term 3: platinum lesson plans – grade 4

INTERMEDIATE PHASE

GRADE 4 LESSON PLANS

2012

Platinum ENGLISHFirst Additional Language

CONTENTS PAGE

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

ENGLISH FIRST ADDITIONAL LANGUAGE WORKSCHEDULE GRADE 4.................................3TERM 1.......................................................................................................................................................................3TERM 2.......................................................................................................................................................................3TERM 3.......................................................................................................................................................................4TERM 4.......................................................................................................................................................................5

EXEMPLAR TEACHING GUIDELINE– GRADE 4...............................................................................6THEME 1: PEOPLE WE LOVE....................................................................................................................................6

TERM 1 PLATINUM LESSON PLANS – GRADE 4..........................................................................17THEME 1: PEOPLE WE LOVE..................................................................................................................................17THEME 2: SUPER SPORTS!.....................................................................................................................................19THEME 3: RIVER ADVENTURES............................................................................................................................21THEME 4: GOOD FOOD...........................................................................................................................................23THEME 5: WHERE I LIVE.......................................................................................................................................25

TERM 2: PLATINUM LESSON PLANS – GRADE 4.........................................................................27THEME 6: ROLLING INTO ACTION........................................................................................................................27THEME 7: SUNNY OR CLOUDY?.............................................................................................................................29THEME 8: ANIMAL STORIES AND POEMS............................................................................................................31THEME 9: ANIMALS THAT HARM..........................................................................................................................33

TERM 3: PLATINUM LESSON PLANS – GRADE 4.........................................................................35THEME 10: A BRAND NEW TOWN........................................................................................................................35THEME 11: TAKING CARE......................................................................................................................................37THEME 12: SUN STORIES.......................................................................................................................................39THEME 13: THE POWERFUL SUN.........................................................................................................................41THEME 14: FRIENDS...............................................................................................................................................43

TERM 4: PLATINUM LESSON PLANS – GRADE 4.........................................................................45THEME 15: BEING BRAVE.....................................................................................................................................45THEME 16: MAKE THE WORLD A BETTER PLACE............................................................................................47THEME 17: A BUSY COMMUNITY.........................................................................................................................49Theme 18: Protecting Our Planet................................................................................................................51

2

ENGLISH First Additional Language WORKSCHEDULE GRADE 4

TERM 1W

EEK

S

TH

EME

Listen and Speak Read and View Write and PresentLanguage Structures

and conventions

Formal Assessment

Teaching and

Learning Material

1-2

1. P

eopl

e w

e lo

ve

Listen to a story and answer questionsPersonal recountDaily listening and speaking

Read a story and complete a comprehensionIndependent reading

SummaryPersonal recountPersonal dictionary

Spell familiar wordsUse a dictionaryPunctuation: full stop, capital lettersSimple present and simple past tenseCountable and uncountable nounsDeterminers Synonyms

Baseline assessment

LB pp 1–8 TG pp 1–15

3-4

2. S

uper

spo

rts!

News reportFactual account of a news eventListen to and follow directionsDaily listening and speaking

News report ComprehensionDirections on a mapIndependent reading

News event Label a mapPersonal dictionary

Words starting with soft ‘c’Sight wordsHigh frequency wordsPunctuation: full stop, commaPresent progressive tenseVerbsConnecting words Antonyms Abbreviations

Term 1 FAT 1

LB pp 9–18 TG pp 16–30

5-6

3. R

iver

Adv

entu

res

Adventure storyPredict what will happenDescribe charactersDaily listening and speaking

Adventure story Comprehension Read aloudIndependent reading

SummaryDescription of charactersPersonal dictionary

The hard ‘k’ soundBreaking words into partsAcronyms AbbreviationsRegular verb forms AdverbsPrepositionsConnecting words Compound words

Term 1 FAT 1

LB pp 19–28TG pp 31–45

7-8

4. G

ood

food

RecipeInstructionsDaily listening and speaking

Read and talk about a recipeRead aloudIndependent reading

List with headingsInstructionsPersonal dictionary

Words starting with ‘k’Plurals with ‘s’Modal verbsNegative formsCommand verb formsPresent perfect tenseWords from reading texts

Term 1 FAT 2

LB pp 29–36TG pp 46–59

9-10

5. w

here

I liv

e

PoetryWord gameDaily listening and speaking

PoetryWord puzzleRead a poem aloudIndependent reading

PoetrySentences with rhyme and rhythmWords beginning with the same letterPersonal dictionary

Question marksExclamation marksPersonal pronounsThe verb ‘to be’Present progressive tenseAdjectivesWords belonging to the same lexical field

Term 1 FAT 2

LB pp 37–44 TG pp 60–74

TERM 2

WEE

KS

TH

EME


and conventions

Formal Assessment

Teaching and

Learning Material

11-1

2

6. R

ollin

g in

to

acti

on

Listen to a story and answer questionsPersonal recountDaily listening and speaking

Read a storyComplete a comprehensionRead aloudIndependent reading

MessagePersonal recountPersonal dictionary

Plural nounsParts of a sentence Proper nouns AdjectivesIrregular verbsWords from reading texts

Term 2 FAT 1

LB pp 45–54 TG pp 75–88

3

13-1

4

7. S

unny

or

clou

dy?

Weather reportListen to and follow directionsDescribe an objectDaily listening and speaking

Weather report Poster advertIndependent reading

Summary Design a posterPersonal dictionary

Plurals with ‘es’Words with long vowel sounds and silent ‘e’Articles ‘a’ and ‘the’No articles with uncountable nounsSimple present tense and universal statementsConnecting words Future tenseCollocationsSynonyms

Term 2 FAT 1

LB pp 55–64 TG pp 89–103

15-1

6

8. A

nim

al s

tori

es

and

poem

s

Traditional storyPoetryRhyme and rhythmDaily listening and speaking

Traditional storyPoetryRead aloudIndependent reading

Sentences with rhyme and rhythmStoryPersonal dictionary

Words starting with ‘c’Words starting with ‘k’Countable nounsAdjectives before nounsThe verb ‘to be’ AdverbsPhrasal verbs

LB pp 65–74TG pp 104–119

17-1

8

9. A

nim

als

that

har

m InstructionsClassify thingsDaily listening and speaking

Procedural text Information text ComprehensionIndependent reading

ProcedureMindmapPersonal dictionary

Words with long vowel soundsAdverbsCommand verb formsModals for permission and necessityAntonyms

LB pp 75–84TG pp 120–133

19-2

0

Ass

essm

ent Mid-

year examination

LB pp 85–86TG pp 266–274

TERM 3

WEE

KS

TH

EME


and conventionsFormal

Assessment

Teaching and

Learning Material

21-2

2

10. A

bra

nd n

ew to

wn

Listen to a story and answer questionsDescribe a placeDaily listening and speaking

Read a story ComprehensionRead and discuss a book reviewRead aloud Role-playIndependent reading

DialogueDescription of a characterPersonal dictionary

PunctuationWord familiesBreak down long wordsPlurals with ‘s’ and ‘es’Personal pronounsRegular verb formsDirect speechConstruct sentences partsWords from reading texts

LB pp 87–96TG pp 134–148

23-2

4

11. t

akin

g ca

re

Medical reportConversation on a familiar topicDaily listening and speaking

Information text PosterIndependent reading

Summary PosterPersonal dictionary

Words starting with ‘g’Nouns with only a plural formAdjectives of comparisonNouns with ‘a’ and ‘the’ Subject-verb concord Shortening words InitialismAcronyms

Term 3 FAT 1

LB pp 97–104TG pp 149–162

25-2

6

12. S

un s

tori

es

Listen to a story and answer questionsPoetryDaily listening and speaking

Story PoetryIndependent reading

StorySentences that rhymePersonal dictionary

Words starting with ‘ce-’, ‘ci-’, ‘cy-’Words starting with ‘ke-’; ‘ki-’AdjectivesSimple past tense The verb ‘to be’Adverbs of degreePhrasal verbs

Term 3 FAT 1

LB pp 105–114TG pp 163–177

27-2

8

13. t

he p

ower

ful

sun

Information textDescription of a placeDaily listening and speaking

ChartComprehensionProcedural textIndependent reading

Draw and label a chartWrite information based on a chartPersonal dictionary

Words with long vowel soundsPrepositionsForms of the verb ‘to be’Connecting words Modal verbsWords from reading texts

Term 3 FAT 2

LB pp 115–124TG pp 178–191

4

29-3

0

14. F

rien

ds

Listen to a play (drama)Role-playDaily listening and speaking

Play (drama) Act out the playIndependent reading

Book review DialoguePersonal dictionary

Spells familiar words Personal dictionary PunctuationTenses: simple present, present progressive, futureAdverbsReported speechWords from reading texts

Term 3 FAT 2

LB pp 125–134TG pp 192–204

TERM 4

WEE

KS

TH

EM E Listen and Speak Read and View Write and PresentLanguage Structures

and conventionsFormal

Assessment

Teaching and

Learning Material

31-3

2

15

. Bei

ng

bra

ve

ConversationLanguage gameDaily listening and speaking

Read a storyComplete a comprehensionRead aloudIndependent reading

StoryPersonal dictionary

Use a dictionaryWords with the ‘k’ soundUncountable nouns with no articleSubject-verb concordFuture tense Prepositions Homonyms

LB pp 135–142TG pp 205–216

33-3

4

16

. mak

e th

e w

orld

a b

ette

r InterviewTelephone messagesDaily listening and speaking

PosterE-mailInformation textComprehensionIndependent reading

ParagraphDraw and label a chartE-mail PosterPersonal dictionary

Spells familiar words Personal dictionary Connecting words Personal pronouns PrefixesSuffixes

Term 4 FAT 1 LB pp 143–152TG pp 217–234

35-3

6

17

. A b

usy

co

mm

un

ity

Listen to and discuss a storyLanguage gameDaily listening and speaking

Story with dialogueDiary entry Read aloudIndependent reading

Story with dialoguePersonal dictionary

Punctuation Connecting words Direct speech Quotation marks ApostrophesWords from reading texts

LB pp 153–162TG pp 235–251

37-3

8

18

. Pro

tect

ing

our

pla

net

Short talkConversation on a familiar topicDaily listening and speaking

Information text Comprehension PosterIndependent reading

ParagraphDesign and produce a posterPersonal dictionary

Dictionary workReported speechAdverbsPresent progressive tenseCompound words PrefixesSuffixes

LB pp 163–172TG pp 252–264

39-4

0

Ass

essm

ent End-of-year

examinationLB pp 173–174TG pp 275–282

5

EXEMPLAR TEACHING GUIDELINE– GRADE 4Subject: English First Additional Language Grade: 4Theme 1: People we loveDuration: 2 weeks (10 hours) Term 1 Weeks 1 & 2

CAPS Content

and Skills

Listening and Speaking(2 hours)

Reading and Viewing (5 hours)

Writing and Presenting(2 hours)

Language Structures and Conventions

(1 hour)• Does daily listening and

speaking practice • Listens to a story about

a family • Gives a personal

recount about an enjoyable experience

• Reads a story about a family• Does a comprehension on the story• Does independent reading

• Writes sentences about a story• Writes a personal recount using a frame• Uses the writing process• Creates a personal dictionary

Spelling and punctuation• Spelling: writes words

correctly in a personal dictionary

• Looks up the meaning of words in a dictionary

• Punctuation: full stop, capital letters, small letters

Work with words and sentences

• Countable nouns • Uncountable nouns • Determiners • Simple past tense

Vocabulary in context• Synonyms

6

LEARNING ACTIVITY

TEACHING METHODS / APPROACHNote: 5–10 minutes Daily listening and speaking: choose an activity from page

3 in the TGRESOURCES

Week 1LESSON 1:

Duration: 60 minutes Platinum English FAL

Grade 4 Learner's Book and Teacher's Guide

Platinum English FAL Grade 4 Reader

Dictionary

Personal dictionaries

Use the exercises in the DBOE Workbooks for additional support.

Listening and Speaking

Daily listening and speaking practiceChoose one activity a day from the list of activities on page 3.

Listen and speakTalk about photographsLearner’s Book page 2Work as a class. Ask learners to look at the photographs on page 1.Talk about how many people there are in each photograph. Identify family members in photos – grandmother, baby, father, etc.1. Ask learners to do Activity 1, matching each photo with an event.2. Ask the learners to do Activity 2 in pairs. This activity draws on their own lives. Be sensitive to learners who might not live with their families. Point out that the people we love can be family, friends, or anyone we know well and respect.

Listen to and talk about a storyBefore you listenThis activity focuses on the picture and gives learners a chance to become familiar with the words and characters in the story.

While you listen1. Explain to the class that you are going to read a story about the family in the

picture. Ask them to think about the people in the picture while you read.2. Read the story from page 182 three times. Read it slowly and clearly. Use these

ideas: The first time, read without stopping. The second time, stop at the end of each paragraph and ask learners to

identify unfamiliar words, such as ‘trust’. Discourage them from using the Word list at this stage, but to try to work

out meanings from details in the text. Ask: What does it meant if you trust someone?

Before you read the story a third time, go through the words in the Word list.

Informal assessmentObserve which learners participate willingly in the class discussion, and which learners have difficulty in doing this. These observations will help you organise the class into appropriate level groups at the end of this two-week cycle. For more information about this, see page x of the Introduction.

Independent Reading - ReaderAbout 20 minutes before the lesson ends, prepare learners for independent reading. If you are using the Platinum English FAL Grade 4 Reader, find out what learners know about China. (It is a very big country in the East/The capital is Beijing /A lot of things are made there – cars, clothes, cell phones etc. / rice is a popular food etc.) Ask learners to find the names of the people in the story. Help them with the pronunciation (Guo Shuang is pronounced ‘Gwo Shwang’.) Ask learners to read the headings and the captions for the pictures quietly on their own. They can look up words they do not know in the Reader Glossary on page 66 or in a dictionary. Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 2 to 4 for additional support.

7

LESSON 2: Duration: 60 minutes


Daily listening and speaking practiceChoose an activity a day from the list of activities on page 3.

Listen and speak

Listen to and talk about a storyLearner’s Book page 2

While you listen1. Continue with the activity from the previous lesson. Explain to the class that

you are going to read the story again three times. The first time you read, learners can look at the picture while they listen. Then read the questions in After you listen. The second and third times, they can listen for details to answer the

questions.

After you listen1. Read the questions in Activity 1 and discuss these as a class. Questions 1 a–c are straightforward and require literal answers from the

text. Questions 1 d–f are more demanding, and draw on metacognitive skills, for

example expressing feelings about a situation. Question 1 a also makes use of determiners and countable nouns (‘three

adults’ etc.), which prepares learners for the countable/uncountable nouns in Work with words and sentences.

2. In Activity 2, organise learners into pairs for the retelling of the story.

Baseline assessmentUse the After you listen activity to do a baseline assessment of listening skills. Select a few learners, and discuss the questions with them. Use the rating scale given. Continue this process during the Independent reading sessions over this two-week cycle, until you have had a chance to assess the whole class. Take note of learners who are struggling to answer the questions. You will need to do some remedial work with them during the year.

Work with words and sentences1. This section focuses on countable and uncountable nouns. Explain that: You can count some nouns, but not others. You can use a number (a determiner) in front of nouns you can count. Use the following example in the picture: one table, six chairs, two pots, etc. You can use ‘a’ instead of ‘one’ in front of a countable noun: there is one

table, there is a table. You use ‘some’ with nouns you can’t count. Use the examples in the picture

on page 2: there is some food in the pots, some water from the tap, some dishwashing liquid in the bottle.

Point out that nouns that we can’t count do not have plurals: water, air, etc.2. If there is time, use this activity to practise singular/plural – one table, two tables, one child, four children, one family, two families etc.

Baseline assessmentUse the memorandum provided if you want to do a baseline assessment of countable and uncountable nouns. Learners have studied them in Grade 3, so they should be familiar with them.

8


Reading and Viewing


Read and view

Read a storyLearner’s Book page 4

Before you read1. Explain that learners are going to read a story about the family in the picture on

page 2.2. Ask learners to look at the title of the story. Ask: What does ‘quarrels’ mean?

Learners can look up the meaning in the Word list if they need to.3. Read and discuss the questions in this section with the class. Question 1

encourages learners to relate the theme of quarrels to their own lives. In questions 2 and 3 learners use the picture to make predictions about what the family is quarrelling about.

While you read1. Read the story to the class. Ask learners to follow in their books while you read.2. Remember to use your voice to show how the characters feel. Remind learners

to think about how each character sounds and feels: cross, friendly or polite.3. Stop after each paragraph to discuss unfamiliar words. Encourage learners to

work out the meanings by looking at the sentence in which the word is used more carefully. If they cannot do this, let them use the Word list or a dictionary to find the meaning of the word.

4. Read the story again without stopping.5. Read the story a third time. Do this as shared reading. Encourage learners to

join in while you read. They can also volunteer to read some sentences on their own.

Spelling and punctuation

Practise dictionary skills1. Work through the guidelines on page 181 of the Platinum English FAL Grade 4

Learner’s Book.2. Select words from the story and ask learners to look up the meanings in their

dictionaries.3. Encourage learners to use dictionaries during lessons when it is necessary.

Independent reading - ReaderLearners can do some independent reading. If you are using the Platinum English FAL Grade 4 Reader, refer to ‘Guo and her family’ on pages 6 and 7. Organise learners into pairs. They can take turns to read the paragraphs out loud to each other. They should do this twice, making sure that they each get a turn to read each paragraph. You can use this activity to do a baseline assessment of reading aloud skills.Circulate and assess a few learners while they are reading.Alternatively, use the resources that you have available for this activity. For example, learners could read the story ‘Family quarrels’ on page 4 quietly on their own.Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 6 and 7 for additional support.

9




Language focus

Present simple tenseLearner’s Book page 61. Use the table to explain the present simple tense.2. Ask learners to complete Activity 1 in their exercise books.3. Let them swap books with a partner and mark the activity as a class. Ask them

to make a total out of 5 marks.

Baseline assessmentIf you wish to do a baseline assessment for the simple present tense, take the learners’ books in and check that Activity 1 has been marked correctly. Record the marks.

ExtensionProvide extra examples of the simple present tense for reinforcement. Use regular verbs and the irregular verb to be (am, is, are). For example:There (am/is/are) … learners in our class.Our teacher’s name (am/is/are)…We (write/writes) in our books.We (read/reads) about Thoko.

HomeworkLearners can do Activity 1 from the Revision section on page 8. It focuses on the simple present tense.

Independent reading - ReaderAbout 20 minutes before the lesson ends, prepare learners for independent reading. If you are using the Platinum English FAL Grade 4 Reader, refer to ‘Guo and her family’ on pages 6 and 7. Continue the process from Lesson 3, but this time learners read page 7. Remind them to look up words they do notknow in the Glossary on page 66 or in a dictionary. Circulate and assess a few more learners. Otherwise, use the resources that you have available for this activity.

10


Writing and Presenting


Write and present

Write about a story1. Read the story ‘Family quarrels’ from page 4 to the class again.2. Explain that the learners must use the frame to write three sentences about the

story. Remind them that people’s names always start with a capital letter.

Informal assessmentAsk for volunteers to read out their sentences. Discuss all the ideas that the class has used. Then ask learners to swap their work with the person sitting next to him/her, and check it for spelling and punctuation. Write this checklist on the board:• Do the names of the people start with a capital letter?• Does each sentence start with a capital letter?• Does each sentence end with a full stop?• Is the spelling of all the words correct?If there are mistakes, learners must write their sentences again. About 20 minutes before the lesson ends, prepare learners for the next activity.

Create a personal dictionaryUse the instructions on page 181 to explain to learners how to make personal dictionaries.1. Once they have labelled the pages with the letters of the alphabet, they can add

the words from the Word list on page 4 to correct pages in their dictionary.2. Learners then can choose five more words from the reading text on page 4 of

the Learner’s Book. Learners can complete their personal dictionaries for homework.

Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 5 for additional support.

11

Week 2LESSON 6:

Duration: 60 minutes



Listen and speak

Give a personal recountLearner’s Book page 71. Discuss Thoko’s story on page 4. Point out that in the story she describes

something that happened in her home. It starts with a difficult situation, but it ends well.

2. Tell learners they are going to tell a short story about something that happened in their home. It can be about anything: a funny situation, or a difficult one, or one that starts badly and ends well, like Thoko’s story. For example, they can describe how they helped make a meal, or a quarrel they had with a brother or sister, a visit by a friend or something good or bad that happened to somebody at home.

3. Read the information in the Platinum English FAL Grade 4 Learner’s Book about how they should organise the ideas in their stories. You could write a story frame on the board, for example: When did it happen? Yesterday/last week … Who was there? Where were you? In the house, or outside? What happened then? What happened next? What happened after that?

4. Give learners about 10 minutes to prepare their stories.5. Organise the class into small groups of three of four.6. The learners take turns to tell each other their stories. Remind them to listen

carefully while someone else is speaking. They can ask each other questions about their stories if they wish.

Baseline assessmentCirculate among the groups. Assess a few learners for speaking skills using the rating scale given. Continue this assessment during the independent reading sessions over the week. Ask individual learners to tell you their stories.

Independent reading - ReaderIf there is time in this lesson, learners can do some independent reading. If you are using the Platinum English FAL Grade 4 Reader, refer to ‘Guo and her family’ on pages 6 and 7. Learners can work in their pairs and read the whole story. They can take turns to read the paragraphs. Continue assessing a few learners who have not yet been assessed for reading aloud skills.Otherwise, use the resources that you have available for this activity.

12

LESSON 7: Duration: 60 minutesReading and Viewing


Read and view

Read a storyLearner’s Book page 41. Read ‘Family quarrels’ from page 4 to the class again.2. Ask learners to read the story quietly on their own. (This forms part of

independent reading – see below.

After you read1. Read the questions in Activity 1 and discuss them as a class. They require literal

answers based on information stated in the text.2. Ask learners to work in pairs and take turns to tell each other the story.3. Learners then work on their own and write answers for Activity 1 in their

exercise books. Remind them to answer in full sentences, and to start with a capital letter and end with a full stop.

4. They do Activity 3, which requires a personal response to the story, using a frame.

Vocabulary in contextThe activity in this section practises synonyms. Ask learners to find the synonyms in the reading text. Learners find the first and last paragraph of the story.1. angry – cross2. being friends – getting on well

Baseline assessmentUse the memorandum for Activity 1 in After you read to assess reading comprehension skills.

Remedial activitiesIf learners are struggling to retell the story in Activity 2, give them these sentences to order correctly:• Thoko said Unathi must put the books away because they were hers.• So Thoko dusted and Unathi put the books away.• Unathi said she was busy dusting.• Thoko’s mother asked her to put the books away.

HomeworkAsk learners to learn the words in the Word lists on pages 3 and 4 for a spelling test at the end of the week. They must add these words and meanings to their personal dictionaries.Independent reading - ReaderIf there is time, learners can work in pairs and read the story to each other.

13




Language focusThe simple past tenseLearner’s Book page 61. Use the table to explain the simple past tense.2. Ask learners to complete Activities 2 and 3 in their exercise books.3. Let them swap books with a partner and mark the activities as a class.

Baseline assessmentTake the books in and check that Activities 2 and 3 (not 4) have been marked correctly. Record the marks out of 10. Use for baseline assessment of the simple past tense.

HomeworkLearners do Activities 1 and 3 in the Revision section on page 8. They focus on the simple past tense. Remind learners to learn the words in the Word lists on pages 3 and 4 for a spelling test at the end of the week.

Independent reading - ReaderLearners can do some independent reading. If you are using the Platinum English FAL Grade 4 Reader, refer to ‘Guo and her family’ on pages 6 and 7. Learners work in their pairs and discuss the questions on page 7. These cover the main ideas in the story. They can also do this in writing in their exercise books. While they do this, continue assessing a few learners individually for reading aloud skills if necessary. Otherwise, use the resources that you have available for this activity.

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Write and presentWrite a storyLearner’s Book page 7Explain that learners are going to write a paragraph about something they enjoy doing.

1. Read the paragraph to the class. It gives a frame of what a personal recount should look like. Discuss the annotated notes around the paragraph. Explain that learners must use this example to help them plan their paragraphs.

2. Learners write a paragraph in the simple past tense about something they enjoyed doing. They may use some of the words listed to write four or five sentences. Discuss the five stages of the writing process in the Checklist.

Explain that they will use the five steps to write their paragraphs. They will also use this process for most of their writing activities this year. Ask them to start with Step 1 – Planning what you will say. To help them, write these questions on the board:

What are you going to write about? Who did you do it with? Where were you? What happened?

They can use the questions to write notes.

HomeworkLearners should be given homework at least twice a week. Remind learners to learn the words in the Word lists on pages 3 and 4.

Independent reading - ReaderAbout 20 minutes before the end of the lesson, prepare learners for some independent reading. If you are using the Platinum English FAL Grade 4 Reader, refer to ‘Guo and her family’ on pages 6 and 7. Write the following frame up on the board:• How old is Guo?• Who does she live with?• What do her parents and grandparents do?• What do they eat for supper?• What do they use to eat their supper?• What does ‘Shuang’ mean in Chinese?• What do Chinese people use instead of letters?Learners can work in pairs and use the frame to retell the story about Guo and her family. They should take turns to do this. Complete your assessment for reading aloud skills.Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 8 and 9 for additional support.

15

LESSON 10: Duration: 60 minutes Language Structures and Conventions


Spelling testUse the ten words from the Word list. Read each word three times. The first time, learners just listen. The second time they write the word in their exercise book. The third time they check and correct if necessary.Mark the words as a class. Ask volunteers to write the words on the board. Learners can swap books and correct each other’s work.

Write and present

Write a personal recountLearner’s Book page 71. Ask learners to read the paragraph frame quietly on their own.2. Discuss the notes around it again.3. Discuss the five stages of the writing process in the Checklist again.4. In Activity 3 they use their plans from the previous lesson to complete the

writing process.5. Emphasise that learners must present their final draft in their best handwriting,

with no mistakes.

REVISION: Learner’s Book p8 The DBOE Workbook can be used for revision work and homework

ASSESSMENT TASKBaseline assessment

It is suggested that you use the first two-weeks of the term to do a baseline assessment of learners Assess a few learners for speaking skills Use the rating scale to do a baseline assessment of writing skills.

Informal assessmentLesson 5: Ask for volunteers to read out their sentences. Discuss all the ideas that the class has used. Then ask learners to swap their work with the person sitting next to him/her, and check it for spelling and punctuation.

16

TERM 1 PLATINUM LESSON PLANS – GRADE 4Subject: English First Additional Language Grade: 4Theme 1: People we loveDuration: 2 weeks (10 hours) Term 1 Weeks 1 & 2

CAPS Content

and Skills





(1 hour)• Does daily listening and

speaking practice • Listens to a story about

a family • Gives a personal

recount about an enjoyable experience

• Reads a story about a family• Does a comprehension on the story• Does independent reading

• Writes sentencesabout a story• Writes a personal recount using a frame• Uses the writing process• Creates a personal dictionary

Spelling and punctuation• Spelling: writes words

correctly in a personal dictionary

• Looks up the meaning of words in a dictionary

• Punctuation: full stop, capital letters, small letters

Work with words and sentences

• Countable nouns • Uncountable nouns • Determiners • Simple past tense

Vocabulary in context• Synonyms

LEARNING ACTIVITY



Week 1LESSON 1:




Dictionary

Personal dictionaries



LB pages 2 and 3Talks about photographs of people who love each otherListens to a story about a familyIndependent Reading - ReaderUse the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 2 to 4 for additional support.



LB pages 2 and 3Listens to the story about a family againDiscusses questionsWork with words and sentenceLB Page 3Determiners (one, two etc.)Countable and uncountable nouns


Reading and Viewing

LB pages 4 and 5Reads a story about the family from the listening textIndependent reading - ReaderUse the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 6 and 7 for additional support.



LB page 6Simple present tense Language focusIndependent reading - Reader

17



LB page 7Writes sentences about the story on page 4 Read and viewCreates a personal dictionary


Week 2LESSON 6:



LB pages 2 and 3Gives a personal recount on something that happened at home.Independent reading - Reader


Reading and Viewing

LB pages 4 and 5Reads the story about the family againAnswers questions

Vocabulary in contextSynonyms


LB page 6Simple past tenseIndependent reading - Reader



LB page 7Reads an example of a personal recountDiscusses the writing processUses the example to plan a personal recount.Independent reading - Reader

Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 8 and 9 for additional support.



Spelling testWords learnt during the two-week cycle

Write and presentLB page 7Continues the personal recount from Lesson 9, using all the stages of the writing process

REVISION: Learner’s Book p8The DBOE Workbook can be used for revision work and homework

ASSESSMENT TASKBaseline assessment

It is suggested that you use the first two-weeks of the term to do a baseline assessment of learners Assess a few learners for speaking skills Use the rating scale to do a baseline assessment of writing skills.

Informal assessment Lesson 5: Ask for volunteers to read out their sentences. Discuss all the ideas that the class has used. Then ask learners to swap their

work with the person sitting next to him/her, and check it for spelling and punctuation.

18

PLATINUM LESSON PLANS – GRADE 4Subject: English First Additional Language Grade: 4Theme 2: Super Sports!Duration: 2 weeks (10 hours) Term 1 Weeks 3 & 4

CAPS Content and Skills





(1 hour)• Talks about a photograph that introduces the theme• Listens to a news report about a famous South African marathon• Listens to and followsstreet directions basedon a map of Durban• Does daily listening and speaking activities

• Reads a news report about South African mountaineers• Does a comprehension on the report• Reads a map of the top of Table Mountain and follows a walking route• Does independent reading

• Writes labels for a map• Writes about a news event based on own experience

• Spelling (the soft ‘c’sound)• Punctuation (comma and full stop)• The present progressive tense Adjectives that come

before nouns Verbs that describe

actions Connecting words (‘but’,

‘because’, ‘so that’)• Antonyms• Abbreviations

LEARNING ACTIVITY



Week 3LESSON 1:




Use the exercises in the DBOE Workbooks for additional support

Rough paper


LB page 10 Talk about a photographListen to a news report

Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 52 and 53 for additional support.


Reading and Viewing

LB pages 13 and 14Reads a news report about South African mountaineers

Work with words and sentencesLB page 14Uses connecting words (‘but’, ‘because’, ‘so that’)


Reading and Viewing

LB pages 13 and 14Reads the news report againDoes a comprehension based on the news reportRecord words and meanings

LB page 14Adds words and meanings to the personaldictionaryIncludes sentences that show the meanings of the wordsIndependent reading– Reader


Language FocusLB page 16Present progressive tenseIndependent reading



LB page 17Reads an annotated model of a reportUses the report to start planning own report about a news eventIndependent reading – Reader


19

Week 4LESSON 6:



LB pages 11 and 12Listens to street directions and follow them on amap of DurbanGives own directions based on the mapIndependent reading - Reader



LB page 12Labels places on the map of DurbanIndependent reading – Reader

Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 56 to 59 for additional support.


Reading and Viewing

LB page 14Reads and identifies places on a map of walkingroutes on Table MountainFollows routes on the map

Vocabulary in contextAntonyms


Language focusLB page 16Adjectives before nounsIndependent reading - Reader



Spelling test using the words from the Word lists in this theme

Write and presentLB page 17Writes about a news eventContinues the writing process


ASSESSMENT TASKFormal Assessment

Lesson 6: Term 1 Formal Assessment Task 1: Reads aloud a prepared textTerm 1 Formal Assessment Task 1: Reflects on a text read independently

Informal AssessmentLesson 1: Circulate around the class while learners are retelling the story in pairs. Observe learners who struggle to use English to do

the activity. If possible, organise to do the listening activity again with individuals who are struggling. This could be done during independent reading sessions.

Lesson 1 ,2, 3 and 9: Peer: Let the learners swap books and mark each other’s work. Allow time for them to check the answers for Questions 4 and 5 with you if they think they need to. They can indicate by a show of hands how many of the answers were correct.

Lesson 4, 7 and 8: Self: Allow learners to take turns to answer the questions and let them mark their own work. They can indicate by a show of hands how many of their answers were correct.

Lesson 10: Take the learners’ news reports in. Use the checklist below to check that learners have included the following points: Checklist: The paragraph tells you:• when the event happened• where it happened• who was there• what happened.

20

PLATINUM LESSON PLANS – GRADE 4Subject: English First Additional Language Grade: 4Theme 3: River AdventuresDuration: 2 weeks (10 hours) Term 1 Weeks 5 & 6

CAPS Content

and Skills





(1 hour)• Listens to and discusses

a story about a swimming adventure (Term 1 Formal Assessment Task 1: Listens to and speaks about a story)

• Describes characters from the story

• Does daily listening and speaking activities

• Reads and discusses a story about a river adventure

• Does a comprehension on the story (Term 1 Formal Assessment Task 1: Reads and does a comprehension of a story)

• Practices reading aloud • Does independent

reading

• Writes sentences about what people look like (Term 1 Formal Assessment Task 1: Writes a paragraph description of people using a frame)

• Writes a summary of a story and adds own ending to the story

• Records words and meanings in a personal dictionary

Spelling• Breaks long words into

smaller chunks • Words starting with a ‘k’

sound and followed by ‘e’ or ‘i’

• Shortening words • Uses abbreviations Work with words and sentences ← Regular forms of the

verb (Term 1 Formal Assessment Task 1: Language structures and conventions in context)

← Adverbs of frequency ← Prepositions ← Connecting words Vocabulary in context • Compound words

LEARNING ACTIVITY

TEACHING METHODS / APPROACHNote: 5–10 minutes Daily listening and speaking: choose an activity from

page 34 in the TGRESOURCES

Week 5LESSON 1:






Talks about a photograph (LB p20)Listens to and discusses a story about a swimming adventure (LB p20)


Reading and Viewing

Reads a story about a river adventure (LB p22)Practises reading the story aloud



Reading and Viewing

Does a comprehension on the story about a river adventure (LB p23)Independent reading - Reader



Language focusCompound words (LB p25)Work with words and sentencesConjunctions (LB p24, activity 2)Regular verbs (LB p24, activity 3)Independent reading– Reader

LESSON 5: Duration: 60 minutes Writing and Presenting

Write and presentWrites a description of people using a frame (based on a listening text) (LB p21/27)


21

Week 6LESSON 6:



Listens to the story about a swimming adventure again (LB p20-)

Work with words and sentencesAdverbs of frequency (LB p21)Independent reading - Reader



Reading and Viewing

Reads the story about the river adventure againPractises reading the story aloud (LB p22)SpellingWords starting with a ‘k’ sound and followed by ‘e’ or ‘i’ (LB p24)Work with words and sentencesPrepositions connecting words (LB p24, activity 1)



Breaks long words into smaller chunks (LB p26, activity 1)Uses abbreviations (LB p26 activities 2 to 4)Independent reading - Reader



Writes a description of characters and a summary of the swimming adventure story (LB p27)

Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 117 to 119 for additional support.



Spelling TestUses the words from the Word lists in this theme

Write and presentWrites own ending to the swimming adventure story (LB p27, Activity 2)Adds words and meanings to personal dictionaryIndependent reading


ASSESSMENT TASKFormal assessment Lesson 1: Listen to and speaks about a storyLesson 3: Does a comprehension on the storyLesson 5: Writes a paragraph description of people using a frameLesson 4: Assess regular verbs

Informal assessmentLesson 7: Self: Mark the activities together as a class. Each learner marks his or her own activities.Lesson 8 and 9: Peer: Learners can swap books and mark each other’s work. Work through the activities together as a class. Ask for

volunteers to give answers.Lesson 10: Class: Ask learners to volunteer to read out their story endings. Discuss the different endings.

22

PLATINUM LESSON PLANS – GRADE 4Subject: English First Additional Language Grade: 4Theme 4: Good FoodDuration: 2 weeks (10 hours) Term 1 Weeks 7 & 8

CAPS Content

and Skills





(1 hour)• Daily listening and speaking activities• Listens to a recipe and carries out instructions (Term 1 Assessment Task 2: Listens to andgive instructions)• Gives instructions on how to make a fruit salad

• Reads and discuss a recipe• Answers questions about the recipe (Term 1 Assessment Task 2: Reading comprehension of a procedural text)• Practices reading

• Writes a list with headings• Writes a recipe using a frame (Term 1 Assessment Task 2: Writes simple instructions using a frame)• Record words and meanings in own personal dictionary

Spelling• Spells familiar words correctly, using a personal dictionary• Uses a dictionary to check the spelling of words• Words starting with the hard ‘c’ sound: ‘ca-’, ‘co-’,‘cu-’• Add ‘-s’ to form most pluralsWork with words andsentences• Modal verbs (‘must’,‘should’, ‘have to’)•Command forms of the verb (‘has not’, ‘should not’)• Present perfect tense (‘have cooked’)Vocabulary in context• Words taken from shared or individually read texts

LEARNING ACTIVITY



Week 7LESSON 1:






LB page 30Talks about a photographListens to a recipe for a healthy drinkIndependent reading– Reader



LB page 30Listens to the recipe againGives the instructions for the recipeSpelling and punctuationLB page 31The hard ‘c’ sound (‘cut’, ‘cot’)Plurals with ‘-s’


Reading and Viewing

LB page 32Reads a recipe for soupWork with words and sentencesLB page 33Command form of the verbNegative forms of the verb


23


Language focus

LB page 34Modal verbs: ‘must’, ‘should’, ‘have to’Independent reading – Reader


LB page 36Writes a list with headingsIndependent reading – Reader


Week 8LESSON 6:



LB page 31Gives instructions on how to make a fruit saladWork with words and sentencesLB page 31Present perfect tense (‘has cooked’)Negative forms of the verb (‘has not cooked’)


Reading and Viewing

LB pages 33 and 34Reads the recipe to make soup again and answers questions about it

Independent reading - Reader



Language focus

LB page 34Revises modal verbs: ‘must’, ‘should’, ‘have to’Uses positive and negative forms of ‘should’Independent reading – Reader



LB page 35Preparation for a writing activity: recipe for a cakeIndependent reading – Reader



Spelling test

Write and presentPage 35Writes a recipe for a cake, using a frameRecords words and meanings in personal dictionary


ASSESSMENT TASKFormal assessmentLesson 2: Term 1 Task 1: Listen to and give instructionsLesson 7: Term 1 Task 1: Do a reading comprehension of a procedural textLesson 10: Term 1 Task 2: Write simple instructions using a frameInformal assessmentLesson 1 and 6: Circulate around the class while learners are discussing the pictures in their pairs. Observe learners who are

struggling to use English to describe the steps.Lesson 2 , 4 , 6 , 8 and 9: Self: Work through the answers for the activities as a class. Learners can mark their own work.Lesson 3: Peer: Work through the activity orally as a class. Ask learners to swap books and mark each other’s work.Lesson 5: Peer: Learners can swap books and mark each other’s lists. Write the following memorandum on the board for them to use.

Tell them to check the spelling of words in their personal or class dictionaries.

24

PLATINUM LESSON PLANS – GRADE 4Subject: English First Additional Language Grade: 4Theme 5: Where I liveDuration: 2 weeks (10 hours) Term 1 Weeks 9 & 10

CAPS Content

and Skills





(1 hour)• Talks about a photograph• Plays a memory game that practices vocabulary related to houses• Listens to a poem using rhyme, rhythm and words that start with the same letter• Discusses the poem• Performs the poem in pairs• Does daily speaking and listening practice

• Reads and discusses the poem ‘I love my house’• Identifies rhyme and rhythm in the poem• Solves a word puzzle using words that rhyme• Does independent reading

• Writes a simple poem with a frame, using rhyme and rhythm• Practices writing words that begin with the same letter• Records wordsand meanings in apersonal dictionary

Spelling and punctuation• Question marks and punctuation marksWork with words andsentences• Personal pronouns• The verb ‘to be’• Present progressive• Adjectives before nouns (Term 1 Formal Assessment Task 2:Language structures and conventions – the present progressive, and adjectives before nouns)Vocabulary in context• Words belonging to the same lexical field (house: ‘door’, ‘window’ etc.)

LEARNING ACTIVITY



Week 9LESSON 1:






LB page 38Discusses a photograph using vocabulary and ideas related to homesExtends vocabulary related to homes (identifieswords that belong to the same lexical field)Plays a memory game using vocabulary related to houses



LB page 39Listens to a poem with rhyme, rhythm and words that start with the same soundDiscusses Before you listen activitiesIndependent reading– Reader


Reading and viewing

LB page 40Reads a poemDiscusses the poem and identifies rhyme and rhythm



Language Focus

LB page 42Personal pronouns

Independent reading– ReaderLESSON 5: Duration: 60 minutes


LB page 43Writes a simple poem using a frame, with rhyme and rhythm

Independent reading– Reader

25

Week 10LESSON 6:



LB page 39Listens to the poem ‘Mouse in my house’ againDiscusses After you listen activities


Reading and viewing

LB page 41Reads and solves a word puzzle using rhyming wordsWork with words and sentencesLB page 41Practises using the present continuous tense and adjectives



Reading and viewing

LB page 40Practises reading in pairs, using the poem ‘I love my house’Independent reading – Reader



Language FocusLB page 42The verb ‘to be’Independent reading– Reader



Spelling testNew words from the themeWrite and presentLB page 43Practises writing words that begin with the same soundSpelling and punctuationQuestion mark, exclamation markRecords words and meanings in personal dictionaries

Independent reading– ReaderREVISION: Learner’s Book p44The DBOE Workbook can be used for revision work and homework

ASSESSMENT TASKFormal AssessmentLesson 7: Term 1 Task 1: Listen to and speak about a story

Informal assessmentLesson 1: Circulate around the class while learners are playing the game. Participate with groups who are struggling to follow the

instructions, or remember the list of words, until you feel they are sure about what to do.Lesson 2: While you read the poem, observe learners who have difficulty sitting still and concentrating. Monitor them during future

listening activities. Assess whether they are experiencing problems, such as attention deficit. The remedial help described below might be helpful.

Lesson 3: Circulate while learners are working in their pairs. Assist where you see they are struggling to express themselves in English, or to understand an activity.

Lesson 4: Peer: Work through the activity with the class. Encourage learners to give answers. Ask learners to swap books and mark each other’s work.

Lesson 5: Take the poems in. Check that learners have been able to complete the poems successfully.Lesson 6: Circulate and observe how learners work together in their pairs. Assist where necessary.Lesson 7: Word puzzle on the board. Work through the words in Activity 2 with the class. Ask for volunteers to come up and circle

the rhyming words.Lesson 8: Circulate while learners are reading in their pairs. Observe who is struggling to read thepoem. Work with pairs who need

more support.Lesson 9: Self: Work through the activities with the class. Ask learners to mark their own work.

26

TERM 2: PLATINUM LESSON PLANS – GRADE 4Subject: English First Additional Language Grade: 4Theme 6: Rolling into ActionDuration: 2 weeks (10 hours) Term 2 Weeks 11 & 12

CAPS Content

and Skills





(1 hour)• Does daily listening and speaking practice• Listens to a story, ‘The prize’• Speaks about the story (Term 2 Formal Assessment Task 1: Listen to and speak about a story)• Gives a personal recount about an enjoyable experience

• Reads and discusses a story, ‘A clever idea’• Does a comprehension on the story• Practices reading aloud• Does independent reading

• Writes a message (a thank-you letter)• Writes a personal recount• Records words and meanings in own personal dictionary

Spelling and punctuation• Uses a dictionary to find and record words• Plurals with ‘-s’ and ‘-es’Work with words andsentences• Parts of a sentences• Proper nouns• Adjectives relating to age and temperature• irregular verbsVocabulary in context• Words taken from shared or individually read texts

LEARNING ACTIVITY

TEACHING METHODS / APPROACHNote: 55–10 minutes Daily listening and speaking: choose an

activity from page 76 in the TGRESOURCES

Week 11LESSON 1:






LB page 46Listens to a story, ‘The prize’Independent reading - Reader


LESSON 2: Duration: 60 minutes Listening and Speaking

LB page 46Listens to the story, ‘The prize’ againDiscusses the story


Reading and Viewing

LB page 48Reads a story, ‘A clever idea’Does Before you read activitiesWork with words and sentencesLB page 50Adjectives related to age and temperature


Language FocusLB page 51Parts of a sentenceIndependent reading– Reader


LB page 53Writes a message (a thank-you letter)Independent reading– Reader


27

Week 12LESSON 6: Duration: 60 minutes


LB page 47Gives a personal recountIndependent reading – Reader



Reading and Viewing

LB page 48Reads the story, ‘A clever idea’, againDoes After you read comprehension


Reading and Viewing

LB page 48Practices reading the story, ‘A clever idea’, aloud in pairsWork with words and sentencesProper nounsIrregular verbs


Language FocusLB page 51Plural nouns with ‘-s’ and ‘-es’Independent reading



Spelling testWrite and presentLB page 53Writes a personal recountRecords words and meanings in own personal diaryIndependent reading– Reader



ASSESSMENT TASKFormal assessmentLesson 2: Listen to and speak about a story

Informal assessmentLesson 1: Observe who participates willingly in the class discussion, and who does not. Include learners who are

not participating by directing questions at them.Lesson 3 and 9: Self: Work through the activities with the class. Ask learners to mark their own work.Lesson 4 and 8: Peer: Work through the activities with the class. Ask learners to swap books and mark each

other’s work.Lesson 5: Take the learners’ letters in. Make sure they have understood how to write a letter. Ask learners who

are struggling to rewrite their letters, making all the necessary corrections.Lesson 6: Circulate while learners are giving their recounts. Work with pairs who are struggling to express

themselves in English.Lesson 7: Take the mind maps in, even if the learners have not finished. Check who has struggled to fill in the

mind map correctly? Ask those learners to redo the mind map. They should be able to do it now that you have worked through it as a class.

Lesson 10: Take in the recounts together with the learners’ rough work. Use the checklist to assess them. Ask learners who have struggled to do the recounts to redo them. Point out what they need to do to improve.

28

PLATINUM LESSON PLANS – GRADE 4Subject: English First Additional Language Grade: 4Theme7: Sunny or Cloudy?Duration: 2 weeks (10 hours) Term 2 Weeks 13 & 14

CAPS Content

and Skills





(1 hour)• Listens to and talks about a weather report of weather in South Africa• Listens to directions of a weather map• Listens to a description of a thermometer• Does daily listening and speaking activities

• Reads and answers questions about a weather map of South AfricaTerm 2 Formal Assessment Task 1:• Reading comprehension of an information text• Reads a poster advertising a Spring Day event• Does independent reading

• Spelling test• Writes a summary of a weather report (Term 2 Formal Assessment Task 1:Summarise an information text)• Designs a poster• Records words and meanings in own personal dictionary

Spelling and punctuation• Plurals: ‘-es’ with words ending in ‘-s’, ‘-sh’, ‘-ch’, ‘-z’ (Term 2 Formal Assessment Task 1: Language structures and conventions in context – plurals with ‘-s’ or ‘-es’)• Vowels with long soundsWork with words andsentences• ‘a’ and ‘the’ with nouns• No article with uncountable nouns• Simple present tense• Connecting words• Future tenseVocabulary in context• Synonyms• Collocations

LEARNING ACTIVITY

TEACHING METHODS / APPROACHNote: 5–10 minutes Daily listening and speaking: choose an activity from page 91 in the TG

RESOURCES

Week 13LESSON 1:




A map of South Africa

Thermometer (optional)

Colour pencils and kokisand pictures from magazines

A4 sheets of white paper for the neat posters



LB page 56Listens to and discusses a weather report based on a map of South Africa




LB page 57Listens to directions relating to directions (north,south, east, west) on a mapUses the directions to locate places on the mapIndependent reading - Reader


Reading and Viewing

LB page 58Reads and discusses a weather map using a keyWork with words and sentencesLB page 59Simple present tense; Connecting words (‘and’, ‘then’, ‘but’)


Language FocusLB page 62Future tense (‘will’/‘am’, ‘is’, ‘are going to’)Independent reading - Reader


LB page 64Writes a summary of a weather reportIndependent reading – Reader


29

Week 14LESSON 6:



LB page 57Listens to a description of an object, identifies theobject and describes itIndependent reading - Reader



Reading and Viewing

LB page 60Reads and discusses a poster, analysing the basic featuresSpelling and punctuationLB page 61Plurals with ‘-s’ and ‘-es’Vowels with the long ‘e’ sound



Language Focus

LB page 62Uses ‘a’, ‘an’ and ‘the’ with nouns (countable and uncountable)Vocabulary in contextLB page 61SynonymsCollocationsIndependent reading - Reader



LB page 63Designs a poster: Plans and does first draftIndependent reading - Reader



Spelling testLB page 63Designs a poster: Checks first draft, makes changes, does final neat posterRecords words and meanings in personal dictionary



ASSESSMENT TASKFormal assessmentLesson 3: Term 2 Formal Assessment Task 1: Reading comprehension of an information text (map)Lesson 5: Term 2 Formal Assessment Task 1: Summarises an information text.Lesson 7: Term 2 Task 1: Language – plurals with ‘-s’ or ‘-es’ and regular verbs

Informal assessmentLesson 1: Circulate while learners are discussing the weather. Observe if learners have been able to make adequate notes. Assist those learners who are struggling to use the new vocabulary.Lesson 3 and 8: Self: Work through the activities with the class. Ask learners to mark their own work.Lesson 4: Peer: Work through the activities with the class. Ask learners to swap books and mark each other’s work.Lesson 6 and 7: Circulate among the class while learners are working in their pairs. Observe who is having difficulty doing the activity. Assist where necessary.Lesson 9: Peer: Write the following checklist on the board. Ask learners to work in pairs and use the checklist to assess their posters on display. Each learner assesses his or her partner’s poster.Try to organise individual sessions with learners who have not been able to include the necessary details. Show them where they need to improve. Encourage them to redo the posters if necessary.

30

PLATINUM LESSON PLANS – GRADE 4Subject: English First Additional Language Grade: 4Theme 8: Animal Stories and PoemsDuration: 2 weeks (10 hours) Term 2 Weeks 15 & 16

CAPS Content

and Skills





(1 hour)• Talks about a photograph that introduces vocabulary that will be used in the theme• Listens to and discusses a traditional story of how zebra got stripes• Listens to and discusses a poem about tortoises (Term 2 Formal Assessment Task 2: Oral – Listening and speaking)• Does daily listening and speaking activities

• Reads and does a comprehension on a traditional story about how porcupine got quills• Discusses stereotypes• Reads and discusses a poem about two lizards• Independent reading (Term 2 Formal Assessment Task 2: Oral – Reading aloud)

• Spelling test• Writes pairs of sentences that rhyme• Writes an animal story• Records words and meanings in own personal dictionary

Spelling and punctuation• Soft ‘c’ followed by ‘-e’, ‘-i’ or ‘-y’• Letter ‘k’ followed by ‘-e’ or ‘-i’Work with words andsentences• Countable nouns• Adjectives before nouns• Forms of the verb ‘to be’• Adverbs of degreeVocabulary in context• Phrasal verbs words taken from shared or individually read texts

LEARNING ACTIVITY



Week15LESSON 1:






LB page 66Talks about a photograph Listens to and discusses a story about how zebra got her stripesIndependent reading - Reader



LB page 66Listens to the story about how zebra got her stripesDoes After you listen activitiesWork with words and sentencesLB page 67 Adjectives before nounsIndependent reading– Reader


Reading and Viewing

LB page 69Reads a story about how porcupine got quills Discusses stereotypesDoes comprehensionSpelling and punctuationPage 70Soft ‘c’ followed by ‘-e’, ‘-i’ or ‘-y’ Letter ‘k’ followed by ‘-e’ or ‘-i’Work with words and sentencesLB page 70 Countable nounsForms of the verb ‘to be’Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 26 and 27 for additional support.

LESSON 4: Duration: 60 minutes Language Focus LB page 72

Phrasal verbsWrite and presentLB page 73

31

Writes an animal story: plans and writes first draftUse the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 28 for additional support.

32


LB page 73Completes the animal story from Lesson 4 using the writing processIndependent reading – Reader


Week 16LESSON 6:



LB page 68Listens to and discusses a poem about two tortoisesIndependent reading - Reader



LB page 68Listens to the poem againDoes the After you listen activityPerforms the poem in groups



Reading and Viewing

LB page 71Reads a poem about two lazy lizardsDiscusses rhyme, rhythm and words that start with the same soundPractises reading aloud: takes turns to read the poem in pairs


Language and Focus

LB page 72Adverbs of degreeIndependent reading - Reader



Spelling testLB page 73Writes pairs of sentences that rhymeRecords words and meanings in personal dictionaryIndependent reading – Reader



ASSESSMENT TASKFormal assessmentLesson 7: Term 2 Formal Assessment Task 2: Listening and speakingAll lessons: Term 2 Formal Assessment Task 2: Oral – Reading aloud a prepared text

Informal assessmentLesson 1: Observe who participates willingly in the class discussion, and who does not. Include learners who are not participating by directing questions at them.Lesson 2: Observe learners while they work in their pairs. Assist where necessary.Lesson 2, 3 and 9: Self: Work through the activity with the class. Ask learners to mark their own work.Lesson 3 and 8: Circulate among the learners while they are working in their pairs. Work with pairs who are struggling to express themselves in English.Lesson 4: Peer: Work through the activities with the class. Ask learners to swap books and mark each other’s work.Lesson 5: Assess the stories.Lesson 8: Circulate among the learners while are reading the poem. Observe who is having difficulty pronouncing the words correctly. Assist where necessary.Lesson 10: Take in the books to check if learners have been able to use rhyme and rhythm to complete the lines correctly.

33

PLATINUM LESSON PLANS – GRADE 4Subject: English First Additional Language Grade: 4Theme 9: Animals that harmDuration: 2 weeks (10 hours)

Term 2 Weeks 17 & 18

CAPS Content

and Skills





(1 hour)• Listens to an information text and uses a mind map to classify animals into groups• Listens to and carries out instructions on how to treat an upset stomach• Gives instructions on how to treat an upset stomach• Does daily listening and speaking activities

• Reads an information text about malaria• Does a comprehension on the information text• Reads instructions on how to treat itchy bites• Does independent reading

• Spelling test• Labels and completes a mind map that classifies animals• Writes instructions on how to treat a scorpion bite• Records words and meanings in own personal dictionary

Spelling and punctuation• Words with long vowel sounds• Spells familiar words correctly• Uses a dictionary to check spellings and meanings of words• Builds on knowledge of sight wordsWork with words andsentences• Command form of the verb (‘must’)• Modals ‘can’ and ‘may’• Adverbs of placeVocabulary in context• Antonyms• Words taken from shared or individually read texts

LEARNING ACTIVITY



Week 17LESSON 1:




If possible, bring the equipment and ingredients for the stomach remedy to class to make the remedy.

If possible, bring the equipment and ingredients for the itchy bite remedy to class to make the remedy.



LB page 76Talks about a photoListens to an information text about animal groupsIndependent reading - Reader



Reading and Viewing

LB page 78Reads an information text about malariaSpelling and punctuationWords with long vowel soundsWorks with words and sentencesUses the modal ‘must’


Reading and Viewing

LB page 78Does a comprehension on the information text about malariaIndependent reading - Reader


Language FocusLB page 82Adverbs of place: ‘here’ and ‘there’Independent reading - Reader


LB page 82Labels and completes a mind map that classifies animals

Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) 35

pages 122 and 123 for additional support.

36

Week 18LESSON 6:



LB page 77Listens to and carries out instructions on how totreat an upset stomachIndependent reading - Reader

LESSON 7: Duration: 60 minutes Listening and Speaking

LB page 77Gives instructions on how to treat an upset stomachIndependent reading - Reader


Reading and Viewing

LB page 80Reads instructions on how to treat itchy bitesVocabulary in contextAntonymsWork with words and sentencesCommand form of the verbUse the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 124 for additional support.


Language Focus

LB page 82Modal verbs ‘can’ and ‘may’Write and presentLB page 83Starts the writing process for instructions on howto treat a scorpion bite



Spelling testLB page 83Writes instructions on how to treat a scorpion biteRecords words and meaning in personaldictionaryIndependent reading - Reader



ASSESSMENT TASKFormal assessmentMid year examinations are done during week 19 & 20

Informal assessmentLesson 1: You will be assessing the mind maps in Lesson 5.Lesson 2 and 3 : Self: Work through the activities with the class. Ask learners to mark their own work. Observe who participates and who does not in the class discussions. Encourage quiet learners to participate by directing questions to them.Lesson 4, 8 and 9: Peer: Work through the activities with the class. Ask learners to swap books and mark each other’s work.Lesson 5: Take the mind maps in and check that learners have filled them correctly. Ask learners who have made a lot of mistakes to redo them. Show them where they need to improve.Lesson 6 and 8: Observe who is participating in the class discussion, and who is not. Encourage learners to participate by directing questions to them.Lesson 7: Circulate among the learners while they are working in their pairs to give the instructions. Observe who is having difficulty doing the activity. Assist where necessary.Lesson 10: Peer: Write the checklist on the board. Learners must copy this checklist in their exercise books under the instructions. Ask learners to swap books. Work through the steps in the checklist with the class. Explain that learners must circle the correct word. When you get to where the learners need to fill in the missing words, ask learners to volunteer to give the words. Explain how they must add up the marks for this.

37

TERM 3: PLATINUM LESSON PLANS – GRADE 4Subject: English First Additional Language Grade: 4Theme 10: A brand new townDuration: 2 weeks (10 hours) Term 3 Weeks 21 & 22

CAPS Content

and Skills


Reading and Viewing(5 hours)



(1 hour)• Listens to and discusses a story about a girl who is moving from a farm to a new town and school• Describes the differences between a farm and a town• Does daily listening and speaking activities

• Reads a story about the same girl in the listening text, and how she copes with her first day at the new school• Practises reading the story aloud (Term 3 Formal assessment task 1: Reads aloud a prepared text)• Reads a book review about a family that has to move to another town• Does independent reading (Term 3 Formal assessment task 1: Reflect on text read independently – oral book review)

• Spelling test• Writes a dialogue based on characters from the story• Writes a description of some of these characters• Records words and meanings in own personal dictionary

Spelling and punctuation• Builds word families • Punctuation• Breaks words into smaller chunks• Adds ‘-s’ or ‘-es’Work with words andsentences• Direct speech with quotation marks• Pronouns• Regular verb forms• Parts of a sentenceVocabulary in context• Words taken from shared or individually read texts

LEARNING ACTIVITY



Week 21LESSON 1:




Choose a storybook from your class readers with an attractive cover that you can use to point out featuressuch as title, author etc.



LB page 88Listens to and discusses a story about a girl whois moving from a farm to a new town and schoolIndependent reading– Reader


Reading and Viewing

LB page 90Reads a story about the same girl in the listeningtext, and how she copes with her first day at thenew schoolSpelling and punctuationLB page 91Plurals with ‘-s’ and ‘-es’Work with words and sentencesRegular forms of the verbIndependent reading - Reader



Reading and Viewing

LB page 90Reads a story about the same girl in the listeningtext, and how she copes with her first day at thenew schoolPractise readingReads the story in Read and view


LB page 94Direct speech

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Write and presentLB page 95Starts the writing process for a dialogue based on characters from the story in Read and view

39


LB page 95Writes a dialogue based on characters from the story in Read and viewIndependent reading- Reader


Week 22LESSON 6:



LB page 89Describes the differences between a farm and a townSpelling and punctuationLB page 89Breaks words into smaller partsIndependent reading- Reader


Reading and Viewing

LB page 92Reads a book review about a family that has to move to another town


Reading and Viewing

LB page 92Reads the book review again and discussesquestionsPrepares an oral book reviewWork with words and sentencesLB page 93PronounsParts of a sentence


Language FocusLB page 94Builds word families based on how words lookand soundIndependent reading- Reader



Spelling testLB page 95Writes a description of some of the characters from the story in Read and viewRecord words and meaning in personal dictionaryIndependent reading- Reader

Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 133 to 135 for additional support.


ASSESSMENT TASKFormal assessmentLesson 5: Term 3 Formal Assessment Task 1: Read aloud a prepared text.Lesson 8:Rubric for Term 3 Formal Assessment Task 1: Reflect on a text read independently

Informal assessmentLesson 1, 7 and 8 : Observe who participates willingly in the class discussion, and who does not. Include learners who are not participating bydirecting questions at them.Lesson 2, 4 and 8: Self: Work through the activities with the class. Ask learners to mark their own work.Lesson 3: Circulate among the groups while learners are doing their role-plays. Work with groups who are struggling to do this.Lesson 5: Take in the learners’ dialogues. Check who has understood the rules of direct speech.Lesson 6 and 9: Peer: Work through the activities with the class. Ask learners to swap books and mark each other’s work.Lesson 10: Peer: Work through Activity 1 with the class. Ask learners to swap books and mark each other’s work.

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PLATINUM LESSON PLANS – GRADE 4Subject: English First Additional Language Grade: 4Theme 11: Taking careDuration: 2 weeks (10 hours) Term 3 Weeks 23 & 24

CAPS Content

and Skills





(1 hour)• Listens to and discusses a report about a patient at a clinic• Takes part in a conversation about healthy food• Does daily listening and speaking activities

• Reads and discusses a poster• Reads an information text and does a comprehension(Term 3 Formal Assessment Task 1: Reading comprehension of an information text)• Does independent reading

• Spelling test• Designs a poster• Writes a summary of a report (Term 3 FormalAssessment Task 1: Write a summary of an information text with support)• Records words and meanings in own personal dictionary

Spelling and punctuation• Soft ‘g’ with ‘-e’, ‘-i’, ‘-y’Work with words andsentences• Words that only have a plural• Subject/verb concord• Using adjectives to compare• Nouns with ‘a’ and ‘the’Vocabulary in context• Shortening words: acronyms and initialism (Term 3 Formal Assessment Task 1: Language structures and conventions in context)

LEARNING ACTIVITY



Week 23LESSON 1:




white paper, colour kokis and pencils, magazines from which to cut pictures of food, scissors and glue



LB page 98Talks about a photographListens to and discusses a report about a patient at a clinicIndependent reading - Reader



Reading and Viewing

LB page 100Reads and discusses a posterWork with words and sentencesLB page 101Using adjectives to compare


Language FocusLB page 102Words that only have a plural formIndependent reading- Reader



LB page 103Starts the writing process to design a posterIndependent reading- Reader


LB page 103Completes the posterUse the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 106 and 107 for additional support.

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Week 24LESSON 6:



LB page 99Takes part in a conversation about healthy foodSpelling and punctuationNouns with ‘a’ and ‘the’ Soft ‘g’ with ‘-e’, ‘-i’, ‘-y’Works with words and sentencesVocabulary in contextShortening words: acronyms and initialism


Reading and Viewing

LB page 101Reads an information text and does a comprehensionIndependent reading- Reader



Language FocusLB page 102Subject/verb concord with words that only have a plural formIndependent reading- Reader



LB page 104Writes a summary of a reportIndependent reading- Reader




Spelling testClass assessment of posters done in Week 1Record words and meanings in personal dictionary


ASSESSMENT TASKFormal assessmentLesson 1: Term 3 Formal Assessment Task 1: Reflect on a text read independently (oral book review)Lesson 6:Term 3 Task 1: Language structures and conventions in context– short forms of wordsLesson 7: Term 3 Task 1: Reading comprehension of an information textLesson 9: Term 3 Formal Assessment Task 1: Write a summary of an information text using a frame.

Informal assessmentLesson 1: Circulate among the learners while they are working in their groups. Observe who is having difficulty expressing themselves. Assist where necessary.Lesson 2: Circulate among the learners while they are discussing the pictures in the poster. Work with pairs who are struggling to express themselves in English.Lesson 2: Self: Work through the activities with the class. Ask learners to mark their own work.Lesson 3: Peer: Work through the activities with the class. Ask learners to swap books and mark each other’s work.Lesson 4: Circulate among the learners while are planning their posters. Assist where necessary.Lesson 5: Peer: Organise learners into pairs. Ask them to copy the checklist below, and to use the checklists to assess each other’s posters. They could do this from their desks if the posters have been done on big sheets of paper. If not, they might have to move closer, in which case you will need to move desks to make room.Lesson 6: Circulate among the learners while are working in their groups. Observe who is having difficulty expressing themselves. Assist where necessary.Lesson 6: Self: Go through the Work with words and Spelling and punctuation activities with the class. Ask learners to mark their own work.Lesson 8: Self: Work through the activities with the class. Ask learners to volunteer to read out their sentencesLesson 10: Peer: Continue the peer assessment of the posters that you started in Lesson 5.

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PLATINUM LESSON PLANS – GRADE 4Subject: English First Additional Language Grade: 4Theme 12: Sun storiesDuration: 2 weeks (10 hours) Term 3 Weeks 25 & 26

CAPS Content

and Skills





(1 hour)• Does daily listening and speaking activities• Listens to and discusses a traditional story about the sun and the wind• Performs the poem in groups (Term 3 Formal Assessment Task 1: Perform a poem)• Listens to and discusses a poem about the wind

• Reads and discusses a Greek myth about the sun• Reads and discusses a poem about the sun and the moon in Africa• Does independent reading

• Spelling test• Writes a story based on the listening text about the sun and the moon• Writes sentences that rhyme• Records words and meanings in own personal dictionary

Spelling and punctuation• Words starting with ‘ce-’, ‘ci-’, ‘cy-’, ‘ke-’, ‘ki-’Work with words andsentences• Simple past tense: irregular verbs• Adjectives before nouns• Verb ‘to be’• Adverbs of degree (Term 3 Formal Assessment Task 2: Language structures and convention in context – adverbs of degree only)Vocabulary in context• Phrasal verbs (Term 3 Formal Assessment Task 2: Language structures and conventions in context)

LEARNING ACTIVITY



Week 25LESSON 1:




A map of the world



LB page 106Listens to and discusses a traditional story about the sun and the windWork with words and sentencesAdjectives before nouns


Reading and Viewing

LB page 108Reads and discusses a Greek myth about the sunSpelling and punctuationWords starting with ‘ce-’, ‘ci-’, ‘cy-’, ‘ke-’, ‘ki-’Vocabulary in contextPhrasal verbsAdverbs of degree


LESSON 3: Duration: 60 minutes Reading and Viewing

LB page 108Reads and does a comprehension on the Greek myth about the sunIndependent reading - Reader


Language FocusLB page 112Simple past tense: irregular verbsIndependent reading- Reader

LESSON 5: Duration: 60 minutes Writing and

44

Presenting LB page 113Writes a story based on the listening text about the sun and the moonIndependent reading- Reader


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Week 26LESSON 6:



LB page 107Listens to a poem about the windIndependent reading- Reader


Reading and Viewing

LB page 107Listens to and discusses a poem about the windPerforms the poem in groups



Reading and Viewing

LB page 110Reads and discusses a poem about the sun and the moon in AfricaWork with words and sentencesVerb ‘to be’


Language FocusLB page 112Simple past tense: irregular verbsIndependent reading- Reader



Spelling testLB page 114Writes sentences that rhymeRecords words and meaning in personal dictionaryIndependent reading- Reader



ASSESSMENT TASKFormal assessmentLesson 2: Term 3 Formal Assessment Task 2: Language structures and conventions in context.Lesson 7: Term 3 Formal Assessment Task 1: Performs a poem.

Informal assessmentLesson 1: Circulate among the learners while they are working in their pairs. Observe who is struggling to use English to express themselves. Assist where necessary.Lesson 1, 3, 8 and 9: Self: Work through the activity with the class. Ask learners to mark their own work.Lesson 4: Peer: Work through the activity with the class. Ask learners to swap books and mark each other’s work.Lesson 5: Take the learners’ stories in and assess them.Lesson 10: Self: Ask learners to read out some of the poems. Write the different versions on the board. Discuss the rhyming words. Ask learners to clap the rhythm of some of the lines.

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PLATINUM LESSON PLANS – GRADE 4Subject: English First Additional Language Grade: 4Theme 13: The powerful sunDuration: 2 weeks (10 hours) Term 3 Weeks 27 & 28

CAPS Content

and Skills





(1 hour)• Does daily listening and speaking activities• Listens to and discusses an information text about solar power• Listens to and discusses a description of places to visit and enjoy in hot weather (Term 3 Formal Assessment Task 2: Listen to and describe places)

• Reads a chart that shows sunrise times with visuals• Reads and does a comprehension on a procedural text that describes an experiment with solar power (Term 3 Formal Assessment Task 2: Reading comprehension of a procedural text)• Does independent reading

• Spelling test• Draws and labels a chart that shows sunset times• Writes a paragraph based on information in the chart• Records words and meanings in own personal dictionary

Spelling and punctuation• Words with long vowel soundsWork with words andsentences• Verb ‘to be’• Prepositions that show direction• Connecting words• Modal verbsVocabulary in context• Words taken from shared and individually read texts

LEARNING ACTIVITY




Platinum English FAL Grade 4 Learner's Book and Teacher's Guide


Ruler



LB page 116Listens to and discusses an information text about solar powerIndependent reading – Reader




LB page 116Listens to and discusses an information text about solar powerIndependent reading– Reader


Reading and Viewing

LB page 118Reads a chart that shows sunrise times with visuals.Work with words and sentencesPrepositions that show directionModal verbs


Language FocusLB page 122Verb ‘to be’Independent reading– Reader


LB page 123Labels a chart giving sunrise timesIndependent reading– Reader


47



LB page 117Listens to and discusses a description of places to visit and enjoy in hot weather


Reading and Viewing

LB page 120Reads and does a comprehension on a procedural text that describes an experiment with solar power


Reading and Viewing

LB page 120Reads the procedural text againIndependent reading– Reader



Language FocusLB page 122Verb ‘to be’



Spelling testLB Page 113Writes paragraph giving information from the chartIndependent reading– Reader



ASSESSMENT TASKFormal assessmentLesson 6: Term 3 Formal Assessment Task 2: Listen to and describe places. Over the next two weeks, during independent reading sessions, work with individuals.Lesson 7: Term 3 Formal Assessment Task 2: Reading comprehension of a procedural text.

Informal assessmentLesson 3: Self: Work through the activities with the class. Ask learners to mark their own work.Lesson 4, 8 and 9: Peer: Work through the activities with the class. Ask learners to swap books and mark each other’s work.Lesson 5: Take the books in and check that learners have filled in the charts correctly.Lesson 10: Peer: Work through correct words in the paragraph with the class. Ask learners to swap books and mark each other’s work.

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PLATINUM LESSON PLANS – GRADE 4Subject: English First Additional Language Grade: 4Theme 14: FriendsDuration: 2 weeks (10 hours) Term 3 Weeks 29 & 30

CAPS Content

and Skills





(1 hour)• Does daily listening and speaking activities• Listens to and discusses a play about a friend who says hurtful things• Role-plays a difficult situation with a friend

• Does independent reading• Reads and discusses a play about friends who have a fight

• Spelling test• Records words and meanings in own personal dictionary• Writes a book review(Term 3 Formal Assessment Task 2: Writes a book review with a frame)• Writes a dialogue

Spelling and punctuation• Punctuates correctly: colons, question marks, exclamation marks, commas, full stopsWork with words andsentences• Adverbs• Tenses: simple present, present continuous and future (Term 4 FormalAssessment Task 1: Language structures and conventions in context)• Reported speechVocabulary in context• Words taken from shared or individually read texts

LEARNING ACTIVITY

TEACHING METHODS / APPROACHNote: 5–10 minutes Daily listening and speaking: choose an activity from

page 194 in the TGRESOURCES

Week 29LESSON 1:






LB page 126Listens to and discusses a play about a friend who says hurtful thingsIndependent reading - Reader


LB page 126Listens to the play again and does After you read activitiesIndependent reading- Reader


Reading and Viewing

LB page 128Reads and discusses a play about friends whohave a fightSpelling and punctuationPunctuates correctly: colons, question marks, exclamation marks, commas, full stopsWork with words and sentencesReported speech



Language FocusLB page 131Adverbs of timeIndependent reading- Reader


LB page 132Writes a book reviewUse the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 47 for additional support.

49

Week 30LESSON 6:



LB page 127Role-plays a difficult situation with a friendWork with words and sentencesTenses: simple present, present continuous and futureUse the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 48 for additional support.


LB page 128Reads the play about friends who have a fight and does a comprehension


LB page 128Practises reading the play aloudIndependent reading


Language FocusLB page 131AdverbsIndependent reading



Spelling testLB page 133Writes a dialogueRecords words and meaning in personal dictionaryIndependent reading



ASSESSMENT TASKFormal assessmentLesson 5: Term 3 Formal Assessment Task 2: Write a book review with a frame.Lesson 6: Language structures and conventions in context

Informal assessmentLesson 2: Circulate among the learners while they are working in their pairs. Work with pairs who are struggling to express themselves in English.Lesson 3: Observe who is participating in the class discussion, and who is not. Encourage learners to participate by directing questions to them.Lesson 3, 4 and9: Self: Work through the activities with the class. Ask learners to mark their own work.Lesson 6: Circulate while learners are doing their role-plays. Work with pairs who are struggling to express themselves in English.Lesson 7: Circulate while learners are working in their groups. Assist where necessaryLesson 10: Take in the learners’ dialogues. Check that they have used the correct structure.

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TERM 4: PLATINUM LESSON PLANS – GRADE 4Subject: English First Additional Language Grade: 4Theme 15: Being BraveDuration: 2 weeks (10 hours) Term 4 Weeks 31 & 32

CAPS Content

and Skills





(1 hour)• Does daily listening and speaking activities• Has a group conversation about a brave person• Plays a dictionary game

• Reads and does a comprehension on a traditional Japanese story• Does independent reading

• Spelling test• Writes a story about the character from the Japanese story, using a picture and a flow chart to develop their ideas• Records words and meanings in own personal dictionary

Spelling and punctuation• ‘k’ sound and hard ‘cWork with words andsentences• Prepositions (‘on’, ‘under’, ‘above’)• Use ‘will’ to show that something is going to happen• Nouns with no article• Subject/verb concordVocabulary in context• Homonyms

LEARNING ACTIVITY



Week 31LESSON 1 Duration: 60 minutes



Dictionary

personal dictionaries



LB page 136Talks about a photoHas a group conversation about a brave personPlays a dictionary gameIndependent reading – ReaderUse the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 18 for additional support.


LB page 138Reads and discusses a traditional Japanese story


Language FocusLB page 140Prepositions (‘on’, ‘under’, ‘above’)Independent reading– Reader



LB page 141Starts planning a story about the character from the Japanese story, using a picture and a flowchart to develop ideasUse the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 19 and 20 for additional support.


LB page 141Continues the story writing process from the previous lessonIndependent reading– Reader

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LB page 137Plays a dictionary gameWork with words and sentencesNouns with no articleSubject/verb concord


LB page 138Reads the traditional Japanese story in pairsRetells the storySpelling and punctuation‘k’ sound and hard ‘c’Vocabulary in contextHomonyms


Reading and Viewing

LB page 138Reads and does a comprehension on thetraditional Japanese storyWork with words and sentencesVerb ‘to be’



Language FocusLB page 141Uses ‘will’ to show that something is going to happenIndependent reading– Reader



Spelling testLB page 141Completes the story about the character from the Japanese storyRecords words and meaning in personal dictionaryIndependent reading– Reader


REVISION: Learner’s Book p142 The DBOE Workbook can be used for revision work and homework

ASSESSMENT TASKInformal assessmentLesson 1: Circulate among the learners while they are having their discussions. Observe who is participating, and who is not. Assist where necessary.Lesson 3, 7 and 9: Self: Work through the activities with the class. Ask learners to mark their own work.Lesson 4 and 5: Observe learners while they start their first drafts. Assist where you can see they are struggling.Lesson 6: Circulate among the learners while are playing the game. Work with pairs who are struggling.Lesson 6: Peer: Work through the activities with the class. Ask learners to swap books and mark each other’s work.Lesson 7: Circulate among the learners while they are working in their pairs. Observe who is having difficulty doing the re-telling activity. Assist where necessary.Lesson 10: Assess the stories.

52

PLATINUM LESSON PLANS – GRADE 4Subject: English First Additional Language Grade: 4Theme 16: Make the World a Better PlaceDuration: 2 weeks (10 hours) Term 4 Weeks 33 & 34

CAPS Content

and Skills





(1 hour)• Does daily listening and speaking activities• Listens to and discusses an interview about how learners made a happy face (Term 4 Formal Assessment Task 1: Listen to an interview)• Listen to a telephone message to a friend.• Make up own telephone messages.

• Reads a poster about making school a happy place• Reads an e-mail message from children to a hospital, offering help• Reads and does a comprehension on an information text about Martin Luther King, a famous civil rights leader (Term 4 Formal Assessment Task 1: Reading comprehension of an information text)• Does independent reading

• Spelling test• Writes an e-mail message offering to help the community• Writes a paragraph about helping someone• Draws and labels a chart• Produces and designs a poster about bullying (Term 4 Formal Assessment Task 1: Produce a poster)• Records words and meanings in own personal dictionary

Spelling and punctuation• Spells familiar words correctly using a dictionaryWork with words andsentences• Personal pronouns (‘I’/‘me’, ‘he’/‘him’, ‘they’/‘them’ etc.)• Connecting words to show addition (‘and’), sequence (‘then’, ‘before’), contrast (‘but’), cause and effect (‘so that’)Vocabulary in context• Joining prefixes and suffixes to a base word

LEARNING ACTIVITY



Week 33LESSON 1:




Scrap paper,clean white paper, colour pencils or kokis, magazines from which to cut pictures, scissors, glue



LB page 144Listens to and discusses an interview about how learners made a happy faceIndependent reading– Reader


Reading and Viewing

LB page 146Reads a poster about making school a happy place



Language Focus/Reading and Viewing/Writing and Presenting

Language focusLB page 150Personal pronounsRead and viewLB page 148Reads an e-mail message from children to a hospital, offering helpWrite and presentLB page 151Writes an e-mail message offering to help the community



LB page 151Writes a paragraph about helping someoneIndependent reading- Reader


LB page 151Starts designing a poster about bullyingIndependent reading- Reader

Use the exercises in the DBOE Workbook 2 (Terms 3 and 53

4) pages 72 and 73 for additional support.

54



LB page 145Listens to a telephone message to a friendWork with words andsentencesConnecting words to showaddition (‘and’), sequence(‘then’, ‘before’), contrast (‘but’),cause and effect (‘so that’)Listen and speakLB page 145Makes up own telephone messages


Reading and Viewing

LB page 148Reads and does a comprehension on an information text about Martin Luther King, a famous civil rights leaderVocabulary in contextJoining prefixes and suffixes to a base word



Language FocusLB page 150Personal pronounsIndependent reading- Reader



LB page 152Draws and labels a chartIndependent reading– Reader

Use exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 76 and 77 for additional support.



Spelling testLB page 151Produces a poster about bullyingRecords words and meaning in personal dictionaryIndependent reading- Reader


ASSESSMENT TASKFormal assessmentLesson 1: Term 4 Formal Assessment Task 1: Listen to and speak about an interview.Lesson 7: Term 4 Formal Assessment Task 1: Reading comprehension of an information text.Lesson 10: Term 4 Formal Assessment Task 1: Produce a poster.

Informal assessmentLesson 2: Circulate among the learners while they are working in their pairs. Observe who is having difficulty doing the activity. Assist where necessary.Lesson 3, 6 and 8: Self: Work through the activities with the class. Ask learners to mark their own work.Lesson 3: Observe who is participating in the class discussion, and who is not. Encourage learners to participate by directing questions to them.Lesson 4: Class: Ask for volunteers to read out their paragraphs.Lesson 5: Circulate among the learners while they are working on their posters, but do not assist, as this is a formal assessment activity. Learners need to work on their own.Lesson 6: Circulate among the learners while they are working in their pairs. Observe who is having difficulty doing the activity. Assist where necessary.Lesson 7: Work through the activities with the class. Ask learners to swap books and mark each other’s work.Lesson 9: Check that the charts and the summary have been correctly filled in. Work with learners who struggled to do this. Explain where they can improve. Ask them to redo the activity if necessary.

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PLATINUM LESSON PLANS – GRADE 4Subject: English First Additional Language Grade: 4Theme 17: A Busy CommunityDuration: 2 weeks (10 hours) Term 4 Weeks 35 & 36

CAPS Content

and Skills





(1 hour)• Listens to a story about an accident in a busy town• Plays a game of ‘I spy’• Does daily listening and speaking activities

• Reads a story that tells more about the accident in the busy town• Reads a diary entry• Does independent reading (Term 4 Formal Assessment Task 1: Read aloud an unprepared text and reflect on a text readindependently)

• Spelling test• Writes a story with dialogue• Records words and meanings in own personal dictionary

Spelling and punctuation• Punctuation: comma, colon, semi-colon, inverted commas, question mark, exclamation mark, full stopWork with words andsentences• Connecting words• Uses the apostrophe to show possession• Direct speech• Uses quotation marks• Uses commas to separate nouns in a listVocabulary in context• Words taken from shared or individually read texts

LEARNING ACTIVITY








LB page 154Listens to a story about an accident in a busy townIndependent reading- ReaderUse the exercises in the DBOE Workbook 1(Terms 1 and 2) page 72 for additional support.


Reading and Viewing

LB page 156Reads a story that tells more about the accident in the busy townSpelling and punctuationPunctuation: comma, colon, inverted commas, question mark, exclamation mark, full stop


Reading and Viewing

LB page 156Reads the story again and does a comprehensionWork with words and sentencesDirect speechUsing quotation marksUsing commas to separate nouns in a list


Language Focus

LB page 160Connecting wordsIndependent reading- Reader


LB page 161Plans and writes a first draft of a story with dialogue

56

Independent reading- Reader




LB page 155Plays a game of ‘I spy’Independent reading- Reader


LB page 158Reads a diary entry


Language Focus

LB page 160Apostrophes to show possessionIndependent reading- Reader




LB page 161Write a story with dialogueIndependent reading- Reader




Spelling testLB page 161Write a story with dialogueRecords words and meaning in personal dictionaryIndependent reading- Reader



ASSESSMENT TASKFormal AssessmentLesson 1: Term 4 Formal Assessment Task 1: Read aloud an unprepared text and reflect on a text read independently.

Informal assessmentLesson 1, 3 and 7: Circulate among the learners while they are working in their pairs. Observe who is having difficulty doing the activity. Assist where necessary.Lesson 2: Observe who is participating in the class discussion, and who is not. Encourage learners to participate by directing questions to them.Lesson 2, 4 and 8: Self: Work through the activities with the class. Ask learners to mark their own work.Lesson 3: Peer: Work through the activities with the class. Ask learners to swap books and mark each other’s work.Lesson 10: Assess the stories. Work with learners who have struggled to do the activity. Show them where they can improve. Ask them to rewrite the story.

57

PLATINUM LESSON PLANS – GRADE 4Subject: English First Additional Language Grade: 4Theme 18: Protecting Our PlanetDuration: 2 (10 hours) Term 4 Weeks 37 & 38

CAPS Content

and Skills





(1hour)• Listens to and discusses a short talk on recycling• Takes part in a conversation about how to recycle containers at home• Does daily listening and speaking activities

• Reads and does a comprehension on a text about climate change• Reads a poster about litter• Does independent reading

• Spelling test• Writes a paragraph giving information about litter• Designs a poster about pollution• Records words and meanings in own personal dictionary

Spelling and punctuation• Spells familiar words correctly using a personal dictionary, and finds words in a dictionaryWork with words andsentences• Reported speech• Adverbs of place (‘here’, ‘there’)• Adverbs of manner (‘quickly’, ‘slowly’)• Present progressiveVocabulary in context• Compound words• Prefixes• Suffixes

LEARNING ACTIVITY



Week 37LESSON 1:




examples of food containers

scrap paper, white paper, colour pencils and/or kokis, pencil, rubber



LB page 164Listens to and discusses a short talk on recyclingIndependent reading - Reader


Reading and Viewing

LB page 166Reads a text about climate changeVocabulary in contextCompound wordsPrefixesSuffixes


Reading and Viewing

LB page 166Reads the text about climate change againRead and viewDoes a comprehension on the text about climate change



Language FocusLB page 170Reported speechIndependent reading- Reader


LB page 171Writes a paragraph giving information about litterIndependent reading- Reader


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LB page 165Takes part in a conversation about how to recyclecontainers at homeIndependent reading- Reader


Reading and Viewing

LB page 168Reads a poster about litterWork with words and sentencesAdverbs of place (‘here’, ‘there’)Adverbs of manner (‘quickly’, ‘slowly’)Present progressive


Reading and Viewing

LB page 168Discusses the poster about litterIndependent reading- Reader


Language Focus

LB page 170Reported speechWrite and presentLB Page 171Starts the process of designing a poster about pollution



Spelling testLB page 171Completes the poster about pollutionRecords words and meaning in personal dictionaryIndependent reading- Reader


ASSESSMENT TASKFormal assessmentEnd of Year Examination week 39 & 40

Informal assessmentLesson 1 and 2: Observe who is participating in the class discussion, and who is not. Encourage learners to participate by directing questions to them.Lesson 2, 6 and 8: Circulate among the learners while they are working in their pairs. Observe who is having difficulty doing the activity. Assist where necessary, but not too much. It is important that learners do their own work.Lesson 2 and 9: Peer: Work through the activities with the class. Ask learners to swap books and mark each other’s work.Lesson 3,4 and 7: Self: Work through the activities with the class. Ask learners to mark their own work.Lesson 5: Peer: Work through the paragraph with the class. Ask learners to swap books and mark each other’s work. They can give 2 marks for each of the eight words used to complete the paragraph: 1 mark for using the correct word, 1 mark for spelling it correctly. They can add up the marks out of 16. Find out who got full marks.Lesson 10: Circulate while learners are working in their pairs. Observe who is having difficulty doing the activity. Assist where necessary.

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term 3: platinum lesson plans – grade 4

Documents