. Explain that you will read the story four times. Remind them to sit still and
concentrate while they listen.

While you listen

1. The first time you read the story, encourage learners to close their eyes and just
listen. 7
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

2. The second time, ask them to look at the pictures while you read. When you
have finished, discuss the predictions they made in Before you read. How are
they the same as the story? How are they different?
3. Read the story a third time. Learners write down the words they do not
understand. Discuss the meanings of the words with learners. Encourage
learners to work out the meaning themselves. To help them do this, read the
sentences in which the word occurs. Then go through the words and meaning
in the Word list.
4. The fourth time, learners sit and listen carefully again.

After you listen

1. Learners work either individually and answer the questions in writing, or they
discuss the questions in groups. Read through Questions 1a–e in this section.
Questions 1a–c require literal answers. Question 1d requires analysis,
synthesis and organisation of information in the story, and Question 1e draws
on learner’s own experience.
2. In Question 2, learners use a frame to retell the story to a partner. The learners
should retell the story in the correct sequence, using the simple past tense, and
name the characters correctly.

Spelling and punctuation

Learners complete a word building exercise in which they match beginnings and
endings to words. They draw on phonic knowledge. Answers should include:
helpful, unhelpful, friendly, unfriendly, grandfather. These answers are optional:
grandfatherly, fatherly.

Baseline Assessment
For listening assessment, use the memorandum provided in After you listen to
mark the answers. For speaking assessment, ask learners to retell the story ‘Our
rope swing’ to a partner without using the frame that they have completed. Walk
around the class to observe the learners speak.

Informal assessment
If the comprehension questions are answered orally, circulate from group to
group. Take note of learners who are struggling to answer the questions. You will
need to do some remedial work with them during the year.
Also, if this is the first group activity they are doing this year, use your
observations to organize groups into different levels. Use the ideas in the
introduction of the Teacher’s Guide to help you.

Homework
Learners complete the word building activity in the Spelling and punctuation
section. If there is time, do it orally in class. They must complete it in writing.
LESSON 2: Duration: 60 minutes
Reading and Daily listening and speaking practice
Viewing Choose an activity a day from the list of activities on pages 3 and 4.

Read and view

Read a story
Learner’s Book page 5

Before you read

1. Discuss the questions as a class.
2. In Question 1a learners point at items listed in the picture.
3. In Question 1b learners imagine what the children in the picture are saying to
one another.
4. In Question 1c learners use the title and picture to predict what will happen in
the story.
5. Read the story to the class. Read it a second time.
6. Ask learners to read the story quietly on their own. They must do this twice.

While you read

1. Learners practice reading the story aloud with a partner. They should try to use
expression and help one another pronounce new words.
2. Learners need to think about situations in the story that may be dangerous.
8
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

After you read

1. Read through the questions with the class.
2. Ask learners to complete the questions in writing. Question 1 requires literal
answers. Questions 2–4 require metacognitive responses.

Spelling and punctuation

Read the help item Using your dictionary (Learner’s Book page 172) with the
learners. This explains where to find words that start with the same letter.
Learners now find the words ‘allowed’ and ‘afraid’ in the dictionary. (They need to
look at the second letter in each word to work out that the word ‘allowed’ appears
after the word ‘afraid’.)

Baseline assessment
Reading comprehension: Use the memorandum provided in After you read to
mark the comprehension.
LESSON 3: Duration: 60 minutes
Language Focus Daily listening and speaking practice
Choose an activity a day from the list of activities on pages 3 and 4.

Language Focus
Pronouns
Learner’s Book page 7
1. Work as a class. Read the information about pronouns in the help box.
2. Discuss the rules. Learners should be familiar with pronouns as they have
learnt them in Grade 4.
3. Explain how personal pronouns refer to people and things and that they can
substitute nouns or names.
4. Ask learners to do Activity 1 individually, in writing.
5. About 20 minutes before the end of the lesson. Tell them to put their work
away, and to prepare for independent reading.

Baseline Assessment
Language structures and conventions: Use the memorandum provided above to
mark the answers.

Remedial
If learners are struggling to understand personal pronouns, give them more
practice. Here are a few examples you can use, answers in bold. Add some of your
own to target areas of difficulty for specific individuals.
a) (I/Me) love to swing.
b) The puppy plays with (them/they).
c) (Us/We) made the swing together.
d) (He/Him) is my best friend.
e) My dad helped (he/him).

Extension
Write the following activity on the board for learners who understand personal
pronouns well.
1. Replace the underlined words with personal pronouns.
Sarah and I play in the park in the afternoon. Yesterday we met my brothers there
for a picnic. Sarah packed sandwiches for Sarah, my brothers and I. My brother,
Paul, brought a kite to fly.
(Answers: We play in the park in the afternoon. Yesterday we met them there for
a picnic. She packed sandwiches for us. He brought a kite to fly.)

Homework
Ask learners to do Question 4 from the Revision section on page 10.

Independent reading - Reader

Refer to the grid in the Teacher’s Guide, which gives guidance on the independent
reading in this lesson.

Baseline assessment
1. For speaking, use the time allocated for Independent reading to assess a few
learners who have not yet been assessed for speaking skills. Use the ideas and
rating scale from Lesson 1.
2. You can also use this time to assess a few learners for reading aloud. 9
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

Ask them to read at least two paragraphs from the story ‘Lost! ‘aloud. Remind
them to pay attention to saying words correctly (pronunciation), reading
smoothly (fluency) and reading with expression.

Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 21 for
additional support.
LESSON 4: Duration: 60 minutes
Writing and Daily listening and speaking practice
Presenting Choose an activity a day from the list of activities on pages 3 and 4.

Write and present

Write a story
Learner’s Book page 8
1. Work as a class.
2. Tell learners they are going to write a story about something that happened to
them.
3. Explain that so far in this chapter, they have listened to a story and read a story,
so by now they know quite a bit about stories.
4. Discuss some of the basic elements of the stories they have read: They have
people in them, they happen in a place, or places, the people do and say things.
5. Read the example of a story on page 8. Then read the annotations around the
story. Discuss them with the class. Tell them that these are the things you need
to remember when you write a story.
7. Remind learners of the writing process. They have used it in Grade 4.
8. Ask them to point out the five steps of the process in their Learner’s Books
(pages 8–9).
9. About 20 minutes before the end of the lesson, tell them to put their work away
and prepare for independent reading. Explain that they will continue writing a
story in the next lesson.

Independent reading - Reader

Refer to the grid, which gives guidance on the independent reading in this lesson.

Baseline assessment
Reading aloud and Speaking: Use the time allocated for Independent reading to
assess a few learners who have not yet been assessed for reading aloud and
speaking skills. Use the ideas and rating scales from Lessons 1 and 3.

Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 30 and 31
for additional support.
LESSON 5: Duration: 60 minutes
Writing and Daily listening and speaking practice
Presenting Choose an activity a day from the list of activities on pages 3 and 4.

Make a personal dictionary

Learners prepare their personal dictionaries using the guidelines on page 172 of
the Learner’s Book. Some learners might still be able to use their dictionaries from
the previous year. They can do independent reading while other learners are
making their dictionaries.

Write and present

Write a story
Learner’s Book page 8
1. Work as a class.
2. Remind learners that they are going to start writing their stories in this lesson.
Tell them that they are going to do the first stage of the Writing process. They
will use a mind map to plan their stories.
3. Read through the story and the annotations again.
4. Find out if there is anything that learners are unsure about. Explain more if
needed.
5. Ask them to start working through the writing process to write their stories.
They can use the mind map to plan their stories.
6. Learners then write their notes into full sentences and arrange them in
paragraphs. They must read their work carefully and check that they have
included what they need to. Can they think of any changes that will make their
writing better? 10
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

7. Ask them to work in pairs and read each other’s drafts. They must check for
spelling and punctuation.
8. Let them write their final drafts in their exercise books. Remind them to add a
title. Also remind them to write neatly. If there is not time, they can finish their
stories for homework.
9. About 20 minutes before the end of the lesson, tell them to put their work away
and prepare for independent reading.

Remedial
If learners are struggling to write their own personal recount/story, give them
this frame for support:
On _______, _________ and I were at __________________. We were ________________.
Suddenly _____________________________________ .
In the end ___________________________________________.

Extension
Learners who write their stories well and quickly can add photos or pictures to
improve their presentation.

Homework
Learners who have not finished writing their stories can complete them for
homework.

Independent reading - Reader

Refer to the grid, which gives guidance on the independent reading in this lesson.

Baseline assessment
Reading aloud and Speaking: Use the time allocated for Independent reading to
assess a few learners who have not yet been assessed for reading aloud and
speaking skills.
Week 2 Duration: 60 minutes
LESSON 6:
Listening and Daily listening and speaking practice
Speaking Choose an activity a day from the list of activities on pages 3 and 4.

Listen and speak

Work with words and sentences
Learner’s Book page 3
1. Learners work on their own.
2. Before they work through Work with words and sentences Question 1: an
exercise on the simple past tense, explain how most verbs in the past tense
end in –ed. Learners complete Question 1 in their exercise books.
3. Read and explain the information about using ‘a’ and ‘the’ in the help box to the
learners. Learners complete Question 2 in their exercise books.
4. Revise the full stop, question mark and exclamation mark with learners. Read a
few lines from the story ‘Our rope swing’ to show how the punctuation marks
sound, for example: strong emotion for exclamation marks; a pause for a full
stop; and words at the end of a question spoken with a higher tone. Learners
complete Question 3 in their exercise books.
5. About 20 minutes before the lesson ends, ask learners to prepare for
independent reading.

Independent reading - Reader

Refer to the grid which gives guidance on the independent reading in this lesson.

Reading aloud and Speaking

Use the time allocated for Independent reading to assess learners who have not
yet been assessed for reading aloud and speaking skills. Use the ideas and rating
scales from Lessons 1 and 3.

Homework
Ask learners to do Question 1 from the Revision section on page 10.
LESSON 7: Duration: 60 minutes
Work with Daily listening and speaking practice
words and Choose an activity a day from the list of activities on pages 3 and 4.
sentences
Read and view 11
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

Work with words and sentences

Learner’s Book page 6
1. Learners work on their own.
2. Work through the help box on proper nouns with the class. Learners complete
Question 1 in their exercise books.
3. Use the help box on countable nouns to explain them to the class. Ask learners
to name things in the class that can be counted, for example: chair, desk, girl,
boy. Learners complete Question 2 in their exercise books.
4. Read the help box on verbs ending in –s. Give examples of sentences that
describe the class situation, such as: John sits at his desk. Siya and Leti sit at
their desks. Learners complete Question 3 in their exercise books.
5. About 20 minutes before the end of the lesson, ask learners to prepare for
Independent reading.

Independent reading - Reader

Refer to the grid, which gives guidance on the independent reading in this lesson.

Baseline assessment
Reading aloud and speaking: Use the time allocated for Independent reading to
assess a few learners who have not yet been assessed for reading aloud and
speaking skills. Use the ideas and rating scales from Lessons 1 and 3.

Informal assessment
Ask learners to swap books and mark each other’s work. Go through the
questions, encouraging learners to give the answers. They should write these on
the board. Make sure the words are spelt correctly.
LESSON 8: Duration: 60 minutes
Language Focus Daily listening and speaking practice
Choose an activity a day from the list of activities on pages 3 and 4.

Language Focus

Pronouns
Learner’s Book page 7
1. Work as a class. Read the information about personal pronouns to the learners
again.
2. Revise the rules. Learners should know what personal pronouns are now.
3. Ask learners to do Activity 2 individually, in writing.
4. About 20 minutes before the end of the lesson, tell them to put their work away
and prepare for independent reading.

Baseline Assessment
Language structures and conventions: Use the memorandum provided in the
Teacher’s Guide to mark the answers.

Vocabulary in context
Give learners five to ten minutes to work in their personal dictionaries. They must
make sure they have added all the new words they have learnt in this two-week
cycle. This includes words they have come across during independent reading.
Encourage them to add sentences that show the meanings of the word.
LESSON 9: Duration: 60 minutes
Writing and Daily listening and speaking practice
Presenting Choose an activity a day from the list of activities on pages 3 and 4.

Vocabulary in context
Give learners five to ten minutes to work in their personal dictionaries. They must
make sure they have added all the new words they have learnt in this two week
cycle. This includes words they have come across during independent reading.
Encourage them to add sentences that show the meanings of the word.

Write and present

Write an opinion on a story

Learner’s Book page 9
1. Explain to learners that they are going to write about what they think of a story.
2. First have a discussion based on these questions. 12
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

a) Do you like reading stories?

b) What stories do you like? Why?

c) What stories don’t you like? Why?
3. Help learners who are struggling to give opinions. Give them a list of words that
describe emotions to work with, for example: happy, sad, afraid, worried.
4. Read the example of an opinion in the Learner’s Book.
5. Read each annotation. Explain to learners that their opinions will need to
include these features. Emphasise that they should give a reason why they like
or dislike a story.
6. Learners work with a partner and complete the frame of the opinion orally. If
learners cannot think of a story they have read on their own, they can write
their opinions on the story ‘Lost!’ from the Learner’s Book. Encourage them to
support one another and give each other feedback.
7. About 20 minutes before the end of the lesson, ask them to put their writing
away and to continue with their independent reading.

Independent reading - Reader

Refer to the grid, which gives guidance on the independent reading in this lesson.

Baseline assessment
By now you should have assessed most of the learners for reading aloud and
speaking skills. If necessary, use the time allocated for Independent reading to
assess the few learner’s who have not yet been assessed. Use the ideas and rating
scales from Lessons 1 and 3.

Homework
Give learners the spelling list. Ask them to learn the words for a spelling test in the
next lesson.
LESSON 10: Duration: 60 minutes
Writing and Daily listening and speaking practice
Presenting Choose an activity a day from the list of activities on pages 3 and 4.

Spelling
Give learners the spelling test. Ask them to swap books and mark each other’s
books. Record their marks out of 10 if you need to.
Write and present

Write an opinion on a story

Learner’s Book page 9
1. Look again at the annotations next to the model of an opinion on a story (page
9).
2. Learners copy and complete the frame, using information from a story they
have read.
3. Ask them to work in pairs and read each other’s opinions. They must check for
spelling and punctuation.
4. If there is time, allow them to correct their mistakes.
REVISION: Learner’s Book p10
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Baseline Assessment
Lesson 1: For listening assessment. For speaking assessment, ask learners to retell the story Our rope swing to a partner without using
the frame that they have completed. Walk around the class to observe the learners speak.
Lesson 2: Reading comprehension
Lesson 3 and 8: Language structures and conventions
Lesson 3: 1. For speaking, use the time allocated for Independent reading to assess a few learners who have not yet been assessed for
speaking skills. Use the ideas and rating scale from Lesson 1.
2. You can also use this time to assess a few learners for reading aloud. Ask them to read at least two paragraphs from the story
Lost! aloud. Remind them to pay attention to saying words correctly (pronunciation), reading smoothly (fluency) and
reading with expression.
Lessons 4, 5, 7 and 9: Reading aloud and Speaking: Use the time allocated for Independent reading to assess a few
learners who have not
yet been assessed for reading aloud and speaking skills.
Informal assessment
Lesson 1: If the comprehension questions are answered orally, circulate from group to group. Take note of learners who are struggling to

13
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

answer the questions. You will need to do some remedial work with them during the year. Also, if this is the first group activity
they are doing this year, use your observations to organize groups into different levels.
Lesson 7: Ask learners to swap books and mark each other’s work. Go through the questions, encouraging learners to give the answers.
They should write these on the board. Make sure the words are spelt correctly.

TERM 1: PLATINUM LESSON PLANS – GRADE 5

Subject: English First Additional Language Grade: 5
Theme 1: What I Love To Do
Duration: 2 weeks (10 hours) Term 1 Weeks 1 & 2
Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and
(2 hours) (5 hours) (2 hours) Conventions
(1 hour)
• Do daily listening and • Read a story about getting • Write a story Spelling and punctuation
speaking practice lost • Use the writing process to • Spelling: check spelling
• Talk about photographs • Practise reading the story develop the story and meanings of words
that introduce the theme aloud • Write an opinion on a • Build on phonic
• Listen to a story about • Do a comprehension on story knowledge
children playing the story • Create a personal • Punctuation: fullstop,
CAPS • Retell the story • Read independently or in dictionary question mark, exclamation
Content pairs mark
and Work with words and
Skills sentences
• Personal pronouns
• Countable nouns
• Proper nouns
• ‘A’ and ‘the’ with nouns
• Concord
• Simple past tense
Vocabulary in context
• Words taken from shared
or individually read texts
LEARNING TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from RESOURCES
ACTIVITY pages 3–4 in the TG
Week 1 Platinum English FAL
Duration: 60 minutes Grade 5 Learner's Book and
LESSON 1:
LB page 2 Teacher's Guide
Talk about the photographs of happy children to introduce the theme.
Listening and Listen to a story called ‘Our rope swing’. Before they listen, use pictures and Platinum English FAL Grade
Speaking vocabulary to predict what the story is about. 5 Reader
Spelling and punctuation
Learners build on phonic knowledge to spell words and build word families. Use the exercises in the
LESSON 2: Duration: 60 minutes DBOE Workbooks for
additional support.
LB page 4
Read a story called ‘Lost!’. Before reading, use the pictures and the title to predict
Reading and
what the story is about.
Viewing
Spelling and punctuation
Learners use the dictionary to check spelling and meanings of words.
LESSON 3: Duration: 60 minutes
LB page 7
Personal pronouns
Independent reading – Reader
Language Focus
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 21for
additional support.
LESSON 4: Duration: 60 minutes
LB page 7
Read the model of a story provided. Use a mind map to start planning a story.
Writing and
Independent reading– Reader
Presenting
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 30 and 31
for additional support.
LESSON 5: Duration: 60 minutes
Writing and LB page 8
Continue working through the writing process from the previous lesson. 14
Presenting
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

Make a personal dictionary

Learners prepare their personal dictionaries, if they do not have dictionaries from
last year.
Independent reading– Reader

Week 2
Duration: 60 minutes
LESSON 6:
LB page 2
Listen to a story
Listening and Complete the Work with words and sentences activity, which is three activities
Speaking covering the simple past tense, using ‘a’ or ‘the’ with nouns, and punctuation.
The activities are based on the theme and vocabulary in the story.
Independent reading - Reader
LESSON 7: Duration: 60 minutes
LB page 4
Work with
Capital letters, proper nouns, countable nouns and concord. The activities are
words and
based on the theme and vocabulary of the story they have read.
sentences Independent reading
LESSON 8: Duration: 60 minutes
LB page 7
Personal pronouns
Vocabulary in context
Language Focus
Learners spend about 10 minutes working on their personal dictionaries, bringing
them up to date by adding new words that they have learned from the reading and
listening texts.
LESSON 9: Duration: 60 minutes
LB page 8
Learners think about a story they have read. They use the model and the frame
provided to write an opinion on the story.
Writing and Vocabulary in context
Presenting Learners spend about 10 minutes working on their personal dictionaries, bringing
them up to date by adding new words that they have learned from the reading and
listening texts.
Independent reading- Reader
LESSON 10: Duration: 60 minutes
LB page 8
Writing and Learners complete their opinions on a story from the previous lesson.
Presenting Spelling
Learners do a spelling test based on new words they learnt in this cycle.
REVISION: Learner’s Book p10
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Baseline Assessment
Lesson 1: For listening assessment. For speaking assessment, ask learners to retell the story Our rope swing to a partner without
using the frame that they have completed. Walk around the class to observe the learners speak.
Lesson 2: Reading comprehension
Lesson 3 and 8: Language structures and conventions
Lesson 3: 1. For speaking, use the time allocated for Independent reading to assess a few learners who have not yet been assessed for
speaking skills. Use the ideas and rating scale from Lesson 1.
2. You can also use this time to assess a few learners for reading aloud. Ask them to read at least two paragraphs from the
story ‘Lost!’ aloud. Remind them to pay attention to saying words correctly (pronunciation), reading smoothly (fluency)
and reading with expression.
Lessons 4, 5, 7 and 9: Reading aloud and Speaking: Use the time allocated for Independent reading to assess a few
learners who have
not yet been assessed for reading aloud and speaking skills.
Informal assessment
Lesson 1: If the comprehension questions are answered orally, circulate from group to group. Take note of learners who are
struggling to answer the questions. You will need to do some remedial work with them during the year. Also, if this is the
first group activity they are doing this year, use your observations to organize groups into different levels.
Lesson 7: Ask learners to swap books and mark each other’s work. Go through the questions, encouraging learners to give the
answers. They should write these on the board. Make sure the words are spelt correctly.

15
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

PLATINUM LESSON PLANS – GRADE 5

Subject: English First Additional Language Grade: 5
Theme 2: Going Places
Duration: 2 weeks (10 hours) Term 1 Weeks 3 & 4
Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and
(2 hours) (5 hours) (2 hours) Conventions
(1 hour)
• Do daily listening and • Read an information text • Write labels for Spelling and punctuation
speaking practice about Mozambique visuals(maps) • Spell correctly using a
• Take part in a • Do a comprehension • Write a factual recount personal dictionary
CAPS conversation about based on the text • Record words and their • Build vocabulary
Content different types of transport • Practice reading the text meanings in a personal Work with words and
and • Give a personal recount of aloud dictionary sentences
Skills travelling experiences • Read independently or in • Simple present tense
pairs • Modal verbs: can, may,
must
• Adverbs of time
Vocabulary in context
• Words taken from shared
or individually read texts
LEARNING TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity on RESOURCES
ACTIVITY
page 19 in the TG
Week 3 Platinum English FAL
Duration: 60 minutes Grade 5 Learner's Book and
LESSON 1:
LB page 11 Teacher's Guide
Talk about a photograph that shows different types of transport. Explore some of
the ideas and vocabulary that will occur in the theme. Platinum English FAL Grade
Writing and Take part in a conversation 5 Reader
Presenting Take part in a conversation about how people travel. Use the questions and the
bar graph on page 13 of the Learner’s Book. Learners discuss and then apply what Bring books, brochures
they have learnt by completing information on their graph. and pictures of places of
Independent reading - Reader interest on the African
LESSON 2: Duration: 60 minutes continent.
LB page 14
Read an information text Use the exercises in the
The text is about Mozambique. DBOE Workbooks for
Before learners read, they use the pictures and the title to predict what the text is additional support.
Reading and about. They are also introduced to some vocabulary used.
Viewing While they read, they are asked to locate places on a map.
After they read, they do a comprehension the text. The comprehension includes
literal and metacognitive questions.
Record in personal dictionary
Learners record new words in their personal dictionaries.
LESSON 3: Duration: 60 minutes
LB page 14
Reading and
Read an information text
Viewing
Learners continue the comprehension activity from the day before.
LESSON 4: Duration: 60 minutes
LB page 16
The simple present tense
Learners read the rules about this concept in the Help box. Then they use this
information to complete an activity. The activity is integrated: it is based on the
Language Focus ideas and vocabulary of the theme.
Independent reading- Reader

Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 115 for
additional support.
LESSON 5: Duration: 60 minutes
Writing and LB page 19
Presenting Write a factual recount and select information to complete labels.
Learners write labels for a map of Africa, in preparation for a factual account of a
journey through Africa. 16
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

Independent reading- Reader

Week 4
Duration: 60 minutes
LESSON 6:
LB page 12
Give a factual recount
Listening and
Learners work in pairs. They match sentences to pictures to form a correctly
Speaking
sequenced factual recount. They then give their own factual recounts.
Independent reading- Reader
LESSON 7: Duration: 60 minutes
LB pages 14
Practise reading
Learners work in pairs and take turns to read the text on Mozambique aloud to
each other.
Work with words and sentences
Reading and Learners use modal verbs and adverbs of time to complete activities based on the
Viewing theme.
Spelling and Vocabulary in context
Learners prepare for a spelling test based on the theme.

Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 59 and
DBOE Workbook 2 (Terms 3 and 4) page 91 for additional support.
LESSON 8: Duration: 60 minutes
LB pages 14 and 15
Reading
Learners do further comprehension work on the reading text, mostly at
metacognitive level.
Reading and
Record in a personal dictionary
Viewing
Learners record in their personal dictionaries.
Spelling
Learners do a spelling test based on new words they learnt in this cycle.
Independent reading- Reader
LESSON 9: Duration: 60 minutes
LB page 16
Simple present tense
Learners complete sentences.
Language Focus Formal assessment task
Independent reading- Reader
Spell familiar words correctly
Learners learn and revise words that they were tested on – remedial.
LESSON 10: Duration: 60 minutes
LB pages 17
Write a factual account
Writing and
Learners use the information from their previous writing activity to describe a
Presenting
journey from the north to the south of Africa. They work through the writing
process. This is a Formal Assessment Task.
REVISION: Learner’s Book p18
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Formal assessment
Lesson 1: Assess the learners’ conversation skills.
Lesson 1: Assess independent reading in this lesson.
Lessons 2, 3, 4, 5, 7, 8 and 9: Reading aloud, listening and speaking
Lesson 10: Creative writing

17
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

PLATINUM LESSON PLANS – GRADE 5

Subject: English First Additional Language Grade: 5
Theme 3: Friends
Duration: 2 weeks (10 hours) Term 1 Weeks 5 & 6
Listening and Reading and Viewing Writing and Language Structures
Speaking (5 hours) Presenting and Conventions
(2 hours) (2 hours) (1 hour)
• Do daily listening and • Read a story about a • Write a description of Spelling and punctuation
speaking practice boy who is upset a person • Spell correctly using a
• Talk about a • Do a comprehension • Write a short personal dictionary
CAPS photograph that based on the story message inviting • Build vocabulary
Content introduces the theme • Practice reading the someone to an event Work with words and
• Listen to a recount story aloud • Write a paragraph sentences
and
story about a group • Read independently about the planned • Question forms
Skills
of children getting or in pairs event • Prepositions of place
together • Record words and • Reported speech
• Role play a their meanings in a • Connecting words
conversation on a dictionary Vocabulary in context
familiar topic • Compound words
• Words taken from shared
or individually read texts
LEARNING TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity on RESOURCES
ACTIVITY page 35 in the TG
Week 5 Platinum English FAL
Duration: 60 minutes Grade 5 Learner's Book and
LESSON 1:
Listen to a story Teacher's Guide
LB page 20
Use the listening text on page 171 of the Learner’s Book. It is a personal recount, Platinum English FAL Grade
Listening and introducing the main story of the theme. 5 Reader
Speaking Independent reading – Reader
Use the exercises in the
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 26 and 27 DBOE Workbooks for
for additional support. additional support.
LESSON 2: Duration: 60 minutes
LB page 22
Reading and Read a story: Achmat is upset
Viewing The comprehension includes literal and metacognitive questions.
Learners practice reading aloud.
Duration: 60 minutes
LESSON 3: Read and view
LB page 22
Learners re-read and re-tell the story about Achmat. They complete the
comprehension.
Independent reading– Reader
Reading and Working with words and sentences
Viewing Learners complete the activities on reported speech, prepositions and compound
nouns.

Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 27 and 28
for additional support.
LESSON 4: Duration: 60 minutes
LB page 24
Question forms
Language Focus
The activity is integrated: it is based on the ideas and vocabulary of the theme.
Independent reading– Reader
LESSON 5: Duration: 60 minutes
Writing and LB page 25
Presenting Learners write descriptions of people they know.

Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 28 and 29
for additional support.
18
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

Week 6
Duration: 60 minutes
LESSON 6:
LB page 21
Learners work in pairs. They read and expand on a dialogue. They then make up
further dialogues.
Listening and Working with words and sentences
Speaking LB page 21
Learners complete the activities on uncountable nouns and connecting words.
These activities are based on the theme and vocabulary of the story they read.
Independent reading– Reader
LESSON 7: Duration: 60 minutes
LB page 23
Learners read aloud in pairs. They read more about Achmat and his friends,
through a series of sms texts. Complete the Before you read and While you read
activities.
Reading and
Work with words and sentences
Viewing
LB page 23
Complete the exercises about compound words and prepositions.
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 30 for
additional support.
LESSON 8: Duration: 60 minutes
LB page 23
Learners read the social texts again and complete the comprehension questions.
Reading and
Vocabulary in context
Viewing
Learners work on their personal dictionaries.
Independent reading– Reader
LESSON 9: Duration: 60 minutes
LB page 24
Language Focus Question forms: Learners revise question forms and complete the exercises.
Independent reading– Reader
LESSON 10: Duration: 60 minutes
LB page 25
Learners write a short message, and then complete a frame about a planned event,
and then write a similar paragraph about something they would like to plan.
Learners do a spelling text based on new words they learnt in this cycle.
Vocabulary in context
Writing and
Learners spend about 10 minutes working on their personal dictionaries, bringing
Presenting
them up to date so they have included information on all the new words in this
cycle.

Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 31 and 33
for additional support.
REVISION: Learner’s Book p26
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Formal assessment
Lesson 5: Written description
Informal assessment
Lesson 1: Go around and check on how well learners answer the questions/take notes. Take note of learners who are struggling to
answer the questions. You will need to do some remedial work with them, perhaps taking them aside to listen to the text
again, more slowly.
Lesson 3: Comprehension: Learners mark their own work. Take in a few random books to check what they have done.
Lesson 4: Learners mark their own work. Call out the answers.
Lesson 6: Listen to the role plays. Note which learners are confident and creative and which learners need help.
Lesson 7: Ask learners to swop books and mark each other’s work. Go through the questions, encouraging learners to give the
answers. They should write these on the board. Make sure the words are spelt correctly.
Lesson 8: Learners mark their own work with your assistance.
Lesson 9: Learners swop books to mark one another’s work. Write the answers on the board.
Lesson 10: Assess written work informally. Circulate while learners are busy. Help them and correct their work. Take it in and give
an impression mark, based on the number of language and spelling errors.

19
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

PLATINUM LESSON PLANS – GRADE 5

Subject: English First Additional Language Grade: 5
Theme 4 : Make It
Duration: 2 weeks (10 hours) Term 1 Weeks 7 & 8
Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and
(2 hours) (5 hours) (2 hours) Conventions
(1 hour)
• Do daily listening and • Read instructions on • Write instructions on Spelling
speaking practice how to make a sock how to decorate a • Use a dictionary to check
• Talk about a puppet sock puppet spelling and meanings of
photograph of children • Practice reading the • Write a paragraph words
CAPS doing crafts instructions aloud explaining how to Work with words and
Content • Listen to and carry out • Do a comprehension decorate a sock sentences
and instructions for how on the instructions puppet (an account of • Possessive pronouns
Skills to make bubble print • Read independently a procedure) • Possessive form of the
paper or in pairs • Record words and noun
• Retell instructions/ their meanings in the • Apostrophes for showing
Describe a simple dictionary possession
process • Comparative adjectives
• Play a language game Vocabulary in context
Words taken from shared
or individually read texts
LEARNING TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity on RESOURCES
ACTIVITY page 49 in the TG
Week 7 Platinum English FAL
Duration: 60 minutes Grade 5 Learner's Book and
LESSON 1:
LB page 28 Teacher's Guide
Talk about the photograph of children doing crafts to introduce theme. Use the
Listening and listening text on page 170 of the Learner’s Book to explain how to make bubble Platinum English FAL Grade
Speaking print paper. Before they listen, learners discuss pictures and vocabulary related to 5 Reader
the instructions. While they listen, they practise carrying out the instructions.
Independent reading - Reader For making bubble prints:
water (either taps or large
LESSON 2: Duration: 60 minutes
jugs of water), a
LB page 28 washbasin/washbasins, a
Listening and Learners carry out the same instructions that they practiced in Lesson 1. range of different coloured
Speaking Formal Assessment Task food colouring (at least four
Independent reading- Reader different colours), one
LESSON 3: Duration: 60 minutes bottle of dishwashing liquid
LB page 30 and a white sheet of paper
Read instructions for how to make a sock puppet. for each learner.
Discuss a picture, think of creative puppets to make and then practise reading the
instructions with a partner. Use the exercises in the
Reading and
After they read, learners answer comprehension questions orally.
Viewing DBOE Workbooks for
Vocabulary in context
additional support.
Learners spend about 10 minutes working on their personal dictionaries, bringing
them up to date by adding new words that they have learned from the reading and
listening texts.
LESSON 4: Duration: 60 minutes
LB page 32
Possessive pronouns
Write instructions
Language Focus Do a shared writing exercise to practice for formal assessment in the next lesson.

Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 113 for
additional support.
LESSON 5: Duration: 60 minutes
Writing and LB page 33
Presenting Write instructions
Learners work on their own to write instructions on how to decorate a sock
puppet. They are given a checklist, to check their own writing, because this
activity will be formally assessed.
Independent reading- Reader 20
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

Week 8
Duration: 60 minutes
LESSON 6:
LB page 29
Listening and Listen to instructions and answer questions about them. Retell the instructions:
Speaking Formal Assessment Task
Independent reading - Reader
LESSON 7: Duration: 60 minutes
LB page 30
Complete the Work with words and sentences activity, which is a short integrated
activity on comparative adjectives.
Listening and Play a language game
Speaking Learners play Simon Says in groups of seven or eight.

Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 29 for
additional support.
LESSON 8: Duration: 60 minutes
LB page 31
Complete the Reading comprehension: Formal Assessment Task
Reading and Independent reading- Reader
Viewing Vocabulary in context
Learners spend about 10 minutes working on their personal dictionaries, bringing
them up to date adding new words that they have learned this week.
LESSON 9: Duration: 60 minutes
LB page 32
Language Focus Nouns showing belonging: Formal Assessment Task
Independent reading- Reader
LESSON 10: Duration: 60 minutes
LB page 34
Write a paragraph explaining how to decorate a sock puppet. Follow the writing
Writing and
process.
Presenting
Spelling
Do a spelling test based on new words they learnt in this cycle.
REVISION: Learner’s Book p34
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Formal assessment
Lesson 2 and 5: Listening: Formally assess each learner’s listening as they carry out instructions.
Lesson 4: Language structures and conventions
Lesson 5: Writing
Lesson 6: Speaking
Lesson 8: Reading comprehension
Lesson 9: Language structures and conventions

Informal assessment
Lesson 1: Learners assess themselves. They should to say ‘yes’, ‘sometimes’ or ‘no’ for each point.
Lesson 4: Write the answers to Question 2 from the Revision page on the board. Learners can swap books and mark a partner’s
answers.
Lesson 6: Learners check their partners’ instructions. They then give each other feedback.
Lesson 9: Write the answers to Question 1 from the Revision page on the board. Learners can swap books and mark a partner’s
answers.

21
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

PLATINUM LESSON PLANS – GRADE 5

Subject: English First Additional Language Grade: 5
Theme 5: Plenty Of Poetry
Duration: 2 weeks (10 hours) Term 1 Weeks 9 & 10
Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and
(2 hours) (5 hours) (2 hours) Conventions
(1 hour)
• Do daily listening and • Read two poems and • Write a poem using a Spelling and punctuation
speaking practice answer questions about frame • Spell familiar words
• Talk about a photograph them • Write about a poem correctly, using a personal
of balloons to introduce the • Practice reading a poem • Record words and their dictionary
theme aloud meanings in a dictionary Work with words and
CAPS • Listen to a poem and • Read independently or in sentences
Content answer questions about it pairs • Gender forms of some
and • Perform a poem. nouns
Skills • Irregular forms of some
verbs
• Adjectives that show what
things are made of
• ‘Will’ to indicate
something that will happen
Vocabulary in context
• Words taken from shared
or individually read texts
LEARNING TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity on RESOURCES
ACTIVITY page 63 in the TG
Week 9 Platinum English FAL
Duration: 60 minutes Grade 5 Learner's Book and
LESSON 1:
LB page 36 Teacher's Guide
Talk about the photograph of balloons and introduce learners to the theme. Listen
to a poem called ‘The little turtle’. Platinum English FAL Grade
Listening and 5 Reader
Independent reading - Reader
Speaking
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 94 to 95 Use the exercises in the
for additional support. DBOE Workbooks for
LESSON 2: Duration: 60 minutes additional support.
LB page 38
Reading and Learners discuss the questions in the Before you read section as a class. Learners
Viewing complete the comprehension questions orally.
This will serve as practice for a later formal assessment exercise.
LESSON 3: Duration: 60 minutes
LB page 39
Reading and Learners complete the comprehension questions in the After you read section on
Viewing their own, and in writing, for formal assessment.
Learners then complete the exercises on the future with ‘will’, and adjectives
LESSON 4 Duration: 60 minutes
LB page 41
Language Focus Irregular verbs
Independent reading- Reader
LESSON 5: Duration: 60 minutes
Writing and LB page 42
Presenting Learners work through the features of a poem.
They then work with a partner to complete a frame to write a poem.
A checklist is given to the learners so that they understand the assessment
criteria.
Vocabulary in context
Learners spend about 10 minutes working on their personal dictionaries
Independent reading- Reader

Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 88 to 90

for additional support.
22
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

Week 10
Duration: 60 minutes
LESSON 6:
LB page 36
Listening and
Learners listen to the poem The little turtle and answer questions.
Speaking
Independent reading- Reader
LESSON 7: Duration: 60 minutes
LB page 37
Listening and
In this lesson learners perform the poem, ’The little turtle.’
Speaking
Independent reading- Reader
LESSON 8: Duration: 60 minutes
LB page 38
Read the poem If ‘I were a fish’ and answer questions.
Reading and Vocabulary in context
Viewing Learners spend about 10 minutes working on their personal dictionaries, bringing
them up to date by adding new words that they have learned from the reading and
listening texts.
LESSON 9: Duration: 60 minutes
LB page 41
Language Focus Male and female nouns
Independent reading- Reader
LESSON 10: Duration: 60 minutes
LB page 43
Learners write an opinion on a poem they enjoyed or found interesting.
They go through the writing process to complete a frame of an opinion.
Writing and Spelling
Presenting Learners do a spelling test based on new words they learnt in this cycle.

Use the exercises in the DBOE Workbook 2 (Terms 3 and 2) pages 92 to 93

for additional support.
REVISION: Learner’s Book p44
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Formal assessment
Lesson 3: Reading comprehension
Lesson 4: Language structures and conventions
Lesson 5: Writing
Lesson 9: Language structures and conventions: male and female nouns
Informal assessment
Lesson 6: Go through the answers to the After you read section with the learners. If they wrote down the answers, they should swap
books with a partner and check each other’s answers.
Lesson 10: Each learner should check a partner’s frame. They should give their partner feedback.

23
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

TERM 2: PLATINUM LESSON PLANS – GRADE 5

Subject: English First Additional Language Grade: 5
Theme 6: Stories To Enjoy
Duration: 2 weeks (10 hours) Term 2 Weeks 11 & 12
Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and
(2 hours) (5 hours) (2 hours) Conventions
(1 hour)
• Do daily listening and • Read a story called • Write a story about a Spelling and punctuation
speaking practice Danger at the dump problem situation and how • Use a dictionary to check
• Talk about a • Do a comprehension it is resolved meanings
photograph of a girl on the story • Use the writing process to • Use knowledge of
reading in a library to • Practice reading the develop the story alphabetical order to find
CAPS introduce the theme story aloud • Write a simple book words in a dictionary
Content • Listen to the beginning • Read a simple book review with a frame Work with words and
of a story called review of Danger at • Record words and their sentences
and
Danger at the dump the dump meanings in a personal • Countable and
Skills
• Take part in a • Read independently dictionary uncountable nouns
conversation about or in pairs • Nouns that are always
books plural
• Adjectives before nouns
• Question forms
Vocabulary in context
• Words taken from shared
or individually read texts
• Collocations
LEARNING TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from RESOURCES
ACTIVITY page 77 in the TG
Week 11 Platinum English FAL
Duration: 60 minutes Grade 5 Learner's Book and
LESSON 1:
LB page 46 Teacher's Guide
Talk about a photograph: The photograph introduces learners to the theme.
Listen to a story Platinum English FAL Grade
LB page 46 5 Reader
Listening and
Use the listening text on page 170 of the Learner’s Book.
Speaking Have ready examples of
Independent reading – Reader
countable and
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 36 to 38 uncountable nouns, like
for additional support. classroom objects
LESSON 2: Duration: 60 minutes (countable) and some
LB page 48 sand, sugar or flour
Read the story Danger at the dump. First, use the pictures and the title to predict (uncountable).
Reading and
what the story is about.
Viewing
After they read, they do a comprehension the story, which includes literal and Books to review.
metacognitive questions.
LESSON 3: Duration: 60 minutes Use the exercises in the
Reading and LB page 48 DBOE Workbooks for
Viewing Learners read the story again and continue with the comprehension questions. additional support.
LESSON 4: Duration: 60 minutes
LB page 51
Countable and uncountable nouns
Plural nouns
Language Focus
Independent reading– Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 40 to 41
for additional support.
LESSON 5: Duration: 60 minutes
Writing and LB page 52
Presenting Learners continue the writing activity from the previous lesson. They use a mind
map to start planning a story.
This is the first stage of the writing process. They will complete their stories in
Lesson 9 of Week 2.
Independent reading– Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 42 to 43 24
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

for additional support.

Week 12 Duration: 60 minutes
LESSON 6:
LB page 47
Take part in a conversation about a familiar topic:
Learners work in pairs. They match information about books with pictures and
Listening and titles. They then discuss books that they want to read.
Speaking Independent reading– Reader

Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 52 to 53

for additional support.
LESSON 7: Duration: 60 minutes
LB page 49
Practise reading: Learners work in pairs and take turns to read the story ‘Danger
Reading and
at the dump!’ aloud to each other.
Viewing
They then complete questions about the story, and ask and answer in pairs.
Spelling
Use knowledge of alphabetical order
LESSON 8: Duration: 60 minutes
LB page 50
Read a book review: Learners read a book review and complete information about
it on a chart.
Reading and
Record in a personal dictionary
Viewing
Learners add to personal dictionaries

Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 54 to 56

for additional support.
LESSON 9: Duration: 60 minutes
LB page 51
Collocations
Language Focus
Spelling: Learners do a spelling test based on new words they learnt in this cycle.
Independent reading– Reader
LESSON 10: Duration: 60 minutes
LB page 53
Write a book review: Learners write a book review with a frame, using
information from a table.
Write a story
Learners work through the writing process to complete their stories.
Writing and Vocabulary in context
Presenting Learners work on their personal dictionaries, bringing them up to date so they
have included information on all the new words in this cycle.
Independent reading– Reader

Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 57 to 58

for additional support.
REVISION: Learner’s Book p54
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Informal assessment
Lesson 1: If the activities are done orally, circulate from group to group. Take note of learners who are struggling to answer the
questions. You will need to do some remedial work with them during the year.
Lesson 2: Walk around and listen to learners reading in pairs.
Lesson 3, 4 and 9: Learners swop books to mark each other’s work.
Lesson 5: Take in the stories and mark them. Assess the stories.
Lesson 6: As you go around listening and helping students, note who is having difficulty in maintaining a conversation in English.
Lesson 7 and 8: Learners mark their own work. Write the answers on the board. Make sure the words are spelt correctly
Lesson 10: Take in the book reviews and comment on the work – saying, for example, whether work is good, incomplete, interesting,

25
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

PLATINUM LESSON PLANS – GRADE 5

Subject: English First Additional Language Grade: 5
Theme 7: Inventions
Duration: 2 weeks (10 hours) Term 2 Weeks 13 & 14
Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and
(2 hours) (5 hours) (2 hours) Conventions
(1 hour)
• Do daily listening and • Read an information • Write short Spelling and punctuation
speaking practice text about inventions, descriptions of • Spell correctly using a
• Listen to descriptions with visuals objects, using a frame personal dictionary
of objects • Answer questions on • Make a mind map • Use alphabetical
• Describe and classify the text summary about a set knowledge to find words in
CAPS objects • Complete a timeline of inventions a dictionary
Content about the text • Record words and Work with words and
• Practice reading the their meanings in a sentences
and
text aloud personal dictionary • Proper nouns
Skills
• Read independently • Capital letters
or in pairs • Prepositions
• Future tense, present
simple
• Verb ‘to be’
Vocabulary in context:
• Words taken from shared
or individually read texts
• Antonyms
LEARNING TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from RESOURCES
ACTIVITY page 91 in the TG
Week 13 Platinum English FAL
Duration: 60 minutes Grade 5 Learner's Book and
LESSON 1:
LB page 56 Teacher's Guide
Talk about the photograph of a boy surrounded by objects that have been
invented at various times. Learners name and state the purpose of the objects to Platinum English FAL Grade
build vocabulary for the theme. 5 Reader
Listening and Play a language game
Speaking Learners classify objects according to their function. Have ready a map or
Independent reading – Reader pictures of famous people
for learners to name when
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 98 to 99 they find examples of
for additional support. proper nouns.
LESSON 2: Duration: 60 minutes
Find interesting facts or
LB page 58 books about flight or
Read a story about the invention of games and toys. Before learners read the text, aeroplanes to share with
they use the pictures and skimming and scanning skills to predict what the text is the class.
Reading and
about.
Viewing
While they read, they match illustrations to information. After they read, they do Use the exercises in the
comprehension questions and complete a timeline. DBOE Workbooks for
Read aloud. Listen to learners reading. additional support.
FORMAL ASSESSMENT: start listening to the learners reading aloud.
LESSON 3: Duration: 60 minutes
LB page 58
Reading and Learners continue to answer questions and make a timeline relating to the
Viewing information text.
Formal assessment: Mark comprehension
LESSON 4: Duration: 60 minutes
LB page 61
Language Focus Proper nouns and capital letters
Independent reading- Reader
LESSON 5: Duration: 60 minutes
Writing and LB page 64
Presenting Learners write descriptions of objects, using a frame.
Formal assessment: description of objects.
Independent reading- Reader 26
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 100 to
101 for additional support.

Week 14 Duration: 60 minutes

LESSON 6:
LB page 57
Listen to an information text: description of objects. Use the listening text on page
171 of the Learner’s Book. Choose five objects.
FORMAL ASSESSMENT: start assessing listening and speaking about information
Listening and
text.
Speaking
Work with words and sentences
Present simple tense
Verb ‘to be’
Independent reading- Reader
LESSON 7: Duration: 60 minutes
LB page 60
Reading and Practise reading
Viewing Learners do further activities related to the text on inventions.
Work with words and sentences
Learners use prepositions correctly.
LESSON 8: Duration: 60 minutes
LB page 59
Read and create visual texts.
Reading and
Learners make a mind map relating to the information text on games.
Viewing
Use a personal dictionary
Learners add to their personal dictionaries.
Spelling test: Words from the theme
LESSON 9: Duration: 60 minutes
LB page 61
Proper nouns and capital letters
Language Focus Learners do further exercises using capital letters.
FORMAL ASSESSMENT: Take in and mark language activities
Independent reading- Reader
LESSON 10: Duration: 60 minutes
LB page 62
Make a mind map summary: Learners read about the history of flight, and make a
mind map summary of the information.
Spelling: Learners practice using alphabetical order to look up words in a
Writing and
dictionary.
Presenting
Vocabulary in context
Learners work on their personal dictionaries, bringing them up to date so they
have included information on all the new words in this cycle.
Independent reading- Reader
REVISION: Learner’s Book p64
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Formal assessment
Lessons 2, 4, 7, 8, 9 and 10: Speaking and reading
Lesson 3: Comprehension, continue with speaking and reading assessment
Lesson 5: Description of objects
Lesson 6: Listening and speaking about information text.
Lesson 9: Language structures and conventions

27
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

PLATINUM LESSON PLANS – GRADE 5

Subject: English First Additional Language Grade: 5
Theme 8: Monsters And Strange Creatures
Duration: 2 weeks (10 hours) Term 2 Weeks 15 & 16
Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and
(2 hours) (5 hours) (2 hours) Conventions
(1 hour)
• Do daily listening and • Read a picture story • Write a story about a Spelling and punctuation
speaking practice called Theseus and the brave child and a monster • Use a dictionary to check
• Talk about a photograph minotaur • Use the writing process to spelling and meanings of
of a monster that • Do a comprehension on develop the story words
introduces the theme the story • Record words and • Break longer words into
• Listen to a story and make • Practice reading the story meanings in a personal syllables (smaller chunks)
CAPS notes about a girl who deals aloud dictionary Work with words and
Content with a scary situation • Read independently or in sentences
and • Listen to a traditional pairs • Conditional sentences (if)
Skills story • Verbs to describe actions,
• Retell and discuss issues ‘should’ and ‘must’ to show
arising from the story obligation, ‘will’ to show
intention
• Adjectives relating to age
and temperature
Vocabulary in context
• Words taken from shared
or individually read texts
• Synonyms
LEARNING TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from RESOURCES
ACTIVITY page 106 in the TG
Week 15 Platinum English FAL
Duration: 60 minutes Grade 5 Learner's Book and
LESSON 1:
LB page 66 Teacher's Guide
Use the listening text on page 170 of the Learner’s Book. It is a story.
Work with words and sentences Platinum English FAL Grade
Listening and Learners practise using ‘should’ and ‘must’ for obligation. 5 Reader
Speaking Independent reading – Reader
Use the exercises in the
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 86 to 87 DBOE Workbooks for
for additional support. additional support.
LESSON 2: Duration: 60 minutes
LB page 68
Reading and Read the story Theseus and the minotaur. Use the pictures and the title to predict
Viewing what the story is about. They are also introduced to some vocabulary from the
story.
LESSON 3: Duration: 60 minutes
Reading and LB page 68
Viewing Learners continue with the comprehension questions started the day before.
Spelling test: Words from the theme
LESSON 4: Duration: 60 minutes
LB page 71
Conditional sentences (if)
Learners read the rules and examples in the help box. They practice putting
together conditional sentences based on the story they have read.
Language Focus
Independent reading– Reader

Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 90 for
additional support.
LESSON 5: Duration: 60 minutes
Writing and LB page 72
Presenting Learners use pictures and ideas from the theme to start writing a story. They plan
their own stories. They can use a mind map to do this.
Independent reading– Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 88 to 89 28
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

for additional support.

Week 16 Duration: 60 minutes
LESSON 6:
LB page 67
Use the listening text on page 171 of the Learner’s Book. It is a traditional story.
Before they listen to the story, learners say what is happening in a series of
Listening and
pictures. While they listen, they match the pictures to events in the story.
Speaking
After they listen, they discuss and retell the story. This is largely a metacognitive
discussion.
Independent reading– Reader
LESSON 7: Duration: 60 minutes
LB page 68
Read aloud and work with sentences. Learners work in pairs and take turns to
read the story ‘Theseus and the minotaur’ aloud to each other. Before they start,
go through the word list, as a vocabulary and pronunciation exercise. Learners
also do language in context exercises.
Spelling and Vocabulary in context
Reading and
Learners complete the activity on words with the ‘ch’ sound. Then they use these
Viewing
words in sentences. These activities are based on the theme and vocabulary of the
story they read.
Work with words and sentences
Use action verbs, match adjectives and nouns
Work with words
Break words into syllables
LESSON 8: Duration: 60 minutes
LB page 70
Learners read the story again. They ask and answer questions about it.
Reading and
Spelling and Vocabulary in context
Viewing
Make a personal dictionary: Learners prepare their personal dictionaries.
Spelling test: Words from the theme.
LESSON 9: Duration: 60 minutes
LB page 71
Language Focus Conditional sentences
Independent reading– Reader
LESSON 10: Duration: 60 minutes
LB page 72
Learners complete the stories they have planned; following the writing process
outlined in their textbooks.
Spelling: Learners do a spelling text based on new words they learnt in this cycle.
Vocabulary in context
Writing and
Learners work on their personal dictionaries, bringing them up to date so they
Presenting
have included information on all the new words in this cycle.
Independent reading– Reader

Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 91 to 93

for additional support.
REVISION: Learner’s Book p74
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Formal assessment
Lesson 2: Reading aloud
Lesson 10: Writing a story

Informal assessment
Lessons 3, 4, 8 and 9: Learners swop books to mark each other’s work.
Lesson 5: Take in the stories and make comments – saying, for example, whether the work is good, incomplete, interesting.
Lesson 6: As you go around listening and helping students, note who is having difficulty in expressing ideas or retelling the story.
Lesson 7: Learners mark their own work. Write the answers on the board. Make sure the words are spelt correctly.

29
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

PLATINUM LESSON PLANS – GRADE 5

Subject: English First Additional Language Grade: 5
Theme 9: Healthy Habits
Duration: 2 weeks (10 hours) Term 2 Weeks 17 & 18
Listening and Speaking Reading and Viewing (5 Writing and Presenting Language Structures and
(2 hours) hours) (2 hours) Conventions
(1 hour)
• Do daily listening and • Read a procedural • Write a recipe using a Spelling and
speaking practice text (a recipe) frame punctuation
• Talk about a photograph • Practice reading the • Write a short account of a • Spell familiar words
that introduces the theme. recipe aloud procedure followed correctly, using a personal
• Listen and respond to oral • Do comprehensions • Record words and their dictionary
instructions based on the recipe meanings in the dictionary Work with words and
CAPS • Answer questions based • Read independently sentences
Content on the instructions or in pairs • Words starting with ‘g’
and • Role play giving that sound like ‘j’
Skills instructions • Adverbs of degree
• Adverbs of place
• Future tense
• Connecting words to show
contrast (but),reason
(because) and purpose (so
that)
Vocabulary in context
• Words taken from shared
or individually read texts
LEARNING TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from RESOURCES
ACTIVITY page 120 in the TG
Week 17 Platinum English FAL
Duration: 60 minutes Grade 5 Learner's Book and
LESSON 1:
LB page 76 Teacher's Guide
Talk about a photograph of a group of children running to introduce the theme
Listening and Platinum English FAL Grade
and explore some of the vocabulary associated with it.
Speaking 5 Reader
Use the listening text on page 171 of the Learner’s Book: a set of instructions for
warm-up exercises.
Learners are required to
LESSON 2: Duration: 60 minutes
carry out the instructions to
LB page 78 make the salad. Each group
Learners use scanning techniques; practice reading aloud and answer questions should have these
based on a recipe for salad. ingredients and utensils: 1
Reading and Vocabulary in context lettuce, 1 cucumber, 3
Viewing Learners spend about 10 minutes working on their personal dictionaries, bringing tomatoes, 1 onion, salt,
them up to date adding new words that they have learned from the reading and pepper, mustard, dried
listening texts. herbs, oil, lemon juice; and
Independent reading - Reader the following utensils:
LESSON 3: Duration: 60 minutes paper towel, knife, spoon
LB page 78 chopping board, large bowl,
Reading and Learners work in groups of six to eight to carry out the instructions for making a a cup. If there aren’t taps
Viewing salad. nearby, make sure there are
Independent reading- Reader washbasins filled with
LESSON 4: Duration: 60 minutes water for learners to rinse
LB page 79 the ingredients.
Adverbs
Language Focus Use the exercises in the
Write a recipe
Learners begin writing their own recipe by working through the writing process. DBOE Workbooks for
LESSON 5: Duration: 60 minutes additional support.
Writing and LB page 81
Presenting Learners continue the writing activity they began in Lesson 4.
Independent reading- Reader

30
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

Week 18
Duration: 60 minutes
LESSON 6:
LB page 77
Listening and
Role play instructions
Speaking
Learners work in pairs to role-play giving and following instructions for the class.
LESSON 7: Duration: 60 minutes
LB page 79
Complete exercises on the future tense using the words ‘are going to’ and ‘will’
and on connecting words to show contrast (but), reason (because),and purpose
Reading and (so that).
Viewing Vocabulary in context
Learners spend about 10 minutes working on their personal dictionaries, bringing
them up to date adding new words that they have learned from the reading and
listening texts.
Independent reading- Reader
LESSON 8: Duration: 60 minutes
LB page 79
Language Focus The letter ‘g’ pronounced as ‘j’
Independent reading
LESSON 9: Duration: 60 minutes
LB page 81
Learners use the method in the recipes they wrote in Lessons 4 and 5 to start
writing an account of a procedure in the form of a paragraph. Learners follow the
Writing and
writing process, planning their writing and writing notes.
Presenting
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 101 for
additional support.
LESSON 10: Duration: 60 minutes
LB page 81
Learners continue writing accounts of a procedure using the writing process.
They check a partner’s work and then implement feedback and write their final
Writing and
drafts.
Presenting
Spelling
Give a spelling test based on new words learnt in this cycle.
Independent reading- Reader
REVISION: Learner’s Book p82
The DBOE Workbook can be used for revision work and homework
FORMAL ASSESSMENT TASK
Formal Assessment
Week 19 & 20 Mid Year Examinations

Informal assessment
Lesson 5: Write this checklist on the board. Each learner should check a partner’s recipe for:
— a heading saying what the food or drink is
— the heading ‘Ingredients’
— a list of ingredients
— the heading ‘Method’
— numbered steps/instructions in the right order.
Lesson 10: Learners informally assess each other’s accounts of a procedure using the checklist in the guidelines above. They give
their partners feedback, so that they can correct their mistakes and write a neat final draft.

31
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

TERM 3: PLATINUM LESSON PLANS – GRADE 5

Subject: English First Additional Language Grade: 5
Theme 10: People We Admire
Duration: 2 weeks (10 hours) Term 3 Weeks 21 & 22
Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and
(2 hours) (5 hours) (2 hours) Conventions
(1 hour)
• Do daily listening and • Read a true story • Write events in sequence, Spelling and punctuation
speaking practice about a miner called rewrite a story • Spell correctly using a
• Talk about a photograph Richard Simelane • Use correct grammar, personal dictionary
of well known or heroic • Do a comprehension on spelling and format • Words starting with ‘g’
CAPS people to introduce the the story • Record words and their can sound like ‘j’ before i, e,
Content theme • Practice reading the story meanings in a personal y.
and • Listen to descriptions of aloud dictionary Work with words and
Skills people and takes notes • Do a word puzzle using sentences
• Give a personal recount vocabulary from Grade 5 • Subject verb concord
• Read independently or in • Personal pronouns
pairs • Comparative adjectives
• Verb ‘to be’
Vocabulary in context
• Words taken from shared
or individually read texts
LEARNING TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from RESOURCES
ACTIVITY page 135 in the TG
Week 21 Platinum English FAL
Duration: 60 minutes Grade 5 Learner's Book and
LESSON 1:
LB page 86 Teacher's Guide
Talk about the photographs of well-known and heroic people
Use the listening text on page 171 of the Learner’s Book. Platinum English FAL Grade
Work with words and sentences 5 Reader
Listening and
Learners use the verb ‘to be’ to complete sentences relating to the theme.
Speaking Use the exercises in the
Independent reading – Reader
DBOE Workbooks for
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 2 for additional support.
additional support.
LESSON 2: Duration: 60 minutes
LB page 88
Read the story of Richard Simelane, Before learners read the story, they use the
pictures and the title to predict what the story is about. They are also introduced
to some vocabulary from the story.
Reading and
After they read, they do a comprehension of the story, which includes literal and
Viewing
metacognitive questions.
Work with words and sentences
Learners use the simple past tense to complete an activity. The activity is based on
the theme and vocabulary of the story they read.
LESSON 3: Duration: 60 minutes
LB page 88
Learners continue to work on comprehension questions relating to the story of
Reading and
the theme.
Viewing
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 2 and 3
for additional support.
LESSON 4: Duration: 60 minutes
LB page 91
Language Focus Subject/verb concord
Independent reading– Reader
LESSON 5: Duration: 60 minutes
Writing and LB page 92
Presenting Write a story: Learners sequence information from the story and rewrite it in full
sentences.
Independent reading– Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 3 to 5 for
additional support. 32
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

Week 22
Duration: 60 minutes
LESSON 6:
LB page 87
Give a personal recount: Learners brainstorm ideas and vocabulary relating to
Listening and good role models, or people that learners know and admire.
Speaking Work with words and sentences
Pronouns
Independent reading– Reader
LESSON 7: Duration: 60 minutes
LB page 89
Practise reading: Learners complete integrated language activities. They work
with comparatives, verb ‘to be’, uncountable noun.
Vocabulary in context
Reading and Learners complete the activity on words with the ‘g’ pronounced as ‘j’.
Viewing Read a short paragraph
Learners read a paragraph, which they summarise during the writing session.

Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 6 for
additional support.
LESSON 8: Duration: 60 minutes
LB page 89
Read aloud: Learners read the story of Richard Simelane in pairs. They also do
further comprehension work.
Reading and Make a personal dictionary
Viewing Learners prepare their personal dictionaries.

Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 7 to 9 for
additional support.
LESSON 9: Duration: 60 minutes
LB page 91
Concord: Learners continue to do concord exercises with vocabulary related to
Language Focus
the theme.
Independent reading– Reader
LESSON 10: Duration: 60 minutes
LB page 93
Make a summary of a story
Spelling
Learners do a spelling test based on new words they learnt in this cycle.
Writing and
Vocabulary in context
Presenting
Learners spend time working on their personal dictionaries.
Summarise a paragraph
Learners summarise a short paragraph, with support.
Independent reading– Reader
REVISION: Learner’s Book p94
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Informal assessment
Lesson 1: Learners can mark their own work when you discuss the answers to the listening activity. Take in a few books to check
their answers and how well they are able to mark. Make further corrections if necessary. During the discussion, circulate from
group to group. Take note of learners who are able to express themselves well and those who are struggling to answer the
questions. Take them aside and work on vocabulary when you have time.
Lesson 2: Observe how well learners can talk about the text – content, structure and related matters.
Lesson 3 and 4: Learners mark their own work, with your guidance. Take in some of their books to check their answers and their
marking skills.
Lesson 5: Read and check the writing of as many learners as possible. Focus on full sentences. Take in some
books and correct.
Lesson 6: Listen to as many recounts as you can during the course of the lesson. Ask one or two follow-up questions each time.
Lesson 7: 1. Ask learners to swap books and mark each other’s work. Go through the questions, encouraging learners to give the
answers. They should write these on the board. Make sure the words are spelt correctly. 2. For reading aloud: Ask learners to
read at least two paragraphs from the text.

33
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

PLATINUM LESSON PLANS – GRADE 5

Subject: English First Additional Language Grade: 5
Theme 11: Beautiful Birds
Duration: 2 weeks (10 hours) Term 3 Weeks 23 & 24
Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and
(2 hours) (5 hours) (2 hours) Conventions
(1 hour)
• Do daily listening and • Read information texts • Draw and label a simple Spelling and punctuation
speaking practice with visuals visual text • Use a dictionary to check
• Talk about a photograph • Practice reading the • Make a mind map spelling and meanings of
of an eagle to introduce the information texts summary of a short words
theme aloud text Work with words and
• Have a discussion about • Do comprehensions based • Record words and their sentences
CAPS birds on the information texts meanings in the dictionary • Determiners
Content • Talk about a familiar topic with visuals • Words starting with c and
with preparation • Read independently or in followed by, -e, -i , or. -
and
pairs y:pronounce as s
Skills
• Simple present to describe
universal truths
• Possessive pronouns
• Adjectives relating to age,
temperature, and what
things are made of
Vocabulary in context
• Words taken from shared
or individually read texts
• Phrasal verbs
TEACHING METHODS / APPROACH
LEARNING
Note: 5–10 minutes Daily listening and speaking: choose an activity from RESOURCES
ACTIVITY page 150 in the TG
Week 23 Platinum English FAL
Duration: 60 minutes Grade 5 Learner's Book and
LESSON 1:
LB page 96 Teacher's Guide
Talk about the photograph of a fish eagle to introduce the theme and associated
Listening and vocabulary. Platinum English FAL Grade
Speaking Have a class discussion based on the photographs of eight different South African 5 Reader
birds, guided by questions in the Learner’s Book.
Answer integrated language questions about universal truths and phrasal verbs. Use the exercises in the
DBOE Workbooks for
LESSON 2: Duration: 60 minutes
additional support.
LB page 98
Reading and
Learners read an information table about birds.
Viewing
They then answer comprehension questions based on the text.
LESSON 3: Duration: 60 minutes
LB page 98
Learners continue answering the comprehension questions they started in the
previous lesson. This activity is for formal assessment.
Reading and Vocabulary in context
Viewing Learners spend about 10 minutes working on their personal dictionaries, bringing
them up to date by adding new words that they have learned from the reading and
listening texts.
Independent reading - Reader
LESSON 4: Duration: 60 minutes
LB page 100
Formal Assessment Task: Number words (Determiners)
Label a diagram
Language Focus
Learners draw and label a diagram based on the theme of birds, for formal
assessment.
Independent reading- Reader
LESSON 5: Duration: 60 minutes
Writing and LB page 101
Presenting Learners complete the writing activity they started in the previous lesson.
Independent reading- Reader
34
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

Week 24
Duration: 60 minutes
LESSON 6:
LB page 97
Learners work on their own to plan a talk about birds. They use the questions,
ideas and steps in the Learner’s Book to plan their talks. Provide a checklist to
Listening and
help them prepare. (Formal Assessment Task)
Speaking
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 16 to 17
for additional support.
LESSON 7: Duration: 60 minutes
LB page 97
Listening and
Learners present the talks they prepared in the previous lesson. They answer
Speaking
questions based on their talks.
LESSON 8: Duration: 60 minutes
LB page 99
Learners answer integrated language questions on adjectives and possessive
pronouns. Learners read a section of the information table about birds aloud , for
formal assessment.
Vocabulary in context
Reading and Learners spend about 10 minutes working on their personal dictionaries, bringing
Viewing them up to date by adding new words that they have learned from the reading and
listening texts.
Independent reading- Reader

Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 28 to 29

for additional support.
LESSON 9: Duration: 60 minutes
LB page 100
Language Focus The letter ‘c’
Independent reading- Reader
LESSON 10: Duration: 60 minutes
LB page 101
Learners read a short factual text about African grey parrots. They copy and
Writing and complete a mindmap frame about the text. This is a Formal Assessment Task.
Presenting Spelling
Give a spelling test based on new words they learnt in this cycle.
Independent reading- Reader
REVISION: Learner’s Book p102
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Formal assessment
Lesson 3:Reading comprehension
Lesson 4: Language structures and conventions
Lesson 5: Writing
Lesson 7: Speaking
Lesson 8: Reading aloud
Lesson 9: Language structures and conventions
Lesson 10: Reading; writing

Informal assessment
Lesson 1: Write the answers to the Work with words and sentences and the Vocabulary in context questions on the board. Learners
can swap books and mark a partner’s answers.
Lesson 8: Write the answers to the Work with words and sentences on the board. Learners can swap books and mark a partner’s
answers.

35
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

PLATINUM LESSON PLANS – GRADE 5

Subject: English First Additional Language Grade: 5
Theme 12: Animals And The Environment
Duration: 2 weeks (10 hours) Term 3 Weeks 25 & 26
Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and
(2 hours) (5 hours) (2 hours) Conventions
(1 hour)
• Do daily listening and • Read a traditional story • Write a story about Spelling
speaking practice about the markings on a people and animals • Spell familiar words
• Talk about a photograph cheetah • Use the writing process to correctly
CAPS of animals drinking in the • Do a comprehension on develop the story • Words starting with ‘k’
Content wild to introduce the theme the story • Record words and their Work with words and
and • Listen to a story about • Practice reading the story meanings in a personal sentences
Skills animals pushed out of their aloud dictionary • Direct speech and
environment • Read and discuss poems reported speech
• Retell the story • Read independently or in • Subject/verb/object
• Listen to a poem pairs • Connecting words (if)
Vocabulary in context
• Words taken from shared
or individually read texts
LEARNING TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from RESOURCES
ACTIVITY page 165 in the TG
Week 25 Platinum English FAL
Duration: 60 minutes Grade 5 Learner's Book and
LESSON 1:
LB page 104 Teacher's Guide
Talk about the photograph of animals drinking in the wild and introduce learners
to the theme. The questions explore some of the ideas and vocabulary they will Platinum English FAL Grade
come across in the theme. 5 Reader
Listen to a story
Use the listening text at the end of the Learner’s Book. Use the exercises in the
Listening and DBOE Workbooks for
Retell the story
Speaking additional support.
Learners retell the story to a partner, using past and present tenses, and thinking
of an alternative ending.
Independent reading – Reader

Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 70 for
additional support.
LESSON 2: Duration: 60 minutes
LB page 106
Read the traditional story about how cheetahs got their markings. Before they
Reading and read, learners talk about animals and their environment. They are also introduced
Viewing to some vocabulary from the story.
While they read, they are asked to think about respect for animals and the
environment. After they read, they do a comprehension on the story.
LESSON 3: Duration: 60 minutes
LB page 106
Re-read the story of the cheetah’s tears and discuss the moral of the story.
Reading and Independent reading- Reader
Viewing
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 70 and 71
for additional support.
LESSON 4: Duration: 60 minutes
LB page 110
Language Focus Direct speech and reported speech
Independent reading- Reader
LESSON 5: Duration: 60 minutes
Writing and LB page 111
Presenting Learners brainstorm ideas for a story. They use a mindmap to start planning a
story. This is the first stage of the writing process. They will complete their stories
in Lesson 10 (Week 6).

Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 71 to73 36
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

for additional support.

Week 26
Duration: 60 minutes
LESSON 6:
LB page 105
Listen to and perform a poem: Learners answer questions and work with
vocabulary.
Listening and Work with words and sentences
Speaking Learners find sentences with ‘if’.
Independent reading- Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 74 for
additional support.
LESSON 7: Duration: 60 minutes
LB page 108
Read a poem: Learners read a poem about giraffes, and a shorter poem about a
cheetah.
They discuss main ideas and comparisons, like a simile.
Reading and
Spelling and punctuation
Viewing
Learners spell words with ‘k’.
Work with words and sentences
Learners put together subject/verb/object sentences using vocabulary from the
story they read.
LESSON 8: Duration: 60 minutes
LB page 106
Practise reading: Learners work in pairs and take turns to read the story about
the cheetah. They also practice reading the poem in groups and as a class.
Work with words and sentences:
Reading and Recognize and use the connecting word ‘if’
Viewing Vocabulary in context
Learners add to their personal dictionaries.
Independent reading- Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 74 for
additional support.
LESSON 9: Duration: 60 minutes
LB page 110
Direct speech and reported speech
Language Focus Spelling
Give a test on words learnt in the theme.
Independent reading- Reader
LESSON 10: Duration: 60 minutes
LB page 111
Learners write stories using the writing process.
Spelling
Learners do a spelling test based on new words they learnt in this cycle.
Writing and Vocabulary in context
Presenting Learners spend about 10 minutes working on their personal dictionaries, bringing
them up to date so they have included information on all the new words in this
cycle.
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 75 to 77
for additional support.
REVISION:
Learner’s Book p112
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Informal assessment
Lesson 1: 1. Learners mark their listening text answers themselves, with your guidance.
2. During discussions, observe who is able to express views easily in English and who needs extra help.
Lesson 3: Learners mark their own work, with your guidance. Collect some of their exercise books and check their answers and
marking. Use the answers provided above to mark the answers, both in class and when you check work.
Lesson 4: Use the time allocated for Independent reading to assess a few learners who have not yet been assessed for reading aloud
and speaking skills. Ask them questions about the story they are reading. Use the ideas and rating scales from Lesson 3.
Lesson 5: Take in and read the stories. Write comments. Read out two or three of the better stories to the class.
Lesson 6: Observe how learners retell the advice in the poem. Give extra attention to those who do not understand the poem.
Lesson 7: Ask learners to swap books and mark each other’s work. Go through the questions, encouraging
37
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

learners to give the answers. They should write these on the board. Make sure the words are spelt correctly
Lesson 9: Write the correct answers on the board. Learners mark their own work.

PLATINUM LESSON PLANS – GRADE 5

Subject: English First Additional Language Grade: 5
Theme 13: Long Ago In Egypt
Duration: 2 weeks (10 hours) Term 3 Weeks 27 & 28
Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and
(2 hours) (5 hours) (2 hours) Conventions
(1 hour)
• Do daily listening and • Read a procedural text • Write an information text Spelling
speaking practice about how pyramids were • Use the writing process • Spell familiar words
• Talk about a photograph built • Record words and their correctly, using a personal
of Tutankhamun’s mask to • Practice reading the meanings in the dictionary dictionary
introduce the theme procedural text aloud • Words starting with a k,
• Have a conversation • Read an information text sound and followed by, a, u,
CAPS about Egypt from across the curriculum or o.
Content • Play a language game • Do comprehensions based Work with words and
on information text from sentences
and
across the curriculum • Connecting words
Skills
• Read independently or in showing addition, sequence
pairs and contrast
• Prefixes and suffixes
• Prepositions that show
position and direction
• Negative forms
• Passive voice
Vocabulary in context
• Words taken from shared
or individually read texts
LEARNING TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from RESOURCES
ACTIVITY page 178 in the TG
Week 5 Platinum English FAL
Duration: 60 minutes Grade 5 Learner's Book and
LESSON 1:
LB page 114 Teacher's Guide
Listening and Talk about the photograph of Tutankhamun’s mask to introduce the theme and
Speaking some of the ideas and vocabulary they will come across in the theme. Take part in Platinum English FAL Grade
a conversation about ancient Egypt. This is a Formal Assessment Task. 5 Reader
Independent reading - Reader
Try to source some
LESSON 2: Duration: 60 minutes
interesting material
LB page 116
(reading materials and
Reading and Learners read about building pyramids and answer questions.
Learners answer three integrated language questions in the Work with words visuals) on ancient Egypt
Viewing
section. (or other places long ago)
for learners to use as
LESSON 3: Duration: 60 minutes
references and/or
LB page 120
inspiration. You can also
Connecting words
Vocabulary in context ask the Social Science
Language Focus teacher as he/ she will
Learners spend about 10 minutes working on their personal dictionaries, bringing
them up to date by adding new words that they have learned from the reading and also be covering Egypt in
listening texts. this term.
LESSON 4: Duration: 60 minutes
LB page 121 Use the exercises in the
Writing and Learners begin the writing process to write an information text of two to three DBOE Workbooks for
Presenting paragraphs about long ago. This is a Formal Assessment Task. additional support.
Independent reading- Reader
LESSON 5: Duration: 60 minutes
Writing and LB page 121
Presenting Learners continue working through the writing process to complete their
information texts in this lesson. Learners should write their final drafts neatly.
Independent reading- Reader

38
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

Week 6
Duration: 60 minutes
LESSON 6:
LB page 115
The class plays a game with symbols from the Egyptian alphabet.
Listening and
Speaking Independent reading - Reader
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 62 to
64 for additional support.
LESSON 7: Duration: 60 minutes
Reading and LB page 118
Viewing Learners read an information text about mummies and answer questions. This is a
Formal Assessment Task.
LESSON 8: Duration: 60 minutes
LB page 119
Learners continue answering the reading comprehension questions on the
information text that they began in Lesson 7.
Reading and
Vocabulary in context
Viewing
Learners spend about 10 minutes working on their personal dictionaries, bringing
them up to date by adding new words that they have learned from the reading and
listening texts.
Independent reading- Reader
LESSON 9: Duration: 60 minutes
LB page 120
Language Focus Adding letters to make new words (Formal Assessment Task)
Independent reading- Reader
LESSON 10: Duration: 60 minutes
LB page 121
Learners complete the writing activity they started in Lesson 4. This is a Formal
Writing and
Assessment Task.
Presenting
Spelling
Learners do a spelling test based on new words they learnt in this cycle.
REVISION: Learner’s Book p122
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Formal assessment
Lesson 1: Listening and speaking
Lessons 4 & 10: Writing
Lesson 7: Comprehension
Lesson 9: Language structures and conventions

Informal assessment
Lesson 1: Write the answers to the Spelling questions on the board. Learners can swap books and mark a partner’s answers.
Lesson 2: Write the answers to the Work with words and sentences questions on the board. Learners can swap books and mark a
partner’s answers.

39
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

PLATINUM LESSON PLANS – GRADE 5

Subject: English First Additional Language Grade: 5
Theme 14: Work People Do
Duration: 2 weeks (10 hours) Term 3 Weeks 29 & 30
Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and
(2 hours) (5 hours) (2 hours) Conventions
(1 hour)
• Do daily listening and • Read a play • Write a short play Spelling and punctuation
speaking practice • Practice reading the script using a frame • Use the dictionary to
• Take part in a play aloud • Use the writing check spelling and
conversation on a familiar • Do a comprehension process meanings of words
topic: people’s jobs based on the play • Record words and • Add –es to form plurals
• Perform simple plays • Read independently their meanings in the • Punctuate correctly
CAPS or in pairs dictionary Work with words and
Content sentences
and • Simple past tense using
Skills regular forms of the verb
• Simple present tense
• Gender forms of some
nouns
• ‘A’ and ‘the’ with nouns
• Connecting words to show
choice (either/or)
Vocabulary in context
• Words taken from shared
or individually read texts
LEARNING TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from RESOURCES
ACTIVITY page 192 in the TG
Week 5 Platinum English FAL
Duration: 60 minutes Grade 5 Learner's Book and
LESSON 1:
LB page 124 Teacher's Guide
Talk about the photograph of a doctor to introduce the theme and vocabulary
related to the work of a doctor. Platinum English FAL Grade
Listening and Read the play ‘Emergency at the beach’ while learners listen. Learners answer 5 Reader
Speaking questions and work with a partner to practice performing the play.

Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 18 for
additional support. Use the exercises in the
DBOE Workbooks for
LESSON 2: Duration: 60 minutes
additional support.
LB page 125
Listening and Learners practice performing the play ‘Emergency at the beach’ with their
Speaking partners. Pairs assess each other’s performance.
Independent reading - Reader
LESSON 3: Duration: 60 minutes
LB page 126
Learners read the play ‘Lost in town.’ They answer questions about the play on
Reading and
their own.
Viewing
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 18 and
19 for additional support.
LESSON 4: Duration: 60 minutes
LB page 128
Language Focus The simple present tense
Independent reading- Reader
LESSON 5: Duration: 60 minutes
Writing and LB page 129
Presenting Learners study the format of a play script because they are going to write their
own plays as a Formal Assessment Task later on in the two-week cycle.
Vocabulary in context
Learners spend about 10 minutes working on their personal dictionaries
Independent reading- Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 19 to
21 for additional support. 40
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

Week 6 Duration: 60 minutes

LESSON 6:
LB page 125
Learners perform their plays for formal assessment.
Spelling and punctuation
Listening and Complete exercises on pages 127 and 128.
Speaking Independent reading- Reader

Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 22 for
additional support.
LESSON 7: Duration: 60 minutes
LB page 128
Read the play ‘Lost in town’ again. Complete the three integrated language
questions in the Work with words and sentences section.
Vocabulary in context
Reading and
Learners spend about 10 minutes working on their personal dictionaries, bringing
Viewing them up to date by adding new words that they have learned from the reading and
listening texts.

Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 22 for
additional support.
LESSON 8: Duration: 60 minutes
LB page 129
Language Focus
The simple past tense
LESSON 9: Duration: 60 minutes
LB page 129
Writing and Learners begin writing their own plays as a Formal Assessment Task. They write
Presenting the first draft.
Independent reading- Reader
LESSON 10: Duration: 60 minutes
LB page 129
Learners complete the writing process that they started in Lesson 9. They write
the final drafts of their plays.
Spelling
Writing and
Learners do a spelling test based on new words they learnt in this cycle.
Presenting Independent reading- Reader

Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 23 to

25 for additional support.
REVISION:
Learner’s Book p130
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Formal assessment
Lesson 3: Reading comprehension
Lesson 4: Language structures and conventions
Lesson 6: Speaking: perform a play
Lesson 8: Language structures and conventions
Lesson 10: Writing

Informal assessment
Lesson 2: Pairs of learners to assess each other.
Lesson 5: Each pair of learners swaps their writing with another pair. They assess each other’s writing.

41
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

TERM 4: PLATINUM LESSON PLANS – GRADE 5

Subject: English First Additional Language Grade: 5
Theme 15: Play Safe
Duration: 2 weeks (10 hours) Term 4 Weeks 31 & 32
Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and
(2 hours) (5 hours) (2 hours) Conventions
(1 hour)
• Do daily listening and • Read a story called ‘Take • Write a personal recount Work with words and
speaking practice care, Sameera!’ in correct sequence sentences
• Talk about a photograph • Do a comprehension on • Write a story, using a • Subject verb
that introduces the theme the story mind map to plan concord(there is/are)
• Listen to a story about a • Practice reading the story • Use the writing process to • Countable and
boy who finds a wallet and aloud develop the story uncountable nouns
CAPS
has to deal with ethical • Do a word puzzle using • Record words and their • Personal pronouns
Content
issues vocabulary from Grade 5 meanings in a personal • Different types of
and • Play a spelling game • Read independently or in dictionary adjectives
Skills pairs Vocabulary in context
• Words taken from shared
or individually read texts
Spelling and
punctuation
• Spell correctly using a
personal dictionary
• Double ‘l’ when adding a
suffix
LEARNING TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from RESOURCES
ACTIVITY page 207 in the TG
Week 31 Platinum English FAL
Duration: 60 minutes Grade 5 Learner's Book and
LESSON 1:
LB page 132 Teacher's Guide
Talk about the photograph of a building site to introduce learners to the theme of
safety. The questions explore some of the ideas and vocabulary they will come Platinum English FAL Grade
across in the theme. 5 Reader
Listening and Use the listening text at the end of the Learner’s Book.
Speaking Work with words and sentences Use the exercises in the
Personal pronouns DBOE Workbooks for
Independent reading – Reader additional support.
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 112 for
additional support.
LESSON 2: Duration: 60 minutes
LB page 134
Read the story called ‘Take care, Sameera!’
Before learners read the story, they use the pictures and the title to predict what
Reading and
the story is about.
Viewing
After they read, they do a comprehension of the story.
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 113 for
additional support.
LESSON 3: Duration: 60 minutes
LB page 135
Reading and Learners continue with the comprehension activity from the previous lesson.
Viewing Practise reading: Learners work in pairs and take turns to read the story aloud to
each other.
LESSON 4: Duration: 60 minutes
LB page 137
Language Focus Subject verb concord
Independent reading– Reader
LESSON 5: Duration: 60 minutes
Writing and LB page 139
Presenting Learners write a personal recount, describing something that happened to them.
Independent reading– Reader
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 115 for
42
additional support.
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

Week 32 Duration: 60 minutes

LESSON 6:
LB page 133
Play a language game: work in groups that compete in a spelling competition.
Spelling: Double ‘l’ when adding a suffix.
Listening and
Independent reading– Reader
Speaking
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 114 for
additional support.
LESSON 7: Duration: 60 minutes
LB page 135
Reading and Learners work in pairs to ask and answer questions about the story.
Viewing Vocabulary in context: Learners use words from texts.
Reflect on independent reading texts
Retell stories and do short book reviews
LESSON 8: Duration: 60 minutes
LB page 136
Read and solve word puzzles
Learners work with and spell words related to the story.
Work with words and sentences
Reading and
Use adjectives relating to what things are made of.
Viewing
Use a personal dictionary.
Learners add to their personal dictionaries.

Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 116 for
additional support.
LESSON 9: Duration: 60 minutes
LB page 137
Language Focus Countable and uncountable nouns
Independent reading– Reader
LESSON 10: Duration: 60 minutes
LB page 139
Use a mind map to plan a story and write the story using the writing process.
Vocabulary in context
Learners spend about 10 minutes working on their personal dictionaries, bringing
Writing and them up to date so they have included information on all the new words in this
Presenting cycle.
Independent reading– Reader

Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 117 to
119 for additional support.
REVISION: Learner’s Book p140
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Informal assessment
Lesson: 1. Let learners swop books to mark the listening exercise. Write all possible answers on the board.
2. If the discussion is done in groups, circulate from group to group. Take note of learners who are struggling to answer the questions
and give assistance.
Lesson 2: During the course of discussion, assess the ability of individuals to identify setting, characters and sequence of events.
Lesson 3: Learners mark their own work. Refer to the comprehension answers after Lesson 2.
Lesson 4: Learners swop books to mark one another’s work. Write up or call out the answers with learner involvement. Take in a few
books to check answers and marking.
Lesson 5: Take in and read the personal recounts. You do not have to give a mark, but you should look for logical sequencing. Correct
jumbled work.
Lesson 6: Observe whether learners are able to understand the instructions of the game and to play in an organized way. Intervene
and help if a team is having difficulty.
Lesson 7: Ask learners to swop books and mark each other’s pronouns.
Lesson 8 and 9: Learners mark their own work, or swop books. Write up the answers as you go through them.
Lesson 10: Give an impression mark for the stories using the creative writing scale.

43
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

PLATINUM LESSON PLANS – GRADE 5

Subject: English First Additional Language Grade: 5
Theme 16: Fire!
Duration: 2 weeks (10 hours) Term 14 Weeks 33 & 34
Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and
(2 hours) (5 hours) (2 hours) Conventions
(1 hour)
• Do daily listening and • Read news media texts • Write an information text, Spelling and punctuation
speaking practice • Do a comprehension on including advantages and • Spell correctly using a
• Talk about a photograph the texts for formal disadvantages for formal dictionary
that introduces the theme assessment assessment • Spell words with long
CAPS • Participate in a discussion • Practice reading the texts • Use the writing process to vowels and silent ‘e’.
Content about advantages and aloud develop the text Work with words and
and disadvantages of fire • Read and interpret a • Design a poster warning sentences
Skills • Participate in a discussion poster about fire about fire for formal • Demonstrative pronouns
about the purpose and • Read independently or in assessment • Words with plural only
features of a poster pairs • Record words in a form
• Take part in a discussion • Reflect on independently personal dictionary • Adjectives before nouns
for formal assessment read texts for formal Vocabulary in context
assessment • Words taken from shared
• Read aloud unprepared or individually read texts
texts for formal assessment
LEARNING TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from RESOURCES
ACTIVITY page 220 in the TG
Week 33 Platinum English FAL
Duration: 60 minutes Grade 5 Learner's Book and
LESSON 1:
LB page 142 Teacher's Guide
Talk about a photograph that introduces the theme of fire. The questions explore
Listening and some of the ideas and vocabulary they will come across in the theme. Platinum English FAL Grade
Speaking Learners work in groups to discuss the advantages and disadvantages of fire. They 5 Reader
report back to the class. (Formal Assessment Task 6begins.)
Independent reading - Reader Bring newspapers to
LESSON 2: Duration: 60 minutes school. Have books/texts
LB page 144 ready for unprepared
Read newspaper texts about fires. reading assessments.
Read aloud an unprepared text. (Formal Assessment Task 6)
Reading and Work with words and sentences Examples of posters and
Viewing Learners match adjectives and nouns, putting adjectives before nouns. big newspaper
advertisements.
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 2 to 3
for additional support. Use the exercises in the
LESSON 3: Duration: 60 minutes DBOE Workbooks for
Reading and LB page 145 additional support.
Viewing Comprehension and mind map on the information text. Formal Assessment Task 6
LESSON 4: Duration: 60 minutes
Language focus
LB page 146
Demonstrative pronouns
Language Focus
Work with words and sentences
Learners identify nouns used in the plural only.
Independent reading- Reader
LESSON 5: Duration: 60 minutes
Writing and LB page 147
Presenting Brainstorm ideas, categorise them into a chart and then write paragraphs
describing advantages and disadvantages.
Make a personal dictionary
Learners prepare their personal dictionaries.
Independent reading- Reader

Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 4 to 5

for additional support.
44
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

Week 34
Duration: 60 minutes
LESSON 6:
LB page 143
Work in groups. Read and interpret a poster and discuss issues arising from the
message of the poster.
Listening and
Independent reading- Reader
Speaking
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 6 for
additional support.
LESSON 7: Duration: 60 minutes
LB page 145
Reading and Complete the comprehension questions for the newspaper texts already read.
Viewing Spelling and Vocabulary in context
Complete the activity on words with long vowels and silent ‘e’.
LESSON 8: Duration: 60 minutes
LB page 143
Return to the poster discussed in Lesson 6, and focus on reading and answering
Reading and
questions in writing.
Viewing
Spelling test
Words from the theme
LESSON 9: Duration: 60 minutes
LB page 146
Demonstrative pronouns
Language Focus
Formal Assessment Task 6
Independent reading- Reader
LESSON 10: Duration: 60 minutes
LB page 147
Design a poster warning about the dangers of fire. Formal Assessment Task 6
Vocabulary in context
Learners spend about 10 minutes working on their personal dictionaries, bringing
Writing and them up to date so they have included information on all the new words in this
Presenting cycle.
Independent reading- Reader

Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 7 to 9

for additional support.
REVISION: Learner’s Book p148
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Formal assessment
Lessons 2 ,4, 6, 8 and 9: Reading aloud and speaking/discussion
Lesson 5: Writing an information text
Lesson 7: Writing: mind maps
Lesson 9: Language
Lesson 10: Writing: poster

Informal assessment
Lesson 3: Take in and mark mind maps, and give feedback.

45
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

PLATINUM LESSON PLANS – GRADE 5

Subject: English First Additional Language Grade: 5
Theme 17: Feelings
Duration: 2 weeks (10 hours) Term 4 Weeks 35 & 36
Listening and Reading and Viewing Writing and Language Structures
Speaking (5 hours) Presenting and Conventions
(2 hours) (2 hours) (1 hour)
• Do daily listening and • Read a story about a boy • Write a personal recount Spelling and punctuation
speaking practice who is sad • Write a simple book • Spell familiar words
• Listen to a story about a • Practice reading the story review using a frame correctly, using a personal
new girl at school and aloud • Record words and their dictionary
answer questions about it • Do a comprehension meanings in the dictionary • Add ‘s’ to form most
• Tell a story to a partner • Read two poems about plurals
CAPS feelings and answer Work with words and
Content questions sentences
and • Read independently or in • Modals: ‘can’ to show
Skills pairs ability, ‘may’ to ask for
permission
• Adverbs of time
• Adverbs of frequency
• Prepositions to show
direction, time and
possession
Vocabulary in context
• Words taken from shared
or individually read texts
LEARNING TEACHING METHODS / APPROACH
Note: 5–10 minutes Daily listening and speaking: choose an activity from RESOURCES
ACTIVITY page 233 in the TG
Week 35 Platinum English FAL
Duration: 60 minutes Grade 5 Learner's Book and
LESSON 1:
LB page 150 Teacher's Guide
Talk about the photographs to introduce the theme.
Listening and Platinum English FAL Grade
Learners listen to the story of Zola’s first day at her new school and answer
Speaking 5 Reader
questions about the picture.
Independent reading - Reader
LESSON 2: Duration: 60 minutes
Use the exercises in the
LB page 150
Learners work with a partner to discuss the comprehension questions. DBOE Workbooks for
Listening and additional support.
They then answer questions on singular and plural nouns and prepositions
Speaking
showing direction, time and possession.
Independent reading- Reader
LESSON 3: Duration: 60 minutes
LB page 152
Learners read the story ‘I’m not small!’ and answer questions based on the story
with a partner and then as a group.
Learners complete an integrated language question on adverbs of time.
Vocabulary in context
Reading and
Learners spend about 10 minutes working on their personal dictionaries, bringing
Viewing
them up to date by adding new words that they have learned from the reading and
listening texts

Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 34 for
additional support.
LESSON 4: Duration: 60 minutes
LB page 156
Language Focus The word ‘can’
Independent reading- Reader
LESSON 5: Duration: 60 minutes
Writing and LB page 157
Presenting Learners write a story about a time when they felt sad. They go through the five
steps of the writing process and check their own drafts.
46
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 35 for
additional support.
Week 36 Duration: 60 minutes
LESSON 6:
LB page 151
Listening and Learners work on a story about children who are unkind to one another. They tell
Speaking their stories to a partner and assess each other.
Independent reading- Reader
LESSON 7: Duration: 60 minutes
LB page 154
Reading and Learners read a poem about an argument and practice reading aloud. They
Viewing answer comprehension questions based on the poem and complete an integrated
language exercise on adverbs of frequency.
LESSON 8: Duration: 60 minutes
LB page 155
Learners read the poem,’ It is grey out’ and answer questions that require
emotional interpretation.
Vocabulary in context
Learners spend about 10 minutes working on their personal dictionaries, bringing
Reading and
them up to date by adding new words that they have learned from the reading and
Viewing
listening texts.
Independent reading- Reader

Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 36 to 39

for additional support.
LESSON 9: Duration: 60 minutes
LB page 156
Language Focus The word ‘may’
Independent reading- Reader
LESSON 10: Duration: 60 minutes
LB page 157
Learners copy a review frame and write a review of a book or story that they have
read.
Writing and Spelling
Presenting Learners do a spelling test based on new words they learnt in this cycle.

Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 40 to 41

for additional support.
REVISION: Learner’s Book p158
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Formal assessment
Lesson 3: Reading: Comprehension

Informal assessment
Lesson 4 and 9: Learners should mark a partner’s answers. Write the answers above on the board for learners to use as a
Memorandum.
Lesson 6: Learners should assess their partners informally.

47
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

PLATINUM LESSON PLANS – GRADE 5

Subject: English First Additional Language Grade: 5
Theme 18: Digging Up Dinosaurs
Duration: 2 weeks (10 hours) Term 4 Weeks 37 & 38
Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and
(2 hours) (5 hours) (2 hours) Conventions
(1 hour)
• Do daily listening and • Read an information text • Design a poster Spelling and punctuation
speaking practice from across the curriculum • Write an information text • Use a dictionary to check
• Take part in a • Practice reading the story using a frame spelling and meanings of
conversation aloud • Record words and their words
CAPS • Participate in discussion • Do a comprehension meanings in the dictionary • Singular and plural forms
Content on less familiar topics based on the information of nouns
text Work with words and
and
• Read and understand a sentences
Skills
poster • ‘Will’ to indicate
• Read independently or in something that will happen
pairs • Adverbs of manner
• Adverbs of degree
• Present progressive tense
Vocabulary in context
• Words taken from shared
or individually read texts
TEACHING METHODS / APPROACH
LEARNING
Note: 5–10 minutes Daily listening and speaking: choose an activity from RESOURCES
ACTIVITY page 247 in the TG
Week 37 Platinum English FAL
Duration: 60 minutes Grade 5 Learner's Book and
LESSON 1:
LB page 160 Teacher's Guide
Learners discuss the questions based on the pictures of fossils and dinosaurs in
their groups. Platinum English FAL Grade
Listening and They are reminded of the rules of conversation. 5 Reader
Speaking Independent reading – Reader
Learners will write an
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 94 to 95 information text about an
for additional support. animal that is in danger of
LESSON 2: Duration: 60 minutes becoming extinct or an
LB page 162 animal that is already
Reading and In this lesson and the next (Lesson 3), learners complete the reading extinct. Try to find
Viewing comprehension questions based on the information text ‘Dinosaurs’ and answer resources about some of
integrated spelling questions covering plurals that do not end in ‘s’. these animals that you can
Duration: 60 minutes make available to learners,
LB page 162 e.g. wildlife magazines and
LESSON 3: Learners complete the reading comprehension and integrated spelling questions. books with information on
Independent reading– Reader animals from prehistoric
Reading and Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 96 for times, (such as dinosaurs),
Viewing additional support. animals that have become
LESSON 4: Duration: 60 minutes extinct more recently (like
LB page 165 the quagga), and animals
Language Focus Adverbs of manner that are endangered
Independent reading– Reader species (from anywhere in
LESSON 5: Duration: 60 minutes the world).
Writing and LB page 166
Presenting Learners design a poster that invites people to see something that they have just Use the exercises in the
discovered. DBOE Workbooks for
Vocabulary in context additional support.
Learners spend about 10 minutes working on their personal dictionaries, bringing
them up to date adding new words that they have learned from the reading and
listening texts.
Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 97 for
additional support.

48
Downloaded by Nokubonga Dladla ([email protected])
 lOMoARcPSD|40236900

Week 38
Duration: 60 minutes
LESSON 6:
LB page 160
Learners have a group discussion using the questions associated with the
Listening and information text under ‘Talk about fossils’.
Speaking Learners also answer two integrated language questions covering the present
progressive tense and adverbs of degree.
Independent reading
LESSON 7: Duration: 60 minutes
LB page 164
Reading and Learners study a poster and answer questions about it.
Viewing Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 98 to 99
for additional support.
LESSON 8: Duration: 60 minutes
LB page 165
The future tense with ‘will’
Vocabulary in context
Language Focus Learners spend about 10 minutes working on their personal dictionaries, bringing
them up to date by adding new words that they have learned from the reading and
listening texts.
Independent reading– Reader
LESSON 9: Duration: 60 minutes
LB page 166
Writing and
Learners begin writing an information text about an animal that does not exist
Presenting
anymore or an animal that is in danger of becoming extinct
LESSON 10: Duration: 60 minutes
LB page 166
Learners continue writing the information text that they began in Lesson 9.
Spelling
Writing and Learners do a spelling test based on new words they learnt in this cycle.
Presenting Independent reading– Reader

Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 100 to
101 for additional support.
REVISION: Learner’s Book p167
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Formal Assessment
End of Year Examinations Week 39 & 40

Informal assessment
Lesson 4: Learners swap their books with a partner. They mark each other’s answers using the above memorandum.
Lesson 5: Learners check their own posters
Lesson 10: Learners check their partners’ drafts during the writing process.

49
Downloaded by Nokubonga Dladla ([email protected])