ENGLISH LESSON PLAN: Language level: FAL ... - Curriculum



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

WEEK 5

TOPIC: LISTENING ACTIVITY

|LOs, ASs and Sub-skills |Teaching and learning activities |Evidence produced |Assessment methods + tools |

| | | | |

| | | | |

| |The teacher divides the learners into | | |

|LO 1: Listening and Speaking |groups, identifies good readers and gives |News paper article on what it means to be |Oral Questions answered by groups ad |

| |them paragraphs to read from the text. |“proudly South African”. |written questions by individual learners |

|AS 3: Demonstrate the skills of listening |S/He then gives learners instructions on | |Memoranda |

|to and delivering fluent and expressive |how to take notes as the readers are | | |

|oral presentations: |reading aloud in groups. | | |

| | | | |

| |1. Listen to the readers looking out for | | |

| |main ideas in the text | | |

| |2. See how each idea is developed | | |

|SS 4: Demonstrate comprehension of oral |3. Construct their own summaries where | | |

|texts by recording main and/or supporting |they pick up only main ideas | | |

|ideas by making notes, checklists, |4. Attempt to develop each idea using | | |

|summaries, paraphrases and/or retelling |their own words as far as possible | | |

|and explaining. |5. Each group assigns a reporter to | | |

| |present their responses to the entire | | |

| |class with other groups discussing the | | |

| |responses from each group | | |

| |(All these activities to be done in 30 | | |

| |minutes) | | |

| | | | |

| |Teacher asks learners that were reading to| | |

| |re-read so that listeners can listen more | | |

| |closely for more information and the | | |

| |teacher asks comprehension questions and | | |

| |then learners respond to those questions | | |

| |orally (20 Minutes) | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|SS 5 Listen critically and respond to | | | |

|questions for clarification | | | |

| | | |EXPANDED OPPORTUNITIES |

| | |Oral Questions asked by teacher |Learners will be able to have their own |

| | |Written home work questions |group reading sessions and exercise the |

| | | |skills gained |

| | | | |

| | | | |

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

WEEK 5

TOPIC: NATURE OF BIAS PREJUDICE AND DISCRIMINATION

(Teachers may use OWN Literature)

|LOs, ASs and Sub-skills |Teacher and learner activities |Evidence produced |Assessment methods + tools |

| | | | |

| | | | |

| |(i)Teacher organizes a text that deals | | |

|LO 2: Reading and Viewing |with bias, prejudice and discrimination |Another article with examples of bias, |Groups |

|AS 3: The learner is able to recognize |from newspapers, magazines or any other |prejudice and discrimination can be used. |Memorandaum |

|how language and images may reflect shape|media available. |Learners can be asked to rewrite the | |

|and values and attitudes in texts. |(ii)S/He makes copies |article removing bias, prejudice and | |

| |of the text |discrimination. | |

| |available in class | | |

| |and groups | | |

| |learners according | | |

| |their mixed | | |

| |abilities and asks | | |

| |them to read the | | |

| |article. | | |

| | | | |

| |Learners try to; | | |

| |(i) Identify who the | | |

| |writer of the | | |

| |article is. | | |

| | | | |

| |(ii)What is his/her | | |

| |race? | | |

| |(iii) What values | | |

| |and attitudes is | | |

| |the writer trying | | |

| |to promote? | | |

| |(iv) How does s/he | | |

| |try to promote | | |

| |these values and | | |

| |attitudes? | | |

| |(v) What words | | |

| |reflect the | | |

| |writer’s bias in | | |

| |trying to promote | | |

| |such values | | |

| |and attitudes? | | |

| |(vi)How would the learners remove bias | | |

| |from the text so that it can be objective.| | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

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

WEEK 3,4 & 5

TOPIC: Argumentative Essay

(Please treat writing as a process)

|LOs, ASs and Sub-skills |Teaching and learning activities |Evidence produced |Assessment methods + tools |

| | | | |

| | | | |

| |(i) The teacher explains the requirements | | |

|LO 3: Writing and presenting |of an argumentative essay to the learners | | |

| |and gives them the topic. S/He asks the | | |

|AS 1: Demonstrate panning skills for |learner to brainstorm the topic in groups.| | |

|writing for a specific purpose, audience |(ii) Learners report to the entire class | | |

|and context. |and discuss the reports. | | |

| | | | |

|SS 1: Explain the requirements of |(i) The teacher explains to the learners | | |

|different tasks |the importance of the target group when |List of ideas from different groups | |

| |writing a creative text so that when they | | |

| |write they observe this. | | |

| | | | |

| |(ii)Learners take notes | | |

|SS 2: Identify the target audience and the| | | |

|specific purpose such as narrating, | | | |

|entertaining, persuading, arguing, | | | |

|explaining informing, describing and |(i) The teacher explains the text to be | | |

|manipulating etc. |produced and all the requirements thereof | | |

| |while | | |

| |(ii)Learners take | | |

| |notes. | | |

| | | | |

| | | | |

| |The teacher explains the style of writing | | |

| |an argumentative essay and everything that| | |

| |has to do with style such as tense etc. | | |

| |Learners do as instructed. | | |

| | | | |

| |The teacher allows learners to go and | | |

|SS 3: Identify and explain types of texts |research the topic from a number of | | |

|to be produced such as imaginative, |sources. | | |

|informational, creative, transactional and| | | |

|multi-media text. |Learners research topics from familiar | | |

| |sources & record their findings. | | |

| | | | |

| | | | |

|SS 4: Decide on and apply appropriate |The teacher asks learners to organise | | |

|style, point of view and format of texts. |their work such that it becomes ready for | | |

| |first draft. | | |

| | | | |

| | | | |

| | | | |

| |(i) The teacher asks learners to organise | | |

| |their work so that it can create a | | |

|SS 5: Research topics from familiar |coherent whole. | | |

|sources and record findings. | | | |

| |(ii) Learners oblige. |A research report | |

| | | | |

| |(i) The teacher asks the learners to | | |

| |select main ideas and arrange them for | | |

|SS 6: Locate, access, select, organize and|paragraphs. | | |

|interpret relevant data from familiar |(ii) Learners then | | |

|sources. |develop these ideas | | |

| |to create |Organised work | |

| |paragraphs. | | |

| | | | |

|SS 7: Develop coherent ideas and organize | | | |

|these by using techniques such as | | | |

|mind-maps | | | |

| | | | |

| | | | |

| | | | |

| |(i) The teacher asks learners to arrange | | |

|LO 3 Writing and Presenting |the paragraphs. | | |

|AS 2: Demonstrate the use of writing |(ii) The learners | | |

|strategies and techniques for first draft.|arrange the text in | | |

| |preparation for | | |

| |first draft. |The teacher asks learners to pick up main | |

| | |ideas and arrange them for paragraphs. The|List of main ideas arranged for paragraph |

| |(i) The teacher asks learners to use |learners develop these ideas to create |development. |

| |decorative language to make the essay |paragraphs. | |

| |interesting. | | |

| |(ii) The learners apply stylistic and | | |

| |rhetorical devices. | | |

| | | | |

| | | | |

|SS 1: Use main and supporting ideas | | | |

|effectively from the planning process. |(i)The teacher asks the learners to work | | |

| |on their sentence construction. The | | |

| |learners develop their sentences using | | |

|SS 2: Experiment with format and style for|conjunctions, adjectives and adverbs to | | |

|creative purposes. |beautify their language. | | |

| | |Arranged paragraphs | |

| |(i)The teacher asks the learners to work | | |

| |on their paragraphing. | | |

| | | | |

| |(i) Learners work on the coherence and | | |

|SS 3: Identify and use stylistic and |cohesion of their paragraphs. | | |

|rhetorical devices appropriately such as | | | |

|figurative language, word choice, vivid | | | |

|description, personal voice and style, | | | |

|tone, symbol, colour, placement and sound.| | | |

| | | | |

| | | | |

|AS 2: | | | |

| | | | |

|SS 4: Use a variety of sentence types and | | | |

|sentences of different lengths and | | | |

|structures effectively. | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|SS 5: Apply paragraph conventions to | | | |

|ensure coherence | | | |

| | | | |

| | | | |

| |The teacher asks groups (of learners) to | | |

| |evaluate their own work and also to | | |

| |exchange with other groups and assess |Improved paragraphs | |

| |their work. | | |

| | | | |

| | | | |

| |Groups look at | | |

| |cohesion and | | |

| |coherence of the | | |

| |essays and improve | | |

| |where necessary. | | |

| | | | |

| | | | |

| |Teacher asks groups to look at words, | | |

|LO 3 Writing and Presenting |sentences and paragraphs to remove | | |

| |inappropriate expressions. | | |

|AS 3: Reflect on, analyse and evaluate own|Groups work on words, paragraphs and | | |

|work, considering the opinion of others, |language to produce acceptable | | |

|and present final draft. |expressions. | | |

| | | | |

|SS 1: Use set criteria for overall |The teacher asks groups to look at words, | | |

|evaluation of own & others writing for |sentences and paragraphs to remove | | |

|improvement. |inappropriate expressions. | | |

| | | | |

| |Groups work on words, paragraphs and | | |

| |language to produce acceptable | | |

| |expressions. |First draft | |

| | | | |

|SS 2:Improve coherence and cohesion in | | |Individual |

|overall structure. |Teacher asks groups to check for tolerance| |Rubric |

| |and adherence to constitution to avoid | | |

| |offending others. | | |

| | | | |

| |Groups work on this | | |

|SS 3: Evaluate whether content, style, | | | |

|register and effects are appropriate to | |A more coherent and cohesive draft | |

|purpose, audience and context and adjust |Teacher asks learners to write the final | | |

|where necessary. |draft under controlled conditions and | | |

| |without assistance from other preparation | | |

| |stages, but attaching the work used during| | |

| |planning as evidence | | |

| |Learners write the final draft under |A more appropriate essay | |

| |strictly controlled conditions. | | |

| | | | |

|SS 4: Refine word choice & sentences & | | | |

|paragraph structure and ambiguity, slang, | | | |

|offensive language & unnecessary jargon. | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | |An improved draft | |

| | | | |

| | | | |

|SS 6: When refining demonstrate | | | |

|sensitivity to human rights, social, | | | |

|cultural, environmental and ethical issues| | | |

|such as gender, race, disability, age, | | | |

|status, poverty, lifestyles, ethnic | | | |

|origins, religion, globalization, HIV and | | | |

|AIDS & other diseases. | | | |

| | | | |

| | | | |

|SS 7: Present final draft paying attention| | | |

|to appropriate presentation style, such as| | | |

|a neatly presented text or striking a | |An essay that displays tolerance and | |

|colourful poster. | |compliance to constitution | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | |Final draft | |

| | | | |

| | | | |

| | | | |

| | | |Individual |

| | | |Rubric |

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

WEEK 5

TOPIC: Nature of bias, prejudice and discrimination (Teacher may use own literature)

|LOs, ASs and Sub-skills |Teaching and learning activities |Evidence produced |Assessment methods + tools |

| | | | |

| |Teacher organizes a text that deals with | | |

|LO4 Reading and Viewing |bias, prejudice and discrimination from a |Another article with examples of |Groups |

| |variety of texts e.g. newspaper, magazines |prejudice and questions asking learners |Memoranda |

|AS 3: The learner is able to read and |or any other media available. S/He makes |to rewrite the article removing bias, | |

|view for understanding and to evaluate |copies of the text available in class and |prejudice and discrimination. | |

|critically and respond to a wide range of|groups learners according to their mixed | | |

|texts. |abilities ad asks them to read the article.| | |

| | | | |

| |Learners try to; | | |

| | | | |

| |Identify who the author/writer of the | | |

| |article is. | | |

| |What his/her race is | | |

| |How s/he reports the story. | | |

| |What words s/he uses to demonstrate bias, | | |

| |prejudice or discrimination | | |

| |How learners would remove bias in the text | | |

|SS 2: Recognise and explain the nature of|so as to make it objective. | | |

|bias, prejudice and discrimination. | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

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

WEEK 5

TOPIC: Critical language awareness (Teach in context.)

|LOs, ASs and Sub-skills |Teaching and learning activities |Evidence produced |Assessment methods + tools |

| | | | |

| |Teacher groups learners and gives them an | | |

|LO 4: Language |advertisement asking them to look through |Questions on the advertisement |Group |

| |the advert and pick up/select difficult | |Memoranda |

|AS 3: Develop critical language awareness |words. in a dictionary that are taken | | |

| |from a passage | | |

|SS 1:Explain denotation and connotation | | | |

|and implied meaning. | | | |

| |Learners guess the meaning of these words | | |

| |from context and also look them up in the |Meaning of words | |

| |dictionary so as to see the difference in | | |

| |meaning and how the words are used in the | | |

| |text. Learners look at the emotional and | | |

| |figurative language so as to identify how | | |

| |it can influence the meaning. | | |

| | | | |

| |Teacher asks the learners to view the | | |

| |entire advertisement looking at how | | |

| |language has been used to manipulate and | | |

| |persuade people to buy whatever is being | | |

| |sold. | | |

| | | | |

| |Learners are asked to restate the advert | | |

| |removing all emotive words. | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|SS 3: Identify and challenge subtle bias | | | |

|and stereo-typing, emotive, persuasive and| | | |

|manipulative language and produce | | | |

|alternative ways of expression. | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|. | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

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

WEEK 6,7,8,9

TOPIC: Prepared Speech

|LOs, ASs and Sub-skills |Teaching and learning activities |Evidence produced |Assessment methods + tools |

| | | | |

| | | | |

|LO 1: Listen & Speaking | | | |

| |Teacher uses YCA guide to explain how | | |

|AS 2: Demonstrate planning & research |speech should be presented and explains |Researched Information | |

|skills for oral presentations. |the intricacies of speech preparation and | | |

| |presentation. S/He divides the learners | | |

| |into groups and gives out a topic. | | |

|SS 1: Research a topic by referring to a |Teacher asks learners to collate and | | |

|wide range of sources. |arrange information learners collected, | | |

| |organise it such that each main idea | | |

|SS 2: Organise material coherently by |constitutes a paragraph and is developed | | |

|choosing main ideas and relevant & |fully. | | |

|accurate details or examples for support. |Learners brainstorm the given topic. They | | |

| |go and research the topic. | | |

| |Learners collate information and develop | | |

| |main ideas fully |Collated information | |

| | | | |

| | | | |

| |Teacher asks learners to develop | | |

| |vocabulary appropriate to speech as well | | |

| |as structures. | | |

| |Groups work at developing language | | |

| |structures and format appropriate speech | | |

| |conventions. | | |

| | | | |

| |Teacher asks learners to prepare the | | |

| |speech developing appropriate | | |

| |introductions and conclusions. | | |

| | | | |

|. |Learners in groups prepare the speech | | |

| |paying attention on developing captivating| | |

|SS 3: Identify and choose appropriate |introductions and breathtaking | | |

|formats, vocabulary & language structures |conclusions. | | |

|and conventions. | | | |

| |Teacher asks learners to prepare teaching | | |

| |and learning aids to enhance their |Language structure & proper format | |

| |presentation. | | |

| | | | |

| |Learners in groups then prepare | | |

| |audio-visual materials to assist them to | | |

| |present the speech effectively and | | |

| |convincingly. | | |

| | | | |

|SS 4: Prepare effective introductions and |Note: The last two weeks are spent on | | |

|endings |speech presentation by each individual and| | |

| |task 3 marks are allocated to each | | |

| |individual learner. | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|SS 5: Incorporate appropriate visual, | | | |

|audio & audio-visual aids such as charts, | | |Individual |

|posters, photographs, slides, images, | | |Rubric |

|music, sound and electronic media. | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | |Effective introductory and concluding | |

| | |paragraphs | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | |Speech | |

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

WEEK 6 & 7

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

& also Teaching Support material on graphic literacy pp1-27)

|LOs, ASs and Sub-skills |Teaching and learning activities |Evidence produced |Assessment methods + tools |

| | | | |

| | | | |

|LO 2: Reading & Viewing | | | |

| |Teacher divides learners in groups and | | |

|Evaluate the meaning of a wide rage of written,|hands out a cartoon and asks learners to |Questions on the cartoon or |Individual |

|visual, audio and audio-visual texts |find relevant information and details |alternatively- another cartoon. |Memorandaum |

| |from text. | | |

| |Learners go through the text looking for | | |

| |information such as; | | |

| |Who the characters are, are they true to | | |

| |life, caricatured etc. They also look at | | |

| |speech bubbles and say whether they are | | |

|SS 1: Fid relevant information and detail in |thought or speech bubbles. They discuss | | |

|text. |the speech looking @ the font size of the| | |

| |words and try to say why this font is | | |

| |used in the cartoon. | | |

| | | | |

| |Teacher asks learners to look more | | |

|SS 2: Recognise how selections and omissions in|closely at the text to find out if there | | |

|texts can affect meaning. |is any omission of words and then discuss| | |

| |the effect of this. | | |

| |Learners do as instructed also paying | | |

| |attention to the words selected in the | | |

| |text. | | |

| | | | |

| | | | |

| |Teacher asks learners to view the text to| | |

| |see if what is presented is fact or | | |

| |opinion | | |

| |Learners interrogate the text and check | | |

| |for objectivity or subjectivity which may| | |

| |be found and then present their own | | |

| |opinion. | | |

| | | | |

| | | | |

| | | | |

| | | | |

| |Teacher asks learners to look at meaning | | |

| |trying to find out whether there is | | |

| |direct meaning or underlying/implied | | |

| |meaning. | | |

|SS 3: Distinguish between fact and opinion and | | | |

|give own responses. | | | |

| |Teacher asks learners to check whose | | |

| |viewpoint is used in the text and analyse| | |

| |it giving evidence for their findings. | | |

| | | | |

| | | | |

| |Teacher asks learners to look at | | |

| |background of text and say what it is, | | |

| |giving evidence. | | |

| | | | |

| | | | |

| |Teacher asks learners to look for devices| | |

| |used in the text. | | |

| |Learners re-read the text looking for | | |

| |devises used in text and supply evidence.| | |

| | | | |

| | | | |

|SS 4: Recognise the difference between direct | | | |

|and implied meaning | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|SS 5: Explain the | | | |

|writer’s/narrator’s/character’s viewpoint and | | | |

|give some supporting evidence from the text. | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|SS 6: Explain the socio-political and cultural | | | |

|background. | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|SS 7: Recognise and explain the effect of a | | | |

|wide range of figurative and rhetorical | | | |

|language and literary devices such as metaphor,| | | |

|simile, personification, metonymy, | | | |

|onomatopoeia, symbolism, puns, hyperbole, | | | |

|contrast, caricature, irony, satire, paradox, | | | |

|antithesis and anticlimax on the meaning of the| | | |

|text. | | | |

| | | |Expanded opportunity |

| | | |Learners bring own cartoons & do them in |

| | | |groups |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

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

WEEK 6 & 7

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

|LOs, ASs and Sub-skills |Teaching and learning activities |Evidence produced |Assessment methods + tools |

| | | | |

| | | | |

|LO 3: Writing and Presenting | |A finished advertisement |Rubric Individually |

| | | | |

|AS 1: Demonstrate planning skills for | | | |

|writing for a specific purpose, audience | | | |

|and context | | | |

| | | | |

|SS 1: Explain the requirements of |Teacher forms groups and gives out an | | |

|different tasks. |advertisement to learners. S/He explains | | |

| |the requirements of an advertisement to | | |

| |learners. | | |

| |Learners take notes | | |

| | | | |

| | | | |

| | | | |

| |Teacher asks the learners to identify the | | |

| |target audience (i.e. who is the advert | | |

| |targeting) | | |

|SS 2: Identify target audience and the |Learners identify the target group and go | | |

|specific purpose such as narrating, |on to say that this is meant to manipulate| | |

|entertaining, persuading, arguing, |people into buying the product giving | | |

|explaining, informing, describing and |evidence. | | |

|manipulating. | | | |

| | | | |

| | | | |

| | | | |

| |Teacher explains to learners the type of | | |

| |text to be produced at the end of the | | |

| |lesson. S/he talks about different types | | |

| |such as imaginative & informational | | |

| |Learners take notes | | |

| | | | |

| | | | |

| |Teacher asks learners to go and research | | |

|SS 3: Identify & explain the types of |topic and come to report | | |

|texts to be produced such as imaginative, |Learners go and research | | |

|informational, creative, transactional & | | | |

|multi-media texts. | | | |

| |Teacher asks learners to go and research | | |

| |topic and come to report. | | |

| |Learners go and research. | | |

| | | | |

| |Teacher asks learners to do mind-mapping | | |

|SS 4: Decide on apply the appropriate |with the information that they have | | |

|style, point of view and format of texts. |collected | | |

| | | | |

| |Learners do mind-mapping. | | |

| | | | |

| | | | |

| | | | |

| | | | |

| |Teacher asks the learners to develop some | | |

| |visuals to accompany the advert | | |

|SS 5: Research topics from familiar |Learners develop the visuals | | |

|sources & record findings. | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|SS 6: Locate, access, select, organise and| | | |

|integrate relevant data from familiar | | | |

|sources. | | | |

| | | | |

| | | | |

|SS 8: Develop coherent ideas & organise | | | |

|these by using techniques such as mind | | | |

|maps, diagrams, lists of key words, | | | |

|flowcharts etc. |Teacher, From the researched material, | | |

| |asks learners to have main ideas which | | |

|SS 9: Use some visual and design elements |will require big font size and which ones | | |

|appropriately. |will require a smaller font size and how | | |

| |supporting ideas will be phrased. | | |

| |Learners do what they have been asked to | | |

|LO 3: Writing & Presenting |do. | | |

| | | | |

|AS 2: Demonstrate the use of writing for |Teacher asks learners to decide on the | | |

|first drafts. |format and style of the advert. | | |

| | | | |

| |Learners design the format | | |

| | | | |

| |Teacher asks the learners to use | | |

| |decorative language for effect. | | |

| | | | |

| |Learners then think of appropriate | | |

| |decorative language to create cohesion and| | |

|SS 1: Use main supporting ideas |arouse interest of prospective buyers. | | |

|effectively from the planning process. | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| |Teacher asks the learners to evaluate | | |

| |their own work | | |

|SS 2: Experiment with format and style for|Learners evaluate their own work and also | | |

|creative purpose. |exchange their essays and evaluate that of| | |

| |other groups. | | |

| | | | |

| | | | |

| | | | |

| |Teacher asks learners to look at cohesion | | |

| |and coherence of the advert | | |

|SS 6: Use conjunctions, pronouns and | | | |

|adverbs to ensure cohesion. |Learners view whether text is coherent and| | |

| |cohesive or otherwise. | | |

| | | | |

| |Teacher asks learners to look at content, | | |

| |style, register and effects. | | |

| | | | |

| |Learners do so and adjust where necessary.| | |

| | | | |

| | | | |

| | | | |

| | | | |

|LO 3 Writing & Presenting | | | |

| |Teacher asks learners to write final draft| | |

|AS 3:Reflect on, analyse & evaluate own |under controlled conditions | | |

|work, considering the opinions of others | | | |

|and present final product |Learners write their final drafts & submit| | |

| |them for marking (assessment?). | | |

| | | | |

|SS 1: Use the criteria for overall | | | |

|evaluation of own and others’ writing for | | | |

|improvement. | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|SS 2: Improve coherence & cohesion in | | | |

|overall structure. | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|SS 3: Evaluate whether content, style, | | | |

|register and effects are appropriate to | | | |

|purpose, audience and context & adjust | | | |

|where necessary. | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|SS 7: Prepare a final draft by | | | |

|proofreading & editing | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

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

WEEK 6

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

|LOs, ASs and Sub-skills |Teaching and learning activities |Evidence produced |Assessment methods + tools |

| | | | |

| | |Question |Individually |

|LO 4: Language | | |Memorandaum |

| | | | |

|As 2: Use structurally sound | | | |

|Sentences in a meaningful and functional | | | |

|manner. | | | |

| |Teacher forms groups & distributes a | | |

|SS 1: Identify and use parts of speech |passage to learners & ask them to read the| | |

|such as nouns, verbs, pronouns, adjectives|text. S/He then asks learners to look up | | |

|and adverbs in a wide range of texts |different parts of speech, select & use| | |

|accurately and meaningfully. |them accurately & accurately. | | |

| |Learners do as instructed. | | |

| | | | |

| |Teacher asks learners to concentrate on | | |

| |verbs and look at tenses and mood. | | |

| |Learners work on verbs | | |

| | | | |

| |Teacher asks learners to use negative | | |

| |forms | | |

|SS 2: Use verb forms & auxiliaries to | | | |

|express tense & mood in familiar contexts |Learners use negative forms in sentences | | |

|with increasing accuracy. | | | |

| |Teacher asks learners to use subjects, | | |

| |objects, and predicates correctly | | |

| |Learners construct simple sentences using | | |

| |subject, objects and predicates | | |

|SS 3: Use negative form correctly | | | |

| |Teacher asks learners to use statements, | | |

| |questions, commands and instructions | | |

| |Learners follow instructions |Negative Forms | |

| | | | |

| | | | |

| | | | |

| | | | |

|SS 4: Use subject, object & predicate | | | |

|correctly and construct simple sentences. | | | |

| | | | |

| | |Sentences | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|SS 5: Recognise & use different sentence | | | |

|types such as statements, questions, | | | |

|commands and instructions correctly | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

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

WEEK 7

TOPIC: Comparative & Superlative degree (Ensure that this is taught in context)

(See pages 27-30 English Handbook)

|LOs, ASs and Sub-skills |Teaching and learning activities |Evidence produced |Assessment methods + tools |

| | | | |

| | | | |

|LO 4: Language | | | |

| | | | |

| |Teacher looks for a passage dealing with | | |

|AS 1: Identify and explain the meaning of |comparative and superlative degrees (it |Question on a new passage |Individually |

|words. |could be in previous years question paper | |Memorandaum |

| |on cloze procedure). S/He then asks | | |

| |learners in groups to decide whether the | | |

| |spaces should be closed using comparative | | |

| |or superlative degrees and explain. | | |

| | | | |

| |Learners follow instructions | | |

|SS 4: Use the comparative & superlative | | | |

|degrees of adjectives and adverbs | | | |

|correctly. | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

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

WEEK 8 & 9

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

(See pages 45 English Handbook)

|LOs, ASs and Sub-skills |Teaching and learning activities |Evidence produced |Assessment methods + tools |

| | | | |

| | | | |

|LO 4: Reading & Viewing | | | |

| | | | |

| | | | |

|AS 1: Evaluate the meaning of a wide range| |Questions |Groups |

|of written visual, audio & audio-visual | | |Memorandaum |

|texts. | | | |

| | | | |

|SS 1: Find relevant information and detail|Teacher forms groups and hands out the | | |

|in texts. |comprehension passage “Women are from | | |

| |Venus and men are from Mars”. S/He asks | | |

| |learners to read through the text | | |

| |following the skills for reading a passage| | |

| |in LOo1s, AS 1, SS1-4. S/he also asks | | |

| |learners to find information and detail | | |

| |from text regarding fact and opinion. | | |

| | | | |

| |Learners do as instructed. | | |

| | | | |

| |Teacher asks learners to find fact from | | |

| |the text and give evidence why they say it| | |

| |is fact and also opinion. | | |

| |Learners follow the teacher’s | | |

| |instructions. | | |

| | | | |

| |Teacher asks learners to look at the | | |

| |different levels of meaning (direct & | | |

| |implied and look at instances where each | | |

|SS 3: Distinguish between fact & opinion |is used and give evidence. | | |

|and motivate own response. | | | |

| |Learners oblige. | | |

| | | | |

| | | | |

| | | | |

| | | | |

| |j | | |

| |i | | |

| |/ | | |

|SS 4: Explain the difference between | | | |

|implied and direct meaning. | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|mkm | | | |

|llm | | | |

|;m | | | |

| | | | |

| | |k | |

| | |./ | |

| | |lp | |

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

Term 2 Week 1

TOPIC: Derivatives of Words – Borrowed Words.

|LOs, ASs and Sub-skills |Teaching and learning activities |Evidence produced |Assessment methods + tools |

| | | | |

|LO 4: Language | | | |

| | | | |

|AS 1: Identify & explain meanings of words|Teacher explains that languages are dynamic and | | |

|and use them correctly in a wide range of |exchange words. S/He gives an example with other | | |

|texts accurately & meaningfully. |words that are borrowed from Latin for English. |Questions on all three types |Groups |

| |Teacher then asks learners to look up words from the| |Memoranda |

| |dictionary and look for the origin of those words. | | |

|SS 5: Recognise how languages borrow from | | | |

|one another. |Learners do the exercise using the dictionary | | |

| |(reference; South African Oxford Dictionary) but | | |

| |also look at other derivatives in other languages | | |

| |such as Afrikaans and IsiXhosa. | | |

| | | | |

| |Learners do the exercise using the dictionary but | | |

| |also look at other derivations in other languages | | |

| |such as Afrikaans to IsiXhosa; | | |

| | | | |

| |Tafel – itafile | | |

| |Stoel – isitulo etc | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

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

Term 2

TOPIC: Comprehension Work

|LOs, ASs and Sub-skills |Teaching and learning activities |Evidence produced |Assessment methods + tools |

| | | | |

| | | | |

|LO 2: Reading & Viewing | | | |

| | | | |

| |Teacher asks learners to predict what they expect to | | |

|AS 1: Demonstrate various reading and |get from the passage. | | |

|viewing strategies for comprehension and |Learners then predict what the passage is about and | |um |

|appreciation. |report. The predictions are then discussed. follow | | |

| |instructions. | | |

|SS 1: Ask questions to make predictions. | | | |

| | | | |

| |Teacher asks learners to skimreread text ftor main | | |

|SS 2: Skim text to identify main ideas by |ideas paying attention to title & main passage. | | |

|reading introductions, titles, first |enhance their understanding. Learners read through | | |

|paragraphs and introductory sentences of |the text looking for main ideas. |Main ideas | |

|paragraphs | | | |

| | | | |

| | | | |

| |Teacher ask learners to scan the text for supporting | | |

| |ideas. | | |

| |Learners scan text for supporting ideas | | |

|SS 3: Scan texts for supporting ideas. | | | |

| | | | |

| | | | |

| | |Supporting ideas | |

| | | | |

| | | | |

| | | | |

| |Teacher instructs learners to read fluently according| | |

| |to purpose & task. | | |

| |Learners do as instructed. | | |

| | | | |

| | | | |

|SS 4: Read fluently & attentively | | | |

|according to purpose & task. | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| |Teacher asks learners to summarise the text in point | | |

| |form learners summarise the passage. | | |

| |Learners summarise passage. | | |

| | |Summary of the passage | |

| |Teacher direct learners to look for unfamiliar words | | |

|SS 5: Summarise main ideas in point form, |and get meaning from the text, then direct them to | | |

|sentences & paragraphs. |look up exact meanings from the dictionary. | | |

| | | | |

| |Learners follow instructions. | | |

| | | | |

| |Teacher asks learners to re-read, revise & review | | |

|SS 6: Infer the meaning of unfamiliar |text to promote understanding. | | |

|words & unfamiliar contexts. | | | |

| |Learners re-read texts as per instruction. | | |

| | | | |

| | | | |

| | | | |

| | | | |

|SS 7: Re-read, revise & review to promote | | | |

|understanding. | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

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

Term 2 Week 2

TOPIC: Gender, Plurals & Diminutives (English Handbook p22-25)

|LOs, ASs and Sub-skills |Teaching and learning activities |Evidence produced |Assessment methods + tools |

| | | | |

|LO 4: Language | | | |

| | | | |

|AS 1: Identify & explain meanings of words|Teacher explains that plurals mean MANY. He gives | | |

|and use them correctly in a wide range of |learners in groups NOUNS in singular and asks them | | |

|texts accurately & meaningfully. |to give their plurals to do baseline exercise. |Questions on all three types |Groups |

| |Learners do as instructed. | |Memoranda |

| | | | |

|SS 5: Use gender, plurals & diminutives of|Teacher informs learners that GENDER has MASCULINE | | |

|nouns correctly. |and FEMINE, NEUTER and COMMON genders (see p24). | | |

| |Teacher then looks at DIMINUTIVES, telling learners | | |

| |that it is about young and old or adult (see p25). | | |

| |Learners construct sentences. | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

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

Term 2 Week 5

TOPIC: Sentence Types

|LOs, ASs and Sub-skills |Teaching and learning activities |Evidence produced |Assessment methods + tools |

| | | | |

|LO 4: Language | | | |

| | | | |

|AS 2: Use structurally sound sentences in |Teacher forms groups and gives each group an extract| | |

|a meaningful & functional manner. |and ask them to identify parts of speech and write | | |

| |them down. |Questions |Groups |

| |Learners identify these parts of speech | |Memoranda |

| | | | |

| |Teacher then asks learners to use these parts of | | |

| |speech in constructing sentences. | | |

|SS 1: Identify & use parts of speech such |Learners construct sentences. | | |

|as nouns, verbs, pronouns, adjectives & | | | |

|adverbs in a wide range of texts | | | |

|accurately & meaningfully. | | | |

| |Teacher explains to learners that there are finite, | | |

| |infinite and auxiliary verbs and ask learners to | | |

|SS 2: Use verb forms and auxiliaries to |identify these verb forms from the text. | | |

|express tense and mood in familiar | | | |

|contexts with increasing accuracy. | | | |

| |Learners identify the verb forms and use them in | | |

| |sentences of their own. | | |

| | | | |

| |Teacher asks learners to identify subjects, objects | | |

| |& predicates and use them create correct & | | |

|SS 4: Use subject, object, & predicate |meaningful sentences. | | |

|correctly. | | | |

| |Learners get on with the task creating sound and | | |

| |meaning sentences. | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

ENGLISH LESSON PLAN: Language level: FAL Grade 12 Duration 3 weeks

Term 2

TOPIC:

|LOs, ASs and Sub-skills |Teaching and learning activities |Evidence produced |Assessment methods + tools |

| | | | |

|LO 1 Writing & Presenting | | | |

| | | | |

|AS 3: Demonstrate the skills of listening | | | |

|to delivering fluent & expressive oral | | | |

|presentation. | | | |

| | | | |

|SS 2: Use and respond effectively to tone,| | | |

|voice projection, pace, eye contact, |Teacher asks learners to divide into groups and | | |

|posture & gestures. |listen to the text to be read to tem. | | |

| |Learners are asked to take notes and also listen to | | |

| |how reading is done noting tone, voice projection, | | |

| |pace etc. | | |

| | | | |

| |Teacher asks learners to listen to pronunciation so | | |

|SS 4: Demonstrate comprehension of oral |that they can emulate the reader. | | |

|texts by recording main & supporting ideas| | | |

|by making notes, checklists, summaries and|Learners listen carefully to the reader and take | | |

|paraphrases and or by retelling and |notes paying particular attention to main and | | |

|explaining. |supporting ideas, summarizing and paraphrasing what | | |

| |they listen to. | | |

| | | | |

| | | | |

| |Teacher ask learners to listen critically and respond| | |

| |to questions and ask for clarities if unclear about | | |

| |something. | | |

| | | | |

|SS 5: Listen critically and respond to |The following two weeks of this lesson is taken up by| | |

|questions for clarification. |reading. The teacher is supposed to do task 6 as | | |

| |indicated in the Work Schedule. | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

ENGLISH LESSON PLAN: Language level: FAL Grade 12 Duration 3 weeks

Term 2 Week 7

TOPIC:

|LOs, ASs and Sub-skills |Teaching and learning activities |Evidence produced |Assessment methods + tools |

| | | | |

|LO 3 Writing & Presenting | | | |

| | | | |

|AS 3: Reflect on, analyse, evaluate. | | | |

| | | | |

| | | | |

| |Teacher explains to learners what a review is; | | |

| |● A personal response that shows your overall |Final Product |Group |

| |impression of a piece of literature, work of art, |-Review |Rubric |

| |restaurant or theatre. | | |

| |● It is written from a personal point of view & | | |

| |therefore uses the first person pronouns (I, me). | | |

| |● The present tense is generally used | | |

| |● Use adjectives & emotive words appropriately to | | |

| |convey thoughts & feelings. The tone may be used to | | |

| |inform and/or entertain the audience. | | |

| |● Substantiate your viewpoint view references to the | | |

| |text or other reliable sources. | | |

| |● Comments or technical aspects may be made e.g. | | |

| |lighting and sound. | | |

| |● A judgement of the subject is made and | | |

| |recoendations may be included. | | |

| |● Teacher then focuses on book review as follows; | | |

| |The aim is to offer information about the bok and to | | |

| |instill an interest in it | | |

| |Book review should briefly discuss the plot, setting | | |

| |& characters but should not be over-explicit. | | |

| |Reviewer has to take | | |

| |standpoint & offer his | | |

| |opinion. | | |

| | | | |

| |Learners, during all this time are taking notes. | | |

| |After that they review any book that they have read | | |

| |using the information given to them. | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|SS 8: Present final draft paying attention| | | |

|to appropriate presentation style such as | | | |

|neatly presented text or striking, | | | |

|colourful poster. | | | |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download