AS 3: Demonstrate the skills of listening to and delivering fluent and expressive oral presentations:
SS 4: Demonstrate comprehension of oral texts by recording main and/or supporting ideas by making notes, checklists, summaries, paraphrases and/or retelling and explaining.
SS 5 Listen critically and respond to questions for clarification
The teacher divides the learners into groups, identifies good readers and gives them paragraphs to read from the text. S/He then gives learners instructions on how to take notes as the readers are reading aloud in groups.
1. Listen to the readers looking out for main ideas in the text
2. See how each idea is developed
3. Construct their own summaries where they pick up only main ideas
4. Attempt to develop each idea using their own words as far as possible
5. Each group assigns a reporter to present their responses to the entire class with other groups discussing the responses from each group
(All these activities to be done in 30 minutes)
Teacher asks learners that were reading to re-read so that listeners can listen more closely for more information and the teacher asks comprehension questions and then learners respond to those questions orally (20 Minutes)
Evidence produced
News paper article on what it means to be “proudly South African”.
Oral Questions asked by teacher
Written home work questions
Assessment methods + tools
Oral Questions answered by groups ad written questions by individual learners
Memoranda
EXPANDED OPPORTUNITIES
Learners will be able to have their own group reading sessions and exercise the skills gained
ENGLISH LESSON PLAN: Language level: FAL Grade 12 Duration 50 minutes WEEK 5 TOPIC: NATURE OF BIAS PREJUDICE AND DISCRIMINATION
(Teachers may use OWN Literature)
LOs, ASs and Sub-skills
LO 2: Reading and Viewing
AS 3: The learner is able to recognize how language and images may reflect shape and values and attitudes in texts.
Teacher and learner activities
(i)Teacher organizes a text that deals with bias, prejudice and discrimination from newspapers, magazines or any other media available.
(vi)How would the learners remove bias from the text so that it can be objective.
Evidence produced
Another article with examples of bias, prejudice and discrimination can be used. Learners can be asked to rewrite the article removing bias, prejudice and discrimination.
Assessment methods + tools
Groups
Memorandaum
ENGLISH LESSON PLAN: Language level: FAL Grade 12 Duration 50 minutes WEEK 3,4 & 5 TOPIC: Argumentative Essay
(Please treat writing as a process)
LOs, ASs and Sub-skills
LO 3: Writing and presenting
AS 1: Demonstrate panning skills for writing for a specific purpose, audience and context.
SS 1: Explain the requirements of different tasks
SS 2: Identify the target audience and the specific purpose such as narrating, entertaining, persuading, arguing, explaining informing, describing and manipulating etc.
SS 3: Identify and explain types of texts to be produced such as imaginative, informational, creative, transactional and multi-media text.
SS 4: Decide on and apply appropriate style, point of view and format of texts.
SS 5: Research topics from familiar sources and record findings.
SS 6: Locate, access, select, organize and interpret relevant data from familiar sources.
SS 7: Develop coherent ideas and organize these by using techniques such as mind-maps
AS 2: Demonstrate the use of writing strategies and techniques for first draft.
SS 1: Use main and supporting ideas effectively from the planning process.
SS 2: Experiment with format and style for creative purposes.
SS 3: Identify and use stylistic and rhetorical devices appropriately such as figurative language, word choice, vivid description, personal voice and style, tone, symbol, colour, placement and sound.
AS 2: SS 4: Use a variety of sentence types and sentences of different lengths and structures effectively.
SS 5: Apply paragraph conventions to ensure coherence
LO 3 Writing and Presenting AS 3: Reflect on, analyse and evaluate own work, considering the opinion of others, and present final draft.
SS 1: Use set criteria for overall evaluation of own & others writing for improvement.
SS 2:Improve coherence and cohesion in overall structure.
SS 3: Evaluate whether content, style, register and effects are appropriate to purpose, audience and context and adjust where necessary.
SS 4: Refine word choice & sentences & paragraph structure and ambiguity, slang, offensive language & unnecessary jargon.
SS 6: When refining demonstrate sensitivity to human rights, social, cultural, environmental and ethical issues such as gender, race, disability, age, status, poverty, lifestyles, ethnic origins, religion, globalization, HIV and AIDS & other diseases.
SS 7: Present final draft paying attention to appropriate presentation style, such as a neatly presented text or striking a colourful poster.
Teaching and learning activities
(i) The teacher explains the requirements of an argumentative essay to the learners and gives them the topic. S/He asks the learner to brainstorm the topic in groups. (ii) Learners report to the entire class and discuss the reports.
(i) The teacher explains to the learners the importance of the target group when writing a creative text so that when they write they observe this.
(ii)Learners take notes
(i) The teacher explains the text to be produced and all the requirements thereof while
(ii)Learners take
notes.
The teacher explains the style of writing an argumentative essay and everything that has to do with style such as tense etc.
Learners do as instructed.
The teacher allows learners to go and research the topic from a number of sources.
Learners research topics from familiar sources & record their findings.
The teacher asks learners to organise their work such that it becomes ready for first draft.
(i) The teacher asks learners to organise their work so that it can create a coherent whole.
(ii) Learners oblige.
(i) The teacher asks the learners to select main ideas and arrange them for paragraphs.
(ii) Learners then
develop these ideas
to create
paragraphs.
(i) The teacher asks learners to arrange the paragraphs.
(ii) The learners
arrange the text in
preparation for
first draft.
(i) The teacher asks learners to use decorative language to make the essay interesting.
(ii) The learners apply stylistic and rhetorical devices.
(i)The teacher asks the learners to work on their sentence construction. The learners develop their sentences using conjunctions, adjectives and adverbs to beautify their language.
(i)The teacher asks the learners to work on their paragraphing.
(i) Learners work on the coherence and cohesion of their paragraphs.
The teacher asks groups (of learners) to evaluate their own work and also to exchange with other groups and assess their work.
Groups look at
cohesion and
coherence of the
essays and improve
where necessary.
Teacher asks groups to look at words, sentences and paragraphs to remove inappropriate expressions.
Groups work on words, paragraphs and language to produce acceptable expressions.
The teacher asks groups to look at words, sentences and paragraphs to remove inappropriate expressions.
Groups work on words, paragraphs and language to produce acceptable expressions.
Teacher asks groups to check for tolerance and adherence to constitution to avoid offending others.
Groups work on this
Teacher asks learners to write the final draft under controlled conditions and without assistance from other preparation stages, but attaching the work used during planning as evidence
Learners write the final draft under strictly controlled conditions.
Evidence produced
List of ideas from different groups
A research report
Organised work
The teacher asks learners to pick up main ideas and arrange them for paragraphs. The learners develop these ideas to create paragraphs.
Arranged paragraphs
Improved paragraphs
First draft
A more coherent and cohesive draft
A more appropriate essay
An improved draft
An essay that displays tolerance and compliance to constitution
Final draft
Assessment methods + tools
List of main ideas arranged for paragraph development.
Individual
Rubric
Individual
Rubric
ENGLISH LESSON PLAN: Language level: FAL Grade 12 Duration 50 minutes WEEK 5 TOPIC: Nature of bias, prejudice and discrimination (Teacher may use own literature)
LOs, ASs and Sub-skills
LO4 Reading and Viewing AS 3: The learner is able to read and view for understanding and to evaluate critically and respond to a wide range of texts.
SS 2: Recognise and explain the nature of bias, prejudice and discrimination.
Teaching and learning activities
Teacher organizes a text that deals with bias, prejudice and discrimination from a variety of texts e.g. newspaper, magazines or any other media available. S/He makes copies of the text available in class and groups learners according to their mixed abilities ad asks them to read the article.
Learners try to;
Identify who the author/writer of the article is.
What his/her race is
How s/he reports the story.
What words s/he uses to demonstrate bias, prejudice or discrimination
How learners would remove bias in the text so as to make it objective.
Evidence produced
Another article with examples of prejudice and questions asking learners to rewrite the article removing bias, prejudice and discrimination.
Assessment methods + tools
Groups
Memoranda
ENGLISH LESSON PLAN: Language level: FAL Grade 12 Duration 50 minutes WEEK 5 TOPIC: Critical language awareness (Teach in context.)
LOs, ASs and Sub-skills
LO 4: Language AS 3: Develop critical language awareness
SS 1:Explain denotation and connotation and implied meaning.
SS 3: Identify and challenge subtle bias and stereo-typing, emotive, persuasive and manipulative language and produce alternative ways of expression.
.
Teaching and learning activities
Teacher groups learners and gives them an advertisement asking them to look through the advert and pick up/select difficult words. in a dictionary that are taken from a passage
Learners guess the meaning of these words from context and also look them up in the dictionary so as to see the difference in meaning and how the words are used in the text. Learners look at the emotional and figurative language so as to identify how it can influence the meaning.
Teacher asks the learners to view the entire advertisement looking at how language has been used to manipulate and persuade people to buy whatever is being sold.
Learners are asked to restate the advert removing all emotive words.
Evidence produced
Questions on the advertisement
Meaning of words
Assessment methods + tools
Group
Memoranda
ENGLISH LESSON PLAN: Language level: FAL Grade 12 Duration 50 minutes WEEK 6,7,8,9 TOPIC: Prepared Speech
LOs, ASs and Sub-skills
LO 1: Listen & Speaking AS 2: Demonstrate planning & research skills for oral presentations.
SS 1: Research a topic by referring to a wide range of sources.
SS 2: Organise material coherently by choosing main ideas and relevant & accurate details or examples for support.
.
SS 3: Identify and choose appropriate formats, vocabulary & language structures and conventions.
SS 4: Prepare effective introductions and endings
SS 5: Incorporate appropriate visual, audio & audio-visual aids such as charts, posters, photographs, slides, images, music, sound and electronic media.
Teaching and learning activities
Teacher uses YCA guide to explain how speech should be presented and explains the intricacies of speech preparation and presentation. S/He divides the learners into groups and gives out a topic.
Teacher asks learners to collate and arrange information learners collected, organise it such that each main idea constitutes a paragraph and is developed fully.
Learners brainstorm the given topic. They go and research the topic.
Learners collate information and develop main ideas fully
Teacher asks learners to develop vocabulary appropriate to speech as well as structures.
Groups work at developing language structures and format appropriate speech conventions.
Teacher asks learners to prepare the speech developing appropriate introductions and conclusions.
Learners in groups prepare the speech paying attention on developing captivating introductions and breathtaking conclusions.
Teacher asks learners to prepare teaching and learning aids to enhance their presentation.
Learners in groups then prepare audio-visual materials to assist them to present the speech effectively and convincingly.
Note: The last two weeks are spent on speech presentation by each individual and task 3 marks are allocated to each individual learner.
Evidence produced
Researched Information
Collated information
Language structure & proper format
Effective introductory and concluding paragraphs
Speech
Assessment methods + tools
Individual
Rubric
ENGLISH LESSON PLAN: Language level: FAL Grade 12 Duration 50 minutes WEEK 6 & 7 TOPIC: Visual Literacy (Cartoon- See English handbook p.110)
& also Teaching Support material on graphic literacy pp1-27)
LOs, ASs and Sub-skills
LO 2: Reading & Viewing Evaluate the meaning of a wide rage of written, visual, audio and audio-visual texts
SS 1: Fid relevant information and detail in text.
SS 2: Recognise how selections and omissions in texts can affect meaning.
SS 3: Distinguish between fact and opinion and give own responses.
SS 4: Recognise the difference between direct and implied meaning
SS 5: Explain the writer’s/narrator’s/character’s viewpoint and give some supporting evidence from the text.
SS 6: Explain the socio-political and cultural background.
SS 7: Recognise and explain the effect of a wide range of figurative and rhetorical language and literary devices such as metaphor, simile, personification, metonymy, onomatopoeia, symbolism, puns, hyperbole, contrast, caricature, irony, satire, paradox, antithesis and anticlimax on the meaning of the text.
Teaching and learning activities
Teacher divides learners in groups and hands out a cartoon and asks learners to find relevant information and details from text.
Learners go through the text looking for information such as;
Who the characters are, are they true to life, caricatured etc. They also look at speech bubbles and say whether they are thought or speech bubbles. They discuss the speech looking @ the font size of the words and try to say why this font is used in the cartoon.
Teacher asks learners to look more closely at the text to find out if there is any omission of words and then discuss the effect of this.
Learners do as instructed also paying attention to the words selected in the text.
Teacher asks learners to view the text to see if what is presented is fact or opinion
Learners interrogate the text and check for objectivity or subjectivity which may be found and then present their own opinion.
Teacher asks learners to look at meaning trying to find out whether there is direct meaning or underlying/implied meaning.
Teacher asks learners to check whose viewpoint is used in the text and analyse it giving evidence for their findings.
Teacher asks learners to look at background of text and say what it is, giving evidence.
Teacher asks learners to look for devices used in the text.
Learners re-read the text looking for devises used in text and supply evidence.
Evidence produced
Questions on the cartoon or alternatively- another cartoon.
Assessment methods + tools
Individual
Memorandaum
Expanded opportunity
Learners bring own cartoons & do them in groups
ENGLISH LESSON PLAN: Language level: FAL Grade 12 Duration 2 Weeks WEEK 6 & 7 TOPIC: Advertisement (See Teaching Support Material on Graphic Literacy pp28-35)
LOs, ASs and Sub-skills
LO 3: Writing and Presenting AS 1: Demonstrate planning skills for writing for a specific purpose, audience and context
SS 1: Explain the requirements of different tasks.
SS 2: Identify target audience and the specific purpose such as narrating, entertaining, persuading, arguing, explaining, informing, describing and manipulating.
SS 3: Identify & explain the types of texts to be produced such as imaginative, informational, creative, transactional & multi-media texts.
SS 4: Decide on apply the appropriate style, point of view and format of texts.
SS 5: Research topics from familiar sources & record findings.
SS 6: Locate, access, select, organise and integrate relevant data from familiar sources.
SS 8: Develop coherent ideas & organise these by using techniques such as mind maps, diagrams, lists of key words, flowcharts etc.
SS 9: Use some visual and design elements appropriately.
LO 3: Writing & Presenting AS 2: Demonstrate the use of writing for first drafts.
SS 1: Use main supporting ideas effectively from the planning process.
SS 2: Experiment with format and style for creative purpose.
SS 6: Use conjunctions, pronouns and adverbs to ensure cohesion.
LO 3 Writing & Presenting AS 3:Reflect on, analyse & evaluate own work, considering the opinions of others and present final product
SS 1: Use the criteria for overall evaluation of own and others’ writing for improvement.
SS 2: Improve coherence & cohesion in overall structure.
SS 3: Evaluate whether content, style, register and effects are appropriate to purpose, audience and context & adjust where necessary.
SS 7: Prepare a final draft by proofreading & editing
Teaching and learning activities
Teacher forms groups and gives out an advertisement to learners. S/He explains the requirements of an advertisement to learners.
Learners take notes
Teacher asks the learners to identify the target audience (i.e. who is the advert targeting)
Learners identify the target group and go on to say that this is meant to manipulate people into buying the product giving evidence.
Teacher explains to learners the type of text to be produced at the end of the lesson. S/he talks about different types such as imaginative & informational
Learners take notes
Teacher asks learners to go and research topic and come to report
Learners go and research
Teacher asks learners to go and research topic and come to report.
Learners go and research.
Teacher asks learners to do mind-mapping with the information that they have collected
Learners do mind-mapping.
Teacher asks the learners to develop some visuals to accompany the advert
Learners develop the visuals
Teacher, From the researched material, asks learners to have main ideas which will require big font size and which ones will require a smaller font size and how supporting ideas will be phrased.
Learners do what they have been asked to do.
Teacher asks learners to decide on the format and style of the advert.
Learners design the format
Teacher asks the learners to use decorative language for effect.
Learners then think of appropriate decorative language to create cohesion and arouse interest of prospective buyers.
Teacher asks the learners to evaluate their own work
Learners evaluate their own work and also exchange their essays and evaluate that of other groups.
Teacher asks learners to look at cohesion and coherence of the advert
Learners view whether text is coherent and cohesive or otherwise.
Teacher asks learners to look at content, style, register and effects.
Learners do so and adjust where necessary.
Teacher asks learners to write final draft under controlled conditions
Learners write their final drafts & submit them for marking (assessment?).
Evidence produced
A finished advertisement
Assessment methods + tools
Rubric Individually
ENGLISH LESSON PLAN: Language level: FAL Grade 12 Duration 2 Weeks WEEK 6 TOPIC: Parts of Speech (Ensure that this is taught in context)
LOs, ASs and Sub-skills
LO 4: Language As 2: Use structurally sound
Sentences in a meaningful and functional manner.
SS 1: Identify and use parts of speech such as nouns, verbs, pronouns, adjectives and adverbs in a wide range of texts accurately and meaningfully.
SS 2: Use verb forms & auxiliaries to express tense & mood in familiar contexts with increasing accuracy.
SS 3: Use negative form correctly
SS 4: Use subject, object & predicate correctly and construct simple sentences.
SS 5: Recognise & use different sentence types such as statements, questions, commands and instructions correctly
Teaching and learning activities
Teacher forms groups & distributes a passage to learners & ask them to read the text. S/He then asks learners to look up different parts of speech, select & use them accurately & accurately.
Learners do as instructed.
Teacher asks learners to concentrate on verbs and look at tenses and mood.
Learners work on verbs
Teacher asks learners to use negative forms
Learners use negative forms in sentences
Teacher asks learners to use subjects, objects, and predicates correctly
Learners construct simple sentences using subject, objects and predicates
Teacher asks learners to use statements, questions, commands and instructions
Learners follow instructions
Evidence produced Question
Negative Forms
Sentences
Assessment methods + tools
Individually
Memorandaum
ENGLISH LESSON PLAN: Language level: FAL Grade 12 Duration 50 minutes WEEK 7 TOPIC: Comparative & Superlative degree (Ensure that this is taught in context)
(See pages 27-30 English Handbook)
LOs, ASs and Sub-skills
LO 4: Language
AS 1: Identify and explain the meaning of words.
SS 4: Use the comparative & superlative degrees of adjectives and adverbs correctly.
Teaching and learning activities
Teacher looks for a passage dealing with comparative and superlative degrees (it could be in previous years question paper on cloze procedure). S/He then asks learners in groups to decide whether the spaces should be closed using comparative or superlative degrees and explain.
Learners follow instructions
Evidence produced Question on a new passage
Assessment methods + tools
Individually
Memorandaum
ENGLISH LESSON PLAN: Language level: FAL Grade 12 Duration 50 minutes WEEK 8 & 9 TOPIC: Fact & Opinion. (Ensure that this is taught in context)
(See pages 45 English Handbook)
LOs, ASs and Sub-skills
LO 4: Reading & Viewing
AS 1: Evaluate the meaning of a wide range of written visual, audio & audio-visual texts.
SS 1: Find relevant information and detail in texts.
SS 3: Distinguish between fact & opinion and motivate own response.
SS 4: Explain the difference between implied and direct meaning.
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Teaching and learning activities
Teacher forms groups and hands out the comprehension passage “Women are from Venus and men are from Mars”. S/He asks learners to read through the text following the skills for reading a passage in LOo1s, AS 1, SS1-4. S/he also asks learners to find information and detail from text regarding fact and opinion.
Learners do as instructed.
Teacher asks learners to find fact from the text and give evidence why they say it is fact and also opinion.
Learners follow the teacher’s instructions.
Teacher asks learners to look at the different levels of meaning (direct & implied and look at instances where each is used and give evidence.
Learners oblige.
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Evidence produced Questions
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Assessment methods + tools
Groups
Memorandaum
ENGLISH LESSON PLAN: Language level: FAL Grade 12 Duration 50 minutes Term 2 Week 1 TOPIC: Derivatives of Words – Borrowed Words.
LOs, ASs and Sub-skills LO 4: Language
AS 1: Identify & explain meanings of words and use them correctly in a wide range of texts accurately & meaningfully.
SS 5: Recognise how languages borrow from one another.
Teaching and learning activities
Teacher explains that languages are dynamic and exchange words. S/He gives an example with other words that are borrowed from Latin for English. Teacher then asks learners to look up words from the dictionary and look for the origin of those words.
Learners do the exercise using the dictionary (reference; South African Oxford Dictionary) but also look at other derivatives in other languages such as Afrikaans and IsiXhosa.
Learners do the exercise using the dictionary but also look at other derivations in other languages such as Afrikaans to IsiXhosa;
Tafel – itafile
Stoel – isitulo etc
Evidence produced Questions on all three types
Assessment methods + tools
Groups
Memoranda
ENGLISH LESSON PLAN: Language level: FAL Grade 12 Duration 2 Weeks Term 2 TOPIC: Comprehension Work
LOs, ASs and Sub-skills
LO 2: Reading & Viewing
AS 1: Demonstrate various reading and viewing strategies for comprehension and appreciation.
SS 1: Ask questions to make predictions.
SS 2: Skim text to identify main ideas by reading introductions, titles, first paragraphs and introductory sentences of paragraphs
SS 3: Scan texts for supporting ideas.
SS 4: Read fluently & attentively according to purpose & task.
SS 5: Summarise main ideas in point form, sentences & paragraphs.
SS 6: Infer the meaning of unfamiliar words & unfamiliar contexts.
SS 7: Re-read, revise & review to promote understanding.
Teaching and learning activities
Teacher asks learners to predict what they expect to get from the passage.
Learners then predict what the passage is about and report. The predictions are then discussed. follow instructions.
Teacher asks learners to skimreread text ftor main ideas paying attention to title & main passage.
enhance their understanding. Learners read through the text looking for main ideas.
Teacher ask learners to scan the text for supporting ideas.
Learners scan text for supporting ideas
Teacher instructs learners to read fluently according to purpose & task.
Learners do as instructed.
Teacher asks learners to summarise the text in point form learners summarise the passage.
Learners summarise passage.
Teacher direct learners to look for unfamiliar words and get meaning from the text, then direct them to look up exact meanings from the dictionary.
Learners follow instructions.
Teacher asks learners to re-read, revise & review text to promote understanding.
Learners re-read texts as per instruction.
Evidence produced
Main ideas
Supporting ideas
Summary of the passage
Assessment methods + tools
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ENGLISH LESSON PLAN: Language level: FAL Grade 12 Duration 50 minutes Term 2 Week 2 TOPIC: Gender, Plurals & Diminutives (English Handbook p22-25)
LOs, ASs and Sub-skills LO 4: Language
AS 1: Identify & explain meanings of words and use them correctly in a wide range of texts accurately & meaningfully.
SS 5: Use gender, plurals & diminutives of nouns correctly.
Teaching and learning activities
Teacher explains that plurals mean MANY. He gives learners in groups NOUNS in singular and asks them to give their plurals to do baseline exercise.
Learners do as instructed.
Teacher informs learners that GENDER has MASCULINE and FEMINE, NEUTER and COMMON genders (see p24). Teacher then looks at DIMINUTIVES, telling learners that it is about young and old or adult (see p25).
Learners construct sentences.
Evidence produced Questions on all three types
Assessment methods + tools
Groups
Memoranda
ENGLISH LESSON PLAN: Language level: FAL Grade 12 Duration 50 minutes Term 2 Week 5 TOPIC: Sentence Types
LOs, ASs and Sub-skills LO 4: Language
AS 2: Use structurally sound sentences in a meaningful & functional manner.
SS 1: Identify & use parts of speech such as nouns, verbs, pronouns, adjectives & adverbs in a wide range of texts accurately & meaningfully.
SS 2: Use verb forms and auxiliaries to express tense and mood in familiar contexts with increasing accuracy.
SS 4: Use subject, object, & predicate correctly.
Teaching and learning activities
Teacher forms groups and gives each group an extract and ask them to identify parts of speech and write them down.
Learners identify these parts of speech
Teacher then asks learners to use these parts of speech in constructing sentences.
Learners construct sentences.
Teacher explains to learners that there are finite, infinite and auxiliary verbs and ask learners to identify these verb forms from the text.
Learners identify the verb forms and use them in sentences of their own.
Teacher asks learners to identify subjects, objects & predicates and use them create correct & meaningful sentences.
Learners get on with the task creating sound and meaning sentences.
Evidence produced Questions
Assessment methods + tools
Groups
Memoranda
ENGLISH LESSON PLAN: Language level: FAL Grade 12 Duration 3 weeks Term 2 TOPIC:
LOs, ASs and Sub-skills LO 1 Writing & Presenting AS 3: Demonstrate the skills of listening to delivering fluent & expressive oral presentation.
SS 2: Use and respond effectively to tone, voice projection, pace, eye contact, posture & gestures.
SS 4: Demonstrate comprehension of oral texts by recording main & supporting ideas by making notes, checklists, summaries and paraphrases and or by retelling and explaining.
SS 5: Listen critically and respond to questions for clarification.
Teaching and learning activities
Teacher asks learners to divide into groups and listen to the text to be read to tem.
Learners are asked to take notes and also listen to how reading is done noting tone, voice projection, pace etc.
Teacher asks learners to listen to pronunciation so that they can emulate the reader.
Learners listen carefully to the reader and take notes paying particular attention to main and supporting ideas, summarizing and paraphrasing what they listen to.
Teacher ask learners to listen critically and respond to questions and ask for clarities if unclear about something.
The following two weeks of this lesson is taken up by reading. The teacher is supposed to do task 6 as indicated in the Work Schedule.
Evidence produced
Assessment methods + tools
ENGLISH LESSON PLAN: Language level: FAL Grade 12 Duration 3 weeks Term 2 Week 7 TOPIC:
LOs, ASs and Sub-skills LO 3 Writing & Presenting AS 3: Reflect on, analyse, evaluate.
SS 8: Present final draft paying attention to appropriate presentation style such as neatly presented text or striking, colourful poster.
Teaching and learning activities
Teacher explains to learners what a review is;
● A personal response that shows your overall impression of a piece of literature, work of art, restaurant or theatre.
● It is written from a personal point of view & therefore uses the first person pronouns (I, me).
● The present tense is generally used
● Use adjectives & emotive words appropriately to convey thoughts & feelings. The tone may be used to inform and/or entertain the audience.
● Substantiate your viewpoint view references to the text or other reliable sources.
● Comments or technical aspects may be made e.g. lighting and sound.
● A judgement of the subject is made and recoendations may be included.
● Teacher then focuses on book review as follows;
The aim is to offer information about the bok and to instill an interest in it
Book review should briefly discuss the plot, setting & characters but should not be over-explicit.
Reviewer has to take
standpoint & offer his
opinion. Learners, during all this time are taking notes. After that they review any book that they have read using the information given to them.
