department: education province of kwazulu-natal english...

THE PROGRAMME TO IMPROVE LEARNING OUTCOMES

The StablesHollard Campus22 Oxford RoadParktown2193

Tel: +27 11 351 2430/2457

Email: [email protected]

Jik’iMfundo is a programme to improve learning outcomes, funded by the National Education Collaboration Trust, the KwaZulu-Natal Department of Education and others.

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educationDepartment:EducationPROVINCE OF KWAZULU-NATAL

GRADE

ENGLISH

ENDORSED BY

TEACHER TOOLKIT

First Additional Language

6

CAPS Planner and Tracker

ISBN: 978-1-928320-73-9

2018 TERM 3

Grade 6 EFAL Tracker 2018 Term 3 cover 104 KZN.indd 1 3/7/2018 3:16:51 PM

Teacher Toolkit: CAPS Planner and Tracker

English First Additional Language

GRADE 6

2018 TERM 3

Published in 2016, and revised in 2017 and 2018, by Jika iMfundo.Jik’iMfundo is a programme to improve learning outcomes, funded by the National Education Collaboration Trust, the KwaZulu-Natal Department of Education and others.

The Programme to Improve Learning Outcomes (PILO)The Stables, Hollard Campus, 22 Oxford Road, Parktown, 2193Tel: +27 11 351 2430/2457Email: [email protected]

© The National Education Collaboration Trust (NECT)A partnership involving business, civil society, government and labour that strives to improve education outcomes.

The National Education Collaboration TrustGround Floor, Block D, Lakefield Office Park, 272 West Avenue, Centurion, 0163Tel: +27 12 752 6200Email: [email protected]: www.nect.org.za

No part of this publication may be reproduced without prior permission from the NECT. These materials are currently being evaluated and will be improved on the basis of the evaluation.

ISBN: 978-1-928320-73-9

Materials development by the PILO team along with representatives from the districts and province.

Publishing management by The Word Horse, www.wordhorse.co.zaDesign and typesetting by COMPRESS.dsl, www.compressdsl.com

CONTENTS

A. About the Planner and Tracker_____________________________________ 2

1. Your quick guide to using this planner and tracker ______________ 2

2. Purpose of the tracker ______________________________________ 4

3. What the tracker does ______________________________________ 4

4. Links to the approved sets of LTSMs __________________________ 4

5. Links to assessment ________________________________________ 4

6. The structure of the tracker __________________________________ 7

7. Reflection _________________________________________________ 8

8. Managing time ____________________________________________ 8

B. Broad Guidelines for Lesson Planning and Preparation ______________ 8

C. Trackers for Each Set of Approved LTSMs __________________________ 9

1. Headstart English (Oxford University Press) ___________________ 10

2. Interactive English (St Mary’s Interactive Learning Experience) __ 21

3. Platinum English First Additional Language

(Maskew Miller Longman) ____________________________________ 33

4. Solutions for All English First Additional Language (Macmillan) _ 44

5. Study and Master English First Additional Language

(Cambridge University Press) _____________________________ 55

6. Successful English (Oxford University Press) __________________ 66

7. Top Class English First Additional Language (Shuter & Shooter) _ 77

8. Via Afrika English First Additional Language

(Via Afrika Publishers) ____________________________________ 88

D. Appendix _______________________________________________________ 99

Working with words and sentences: Tenses _____________________ 99

2 Grade 6 English First Additional Language

A. ABOUT THE TRACKER AND RESOURCES

1. Your quick guide to using this planner and tracker

What is Jika iMfundo and where do I fit in?

But who will help me?

What you do matters! What you do every day as a teacher can change the life-chances of every child that you teach. Jika iMfundo is a campaign that supports teachers by providing CAPS planners and trackers so that teachers can plan to cover the curriculum, track progress, and seek help when they are falling behind.

Jika iMfundo will work with your school management team (SMT) and assist them to have supportive and professional conversations with you about curriculum coverage that will be orientated to identifying and solving problems.

I have looked at the planner and tracker. It goes too fast!

How do I use the planner and tracker?

The CAPS planner and tracker is an expanded ATP. It helps you pace yourself as if you were able to cover everything in the ATP/CAPS. When you fall behind because time has been lost, or because the learners are progressing slowly, you need to confidently discuss this with your teaching team without feeling blamed. The pace of coverage will be determined by the pace of learning. That is why coverage must be tracked by the teacher and the SMT.

See the "Quick 5-step Guide to Using theCAPS Planners and Trackers" on the opposite page.

Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 3

The CAPS planners and trackers also provide guidelines for assessment with samples, and may also have enrichment and remedial suggestions. Read the introduction pages carefully for a full explanation.

QUICK 5-STEP GUIDE TO USING THE CAPS PLANNERS AND TRACKERS

1. Find the textbook that YOU are using.

2. Use the planning page each week to plan your teaching for the week. It will help you link the CAPS content and skills to relevant material in the textbook, the teacher's guide, and other materials such as the DBE workbook.

3. Keep a record of the date when you were able to complete the topic. It may be different from the date you planned, and for different classes. Write this date in the column on the right for your records.

4. At the end of the week, reflect and check if you are up to date. Make notes in the blank space.

5. Be ready to have a professional and supportive curriculum coverage conversation with your HoD (or subject or phase head).

If this is a campaign, who is part of it?

All teacher unions in KwaZulu-Natal support Jika iMfundo because they believe it will help teachers in their work. The district director, circuit managers and subject advisers are leading Jika iMfundo in your district because they believe that we can improve learning if we improve curriculum coverage. You, as a teacher, and your colleagues on the staff and the SMT of the school are invited to join Jika iMfundo. Because what you do matters.

If you see mistakes in the planners and trackers, please send details of these to [email protected].

If you would like to be kept informed about developments in Jika iMfundo, send the following information to [email protected]:

• your cell phone number • the grade/s you teach• the subject/s you teach.

We will add you to a WhatsApp group that will operate in your circuit.

Look for Jika iMfundo on Facebook.


2. Purpose of the tracker

The purpose of the tracker is to support you, the teacher, in your classroom. The tracker provides the following: a) the programme of work to be covered daily for each two-week cycle, which fulfils

the Curriculum and Assessment Policy Statement (CAPS) content requirements in relation to the approved Learning and Teaching Support Materials (LTSMs);

b) an indication of the requirements of the formal assessment programme and where this fits into the teaching programme; and

c) a space for reflection on work done to help you stay on track and to encourage on-going improvement in your practice and collegial discussion.

3. What the tracker does

The tracker attains its purpose by:

Linking the time frames, the required skills and content, and the programme for assessment as stated in the CAPS document to the LTSMs, namely, Learner’s Books (LBs), Teacher’s Guides (TGs) and Core Readers (CRs)/Reading Books (RBs) for each of eight sets of books on the approved list.

In addition, the tracker indicates the relevant activities in the Department of Basic Education (DBE) workbook. These can be used as additional activities for learners who need extra support in the specific topic or learners who need a challenge. The pages referenced are from the 2017 DBE workbook. Slight adjustments might be needed if you are using a DBE workbook published in a different year.

4. Links to the approved sets of LTSMs

There is a tracker for each of the LBs on the list of approved books on the national catalogue. You must therefore refer to the tracker for the book that is used in your school. If you have any additional books, you can use these to supplement and enrich your lessons. For each LB, the links to the relevant pages in the TG and the CR/RB are given.

In those schools where the CR/RB is not available, use the many texts provided in the DBE workbook for independent reading.

In each set of materials, the TG describes how to use the LB with the learners in your classes. Most of the TGs provide answers and assessment suggestions for all the activities, some provide answers for selected activities and general guidelines for

assessing other activities, and a few only offer assessment guidelines for the required FAT. It is very important to be thoroughly familiar with the TG and to follow it.

Please note that each LTSM is published as a set. Listed below is what each set is made up of: 1. Headstart English (Oxford University Press): LB, TG, Reader, Teacher Resource CD.2. Interactive English (St Mary’s Interactive Learning Experience): LB, TG, CR.3. Platinum English First Additional Language (Maskew Miller Longman): LB, TG,

Reader, Extension and Remediation Worksheet Book, Audio CD.4. Solutions for All English First Additional Language (Macmillan): LB, TG, Reader.5. Study and Master English First Additional Language (Cambridge University Press):

LB, TG, CR.6. Successful English (Oxford University Press): LB, TG, RB, Teacher Resource

CD, poster.7. Top Class English First Additional Language (Shuter & Shooter): LB, TG, Reader,

Teacher Resource CD, posters.8. Via Afrika English First Additional Language (Via Afrika Publishers): LB, TG, Reader,

Teaching Toolkit CD, poster.

The trackers are based on the latest print editions of the eight approved LBs. It is important to note that page numbers may differ slightly from other print runs of the same book. If the page numbers in your edition are not exactly the same as those given in the tracker, you should use the activity/exercise numbers given in the tracker to guide you to the correct pages.

5. Links to assessment

It is a CAPS requirement that you conduct informal daily assessment. It is important to note that informal assessment is not seen as separate from the learning activities taking place in the classroom. Equally important in informal assessment is that you give feedback to learners (CAPS p. 94).

Suggestions for informal assessment are given in most of the TGs. These have been shown in the tracker by the symbol (#) next to the page number in the TG pp. column. In some of the guides, informal assessment is included for every lesson, and in others there are two to three informal assessments per week, and in a few there are none. Please note that in those TGs where informal assessment has been offered but is not included in the daily lesson plans, the suggestions can be found in a separate assessment section of the TG.


As in Term 1, two formal assessment tasks (FATs) are required in Term 3. The FAT is made up of a number of activities as shown in Table 1 below. These are as given in the CAPS document (p. 100).

Note: It is possible that the formal assessment requirements published in CAPS will change in response to Circular S1 of 2017. However, at the time of printing this tracker, no updated information was available. When you receive official notification of changes, please adjust the programme here and in the trackers accordingly.

Table 1: PROGRAMME OF FORMAL ASSESSMENT FOR TERM 3

TASK 1: Formal Assessment (FAT)

Topic Weighting

• Delivers a short talk/retells a story 15%

• Reads aloud a prepared text 10%

• Language Structures and Conventions in context 15%

• Reading comprehension of information text with visuals/story/poem 20%

• Reflects on text read independently 10%

• Completes visual text/makes a mind map summary/writes a simple story with dialogue 30%

100%

TASK 2: Formal Assessment (FAT)

Topic Weighting

• Takes part in a conversation/play 20%

• Reading comprehension of procedural text/information text/ a play 30%

• Language Structures and Conventions in context 20%

• Writes information text/short dialogue or play script with a frame 30%

100%

In the TG for each of the eight listed LTSMs, details of each FAT are set out. In the tracker for each LTSM, the recommended FATs are listed in bold in the CAPS column of the tracker. In addition, in the table below you will find details of the recommendations for the FATs included in each set of LTSMs. You thus have a double check on when your TG and LB recommend that formal assessment should take place.

Note: In some LTSMs – for example Interactive English, Platinum and Successful English – more assessment activities have been given than required by the CAPS. If an AND is shown between two activities, it means that the LB writers recommend that you do both. The marks have been weighted accordingly. Where an OR is shown, it means that you can select one of the alternatives given. Your learners could do more than one if there is time and you think they need the extra work. In this case, ensure that your marks are weighted correctly. You could also use the additional assessment activities for informal assessment.

Table 2: FORMAL ASSESSMENT TASK 1 AND TASK 2 IN THE LTSMs

LTSM TASK 1 TASK 2

Headstart English Week 1: Reflects on a text read independently RB p. 74, TG pp. 115–116Week 3: Reads prepared text aloud LB pp. 97–98, TG p. 120Week 3: Reading comprehension (information text with visuals)

LB p. 96, TG pp. 118–119Week 3: Language structures LB p. 96, TG p. 119 AND Week 4: Language structures LB p. 98, TG p. 120Week 4: Delivers a short talk LB p. 102, TG p. 122Week 4: Completes a visual text LB p. 101, TG p. 122

Week 9: Takes part in a conversation LB pp. 126–127, TG p. 142 ANDWeek 10: Takes part in a play LB p. 128, TG p. 142Week 10: Reading comprehension (a play) LB p. 125, TG pp. 139–140Week 10: Writes a short play LB p. 127, TG p. 142Week 10: Language structures LB p. 126, TG p. 141



LTSM TASK 1 TASK 2

Interactive English

Week 3: Delivers a short talk LB p. 146, TG p. 112 ORWeek 5: Retells a story LB p. 160, TG p. 121Week 3: Reads prepared text aloud LB p. 148, TG p. 112Week 1: Comprehension (story) LB pp. 135–137, TG p. 103 ORWeek 3: Comprehension (information text) LB pp. 111–112, TG p. 145 AND Week 3: Comprehension (information text LB pp. 114–115, TG p. 147 ORWeek 6: Comprehension (poem) LB pp. 165–166, TG p. 124Week 4: Reflects on texts read independently LB p. 153, TG p. 115 ORWeek 10: Reflects on text read independently CR pp. 69–75, TG p. 144Week 4: Completes a visual text LB p. 155, TG p. 117 ORWeek 5: Writes a story LB pp. 171–172, TG p. 127Week 2: Language structures LB pp. 140–141, TG pp. 105–106 ORWeek 4: Language structures LB pp. 154–155, TG p. 115 ORWeek 5: Language structures LB p. 168, TG pp. 125–126

Week 7: Listens to and carries out instructions LB p. 173, TG p. 131 ORWeek 9: Takes part in a conversation LB p. 192, TG p. 140 ORWeek 10: Takes part in a play LB p. 194, TG p. 142Week 7: Comprehension (procedural text) LB pp. 179–180, TG p. 134 ORWeek 8: Comprehension (information text) LB pp. 181–182,

TG pp. 134–135 ORWeek 10: Comprehension (play) LB p. 197, TG pp. 143–144Week 8: Writes an information text LB p. 188, TG p. 138 ORWeek 10: Writes a play script LB pp. 203–204, TG p. 146Week 7: Language structures LB p. 186, TG p. 137 ORWeek 9: Language structures LB p. 201, TG p. 145

Platinum English First Additional Language

Week 1: Retells a story LB p. 98, TG p. 127Week 1: Reads prepared text aloud RB pp. 44–45, TG p. 129Week 2: Reflects on text read independently RB p. 45, TG p. 129Week 3: Comprehension (information text) LB pp. 111–112, TG pp. 145 ANDWeek 3: Comprehension (information text) LB pp. 114–115, TG p. 147Week 3: Completes a visual text LB p. 114, TG p. 145Week 4: Language structures LB p. 113, TG pp. 148–149

Week 7: Listens to and carries out instructions LB p. 130, TG p. 169Week 7: Writes an information text LB pp. 138–139, TG pp. 173–174, 180Week 7: Comprehension (procedural text) LB p. 133, TG p. 170 ANDWeek 8: Comprehension (information text) LB p. 135, TG p. 177 AND

LB pp. 134–136, TG pp. 177–179 Week 8: Language structures LB p. 133, TG pp. 171–172 AND

LB p. 137, TG p. 179

Solutions for All English First Additional Language

Week 3: Delivers a short talk LB p. 104, TG p. 149Week 3: Comprehension (information BUT no visuals) LB pp. 108–109,

TG p. 156Week 4: Language structures * LB p. 111, TG p. 157Week 5: Reflects on texts read independently LB p. 117, TG p. 167Week 5: Writes a story LB p. 121, TG p. 172Week 6: Reads prepared text aloud CR pp. 27–31, TG p. 176

Week 7: (Listens to- omitted) and carries out instructions LB p. 133, TG p. 184

Week 7: Writes information text LB p. 134, TG pp. 184–185Week 8: Comprehension (information text) LB pp. 126–128, TG p. 182Week 10: Language structures LB p. 143, TG p. 195

Study and Master English First Additional Language

Week 6: Delivers a short talk LB p. 144, TG Assessment section pp. 18–19Week 6: Reads prepared text aloud LB p. 144, TG Assessment section p. 19Week 6: Comprehension (poem) LB pp. 144–145, TG Assessment section p. 19Week 6: Reflects on text read independently LB p. 144, TG Assessment

section p. 20Week 6: Language structures LB p. 145, TG Assessment section p. 19Week 6: Writes a simple story LB p. 145, TG Assessment section p. 19

Week 10: Takes part in a play LB p. 167, TG Assessment section pp. 20–21Week 10: Comprehension (play) LB pp. 167–168, TG Assessment section p. 21Week 10: Language structures LB p. 168, TG Assessment section p. 21Week 10: Writes a play script LB p. 168, TG Assessment section pp. 21–22



LTSM TASK 1 TASK 2

Successful English Week 4: Delivers a short talk LB p. 126, TG p. 119Week 3: Comprehension (information text) LB pp. 121–123,

TG pp. 116–117 ANDWeek 5: Comprehension (story) LB pp. 133–135, TG p. 124Week 4: Reads a prepared text aloud LB p. 127, TG p. 119Week 4: Reflects on texts read independently RB pp. 83–85, TG p. 120Week 3: Completes a visual text LB p. 125, TG p. 118Week 3: Language structures LB p. 123, TG p. 117 ANDWeek 5: Language structures LB p. 135, TG p. 124

Week 10: Takes part in a play LB p. 165, TG pp. 139–140Week 9: Comprehension (play) LB pp. 156–158, TG pp. 136–137Week 10: Writes a play script LB pp. 164–165, TG p. 139Week 9: Language structures LB p. 158, TG pp. 136–137

Top Class English First Additional Language

Week 5: Retells a story LB p. 102, TG p. 108Week 5: Comprehension (story) LB pp. 100–102, TG p. 107 ANDWeek 6: Comprehension (poem) LB pp. 103–104, TG p. 109Week 5: Reads prepared text aloud LB pp. 100–102, TG p. 107Week 6: Reflects on text read independently RB any, TG p. 110Week 5: Writes a story LB pp. 105–106, TG pp. 110–111Week 6: Language structures LB pp. 107–108, TG p. 112

Week 9: Comprehension (play) LB pp. 121–124, TG pp. 122–125Week 10: Performs a play (X2) LB p. 124, TG pp. 125–127Week 10: Writes a play script LB pp. 124–125, TG p. 127Week 9: Language structures LB pp. 126, 127, TG pp. 128–129, 129–130

Via Afrika English First Additional Language

Week 5: (Part 2) Reads prepared text aloud LB p. 131, TG pp. 189–190Week 5: (Part 6) Writes a story LB p. 131, TG pp. 190–191Week 5: (Part 4) Comprehension (story) LB p. 130, TG pp. 188–189Week 6: (Part 1) Retells a story LB p. 127, TG pp. 186–187Week 6: (Part 3a–b)Language structures LB pp. 132, 136–137, TG pp. 191, 195Week 6: (Part 5) Reflects on text read independently LB p. 137, TG p. 195

Week 9: (Part 1)Takes part in a conversation LB p. 149, TG p. 210Week 9: (Part 2a and 2b) Comprehension (procedural and play)

LB pp. 152–153, TG pp. 211–212Week 9: (Part 4) Writes a play script LB p. 153, TG p. 213Week 9: (Part 3a and 3b) Language structures LB pp. 154–155, TG p. 214Week 10: (Part 3c) Language structures LB p. 157, TG p. 218

6. The structure of the tracker

There is a tracker for each set of EFAL Grade 6 LTSMs on the National Catalogue.

Each tracker has the following columns: 1. Number: This refers to the lesson. The content has been divided into five lessons

per week. 2. CAPS: References to the CAPS document are given. Each entry shows the relevant

page number (in bold font) in the CAPS document for your easy reference. 3. Activity: The number/heading of the relevant activity in the LB is given.4. LB/RB/pages: Listed here are the page numbers for the activity in the LB, RB or CR.

5. TG pages: This refers to the page numbers in the TG. Where a (#) is found next to the page number, it means that there is a suggestion for informal assessment.

6. DBE pages: This refers to the page reference in the DBE workbook for the activity relevant for that lesson.

7. Date completed: Enter the date when you have completed the work referred to in that line.

8. Reflection: This space allows you to think about and evaluate the lessons you have taught. See Section 6 Reflection below for more details.

Terms used in the CAPS column have been abbreviated as follows: • Listening and Speaking = L&S


• Reading and Viewing = R&V• Writing and Presenting = W&P• Language Structures and Conventions = LSC.

LSC have been subdivided as follows: • LSC: Spelling • LSC: Working with words and sentences• LSC: Vocabulary in context.

7. Reflection

Remember that an important part of your professional development is reflecting. Reflection involves thinking about and evaluating the lessons you have taught. This enables you to help the learners in your class to learn effectively.

At the end of each week there is space in the tracker for you to reflect briefly on what you were pleased about in the week’s lessons (e.g. what the learners achieved; how well you explained something) and what you think could be improved on (e.g. learners’ participation in a particular discussion).

Sometimes you may find it difficult to manage all the work that the CAPS and the LB require you and the learners to do each week. By noting the date on which you and the learners complete the work required for a particular week, you will be able to see whether you are on track. If you are not, you should discuss with your colleagues and head of department what you could do to catch up. For example, you can discuss when and how to integrate different language skills.

The tracker includes some guiding questions at the end of each week’s teaching for you to use in evaluating your lessons. Below are some general questions that you can also use for your evaluation and reflection:

• Was my lesson preparation inadequate/adequate/excellent? For example: Did I understand the content fully, so that I could teach both knowledge and skills effectively? Did I have all the resources I needed?

• Were the main purposes of the lesson achieved? For example: Did all/some/only a few learners demonstrate that they understood the knowledge and/or skills that were the focus of the lesson?

• Was the time allocated to particular learning activities sufficient or insufficient (either too long or too short)?

• What additional support do weaker learners need?

• What can I do to extend the knowledge and skills of the most advanced learners?

• Next time I teach the same content, what might I do in the same way and what might I do differently?

8. Managing time

The CAPS specifies that EFAL should be allocated five hours per week in Grade 6. In the tracker, this time has been divided into five daily lessons of one hour each. Your school’s timetable might allocate time for EFAL differently. In this case, you need to plan each lesson with this in mind but in a manner that still ensures that the work set for the week is covered. If for any reason you miss a lesson or do not complete the work set for it, you need to find a way to get back on track, so that the curriculum is covered. You might, for instance, set learners additional homework or do fewer examples in an activity. Do remember that your head of department and peers are resources to assist you in this.

Please note the following that will have an impact on your lesson planning:

This tracker is designed for a third term that is 11 weeks long. The CAPS specifies content for ten weeks. It is therefore suggested that Week 11 be used to catch up on work not completed if necessary, and for revision and consolidation. If you use the tracker in a year when the third term is of a different length, you will need to adjust the programme accordingly. You should check this at the start of the term.

B. BROAD GUIDELINES FOR LESSON PLANNING AND PREPARATION

Planning for a lesson involves drawing up a plan of action. A good quality lesson plan should include the following:

• Introduction (focus of the lesson)• Sequenced content and activities for learners to work on individually or in

groups• Conclusion• Homework activities to consolidate the learning of the day or to prepare for

the next day’s lesson where possible.

The plan is the starting point for the additional work you need to do in order to prepare a good quality lesson.


Lesson preparation involves going through your lesson plan and making sure that you are ready to teach according to the plan. Preparation for an English lesson involves:

• Making sure that you understand every aspect of the content knowledge and skills addressed in the lesson – this includes reading any texts that learners will be using

• Working through each of the learner activities• Noting alternative answers where necessary• Checking the cognitive levels of the questions you ask • Making notes on possible learner difficulties in relation to the activities• Ensuring that any resources you need to use in the lesson are available

(e.g. dictionary, pictures, newspapers, magazine articles)• Deciding how you will pair/group your learners• Checking in your TG and LB for enrichment/challenge activities for learners

who have completed their work and/or need a challenge• Consulting an alternative LB and TG if the content in your book is inadequate• Referring to the Appendix (Section D) for additional activities on tenses • Seeing where there are remedial and support activities for learners who

have barriers to learning. The DBE has published some excellent materials to support you in working with learners with learning barriers. Two such publications are:

− Directorate Inclusive Education, Department of Basic Education (2011) Guidelines for responding to learner diversity in the classroom through curriculum and assessment policy statements. Pretoria. www.education.gov.za, www.thutong.doe.gov.za/InclusiveEducation

− Directorate Inclusive Education, Department of Basic Education (2010) Guidelines for inclusive teaching and learning. Education White Paper 6. Special needs education: Building an inclusive education and training system. Pretoria. www.education.gov.za, www.thutong.doe.gov.za/InclusiveEducation

Thorough preparation gives you confidence, and in turn confidence enables you to be flexible should the need arise. It is important that you consult a TG for Grade 6 EFAL for guidance on the preparation of each lesson.

C. TRACKERS FOR EACH SET OF APPROVED LTSMs

Note: Throughout these trackers: • Suggested informal assessment activity is indicated with (#)• L&S: Practice of short L&S activities should be included for five to ten

minutes each day (CAPS p. 9). Where the LB and TG include suggested L&S activities for practice, the relevant pages are noted. Where L&S daily practice activities are not suggested in the LTSMs your learners have, you could: a) use the activities suggested in some of the other LTSMs; orb) use activities that you might know of yourself; orc) use the suggested activities given at the end in Appendix A of Term 1.

• Where an activity given in the LB is not in the CAPS, this is indicated with *, and where the activity is not in the CAPS for that particular cycle, this is indicated with **. These activities could be used as additional activities for those learners who have completed their work. If the activity has been covered in a different cycle, make a note to come back to it when it is listed in the CAPS.


1. Headstart English (Oxford University Press)

Note 1: As L&S daily practice activities have not been included, see Appendix A of the Term 1 tracker.Note 2: There is a suggested informal assessment for every activity that is not a FAT.

HEADSTART Week 1 Theme 10: Let’s perform (1)

No. CAPS Activity LB/RB pp.

TG pp.

DBEpp.

Class

Date completed

1 L&S: Listens to a story – notes relevant information, answers questions, discusses key character, summarises; p. 80

1: no. 11: no. 2

1: no. a–h

LB 85You read: Text 10a

LB 170

110–111 (#)

2 R&V: Reads a story – pre-reads and reads; p. 80 2a: no. 1–22b: no. 1–3

LB 86–87 111 (#)

3 R&V: Reads a story – re-reads, answers questions, identifies and discusses setting and characters, gives personal response; p. 80

2c: no. 1a–c, 2–8a–b, 9

LB 86–87 111–112 (#) 2–3, 4–5

LSC: Working with words and sentences – synonyms, antonyms*, present progressive*, connecting words (cause and effect), adds -s for plurals; p. 80

3: no. 1–4a–c, 5a–c, 6

LB 88 113 (#) 5, 26, 62

9

4 L&S: Practises listening and speaking – performs a poem; p. 80 10: no. 1–2 LB 92 115 (#)

5 R&V: Independent reading – reads and reflects; p. 80FAT RB p. 74, TG pp. 115–116

Reads: Donovan learns to danceAct. 1 and reads

The foxtrotAct. 2

RB 70–73RB 74RB 75

115–116 (#)

Reflection

Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand or do? What will you do to support or extend learners? Did you complete all the work set for the week? If not, how will you get back on track?

What will you change next time? Why?

HOD/Subject head: Date:


HEADSTART Week 2 Theme 1: Let’s perform (2)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Listens to oral descriptions – identifies action, notes relevant information; p. 80

4: no. 1–85: no. 1–3

LB 88LB 89

113 (#)You read: Text 10bLB 171

2 R&V: Reads personal letters – pre-reads, reads,identifies features of the text and main ideas, answers questions; p. 80

6a: no. a–b6b: no. 1, 2a–e,

3a–b

LB 89 113 (#)

3 LSC: Working with words and sentences – proper nouns, future tense; p. 80

7: no. 19

LB 90LB 91

114 (#)114–115 (#)

9

4 W&P: Writes a diary entry; p. 80 8: no. 1–5 LB 90–91 114 (#)

5 R&V: Independent reading – reads and reflects; p. 80 Reads: Donovan’s diary Act. 3 and reads A letter

Act. 4

RB 76–77RB 15RB 78RB 79

116 (#) 8–9

Reflection





HEADSTART Week 3 Theme 11: Our changing world (1)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Listens to a simple talk on an issue – pre-listens, listens, answers questions, and main ideas, gives own opinion; p. 81

1: no. 1, 2, 3a–e LB 93 117–118 (#)You read: Text 11LB 171

18

2 R&V: Reads an information text with visuals – pre-reads, reads; p. 81 2a: no. 1, 2a–b2b: no. 1–3

LB 94 118 10, 12, 17, 20,24

3 R&V: Reads an information text with visuals – re-reads text, answers questions; p. 81FAT LB p. 96, TG pp. 118–119

2c: no. 2a–b, 3–11 LB 94–96 118–119 11,13,21–22,

25

4 LSC: Words from text;Working with words and sentences – a and the before nouns; p. 81FAT LB p. 96, TG p. 119

3: no. 13: no. 2

LB 96 119

R&V: Reads an information text with visuals – mind map summary of text; p. 81

4: no. 1–2 LB 97 119 (#)

5 R&V: Practises reading – reads aloud in pairs; p. 81FAT LB pp. 97–98, TG p. 120

5: no. 1, 2 a–d, 3 LB 97–98 120

Reflection





HEADSTART Week 4 Theme 11: Our changing world (2)


TG pp.

DBE pp.

Class

Date completed

1 W&P: Completes a visual; p. 81 7 LB 99 120

2 L&S: Collects information (survey) – selects questions, asks and answers questions, organises content; p. 81

9: no. 1, 2a–b, 3 LB 100 121 (#) 29, 57

3 LSC: Working with words and sentences – adjectives; p. 81FAT LB p. 98, TG p. 120

6: no. 1a–e, 2 LB 98 120

R&V: Independent reading – reads and reflects; p. 81 Reads: Climate change

Act. 1

RB 80–81RB 81

123 (#)

4 W&P: Writes a report and transfers text to graphic form (pie chart); p. 81 LB p. 101, TG pp. 121–122

10: no. 1a–c, 2, 3, 4

11: no. 1–7

LB 100LB 101

121–122122

31

5 L&S: Talks about an issue after preparation – selects topic, organises content, stays on topic; p. 81FAT LB p. 102, TG p. 122

12: no. 1a–c, 2, 3,4a–d, 5, 6

LB 102 122 28

R&V: Does a word puzzle – spells and explains words correctly; p. 81 13: no. 1–3 LB 102 122

Reflection





HEADSTART Week 5 Theme 12: Friends and friendship (1)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Listens to a story – listens, answers questions, gives personal response, expresses opinions, suggests alternative ending; p. 82

1: no. 11: no. 2

1: no. 3a–e

LB 103 124–125 (#) You read:Text 11 LB 171

2 R&V: Reads a story – pre-reads, reads; p. 82 2a: no. 1–22b: no. 1–3

LB 104–105 125

3 R&V: Reads a story – re-reads, answers questions, identifies message; p. 82

2c: no. 1a–e, 2 LB 104–105LB 106

126 (#) 38, 40, 42–43

4 R&V: Practises reading – reads aloud; p. 82 2d LB 106 126 (#) 40

5 LSC: Working with words and sentences – simple past tense, past progressive tense, personal and possessive pronouns; p. 82

3: no. 1–46: no. 1, 2a–d

LB 106LB 108

126 (#)127 (#) 49

Reflection





HEADSTART Week 6 Theme 12: Friends and friendship (2)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Retells a story – sequences points, uses tenses introduced previously; p. 82

4: no. 1, 2 LB 107 126 (#)

2 W&P: Writes a story; p. 82 7: no. 1, 2, 3a–g, 4, 5a–c

LB 109 128 (#) 44

3 LSC: Working with words and sentences – comparative and superlative adjectives; p. 82

8: no. 1, 2a–f, 3 LB 110 128 (#) 37

R&V: Independent reading – reads and reflects; p. 82 Reads: Lebohang’s idea

Act. 1

RB 84–89RB 89

130 (#)

4 L&S: Practises listening and speaking – listens and performs a poem; p. 82

9b10

LB 111LB 111

129 (#)

5 W&P: Writes for fun; p. 82 11 LB 112 129 (#) 46, 48

R&V: Independent reading – reads and reflects; p. 82 Reads: A valentine for

NdilekaAct. 2

RB 90–93RB 93

130 (#)

Reflection





HEADSTART Week 7 Theme 13: Building homes (1)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Listens to a description – pre-listens, listens, listens for keywords, summarises in a mind map; p. 84

1: no. 1, 2, 3a–b,4a–e

LB 113 131–132You read: Text 13a

LB 171–172

2 R&V: Reads a procedural text – pre-reads, reads, discusses details, format and sequence of words, follows instructions; p. 84

2a: no. 1–2a–c2b

2c: no. 1a–b, 2, 3a–c, 4, 5a–c,

6a–c

LB 114LB 115

132 (#) 33, 52, 53, 54–55,

58–59

3 LSC: Working with words and sentences – adjectives; p. 84 3: no. 1, 2a–f LB 116 133 (#) 56

R&V: Independent reading – reads and reflects; p. 84 Reads: How to make

bricksAct. 2

RB 96RB 97

137 (#)

4 R&V: Reads an information text across the curriculum (report) – pre-reads, reads, interprets visuals, answers questions; p. 82

4a: no. 1–24b

4c: no. 1–10

LB 116–117LB 117

133 (#) 20–21, 22, 24–25

5 W&P: Writes a mind map summary of a short text; p. 82 5: no. 1, 2a–b LB 118 134 (#)

Reflection





HEADSTART Week 8 Theme 13: Building homes (2)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Listens to and carries out instructions – discusses details and sequence; p. 84

6: no. 1–2 LB 118 134 (#)You read: Text 13b LB 172

53

2 R&V: Reads a procedural text – pre-reads, reads, answers questions, follows instructions; p. 84

7: 1, 2, 3a–c LB 119 135 (#)

3 W&P: Writes an information text (report); p. 84 8: no. 1–4, 5a–b, 6a–g

LB 120 135 (#)

4 W&P: Writes an information text (report); p. 84 8: no. 7–8 LB 120 135 (#)

L&S: Listens to and follows instructions – partners read and follow each other’s instructions; p. 84

9: no. 1–2 LB 120 136 (#) 53

5 R&V: Independent reading – reads and reflects; p. 84 Reads: Making bricks Act. 1 and The house that Jack built Act. 4

RB 94–95RB 95

RB 100–101RB 101

136137

Reflection





HEADSTART Week 9 Theme 14: Ordinary lives (1)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Participates in conversation on familiar topic – listens, answers questions, expresses opinions; p. 85

1: no. 1, 2,3a–c

LB 121 138 (#)You read: Text 14LB 172

2 R&V: Reads a play – pre-reads, reads; p. 85 2a: no. 1–22b: 1–3

LB 122–124 139 60–61

3 R&V: Reads a play – re-reads, discusses character, setting, action and performs; p. 85FAT LB p. 125, TG pp. 139–140

2c: no. 1–7 LB 125 139–140 60–61

W&P: Writes a short play script; p. 85 2d: no. 1–2 LB 125 140 64

4 L&S: Participates in a conversation on a familiar topic – sustains conversation, expresses opinions; p. 85LB pp. 126–127, TG p. 142

3: no. 1–4 LB 126–127 142

5 R&V: Independent reading – reads and reflects; p. 85 Reads: Wrong directions:

a short playAct. 1

RB 102–104RB 104

143

Reflection





HEADSTART Week 10 Theme 14: Ordinary lives (2)


TG pp.

DBE pp.

Class

Date completed


5: no. 1–3 LB 126 141

R&V: Practises reading – reads aloud in groups; p. 85 4: no. 1–4 LB 126 141 (#)

2and

3

W&P: Writes a play; p. 85 FAT LB p. 127, TG p. 142

6: no. 1–4a–h, 5, 6 LB 127 142 64

4 L&S: Performs a simple play – uses appropriate content, sensible story line, speaks clearly; p. 85FAT LB p. 128, TG p. 142

7: no. 1–7 LB 128 142 62, 65, 66

5 W&P: Records words and their meanings in a personal dictionary; p. 85 8: no. 1–2 LB 128 143

R&V: Independent reading – reads and reflects; p. 85 Reads: But we are so alike!

Act. 2

RB 105–107RB 107

144 (#)

Reflection





HEADSTART Week 11 Catch-up and consolidation – Plan your week

End-of-term reflection

Think about and make a note of: 1. Was the learners’ performance during the term what you had expected and hoped

for? Which learners need particular support with EFAL in the next term? What strategy can you put in place for them to catch up with the class? Which learners would benefit from extension activities? What can you do to help them?

2. With which specific topics did the learners struggle the most? How can you adjust your teaching to improve their understanding of this section of the curriculum in the future?

3. What ONE change should you make to your teaching practice to help you teach more effectively next term?

4. Did you cover all the content as prescribed by the CAPS for the term? If not, what are the implications for your work on these topics in future? What plan will you make to get back on track?



2. Interactive English (St Mary’s Interactive Learning Experience)

Note 1: Daily practice activity for Day 1–5 indicated only on Day 1 of each week.Note 2: There are no suggested informal assessments for this book; however, there are a number of alternatives given for formal assessment.

INTERACTIVE ENGLISH Week 1 Theme 10: Deserts (1)

No. CAPS Activity LB/RB/CR pp.

TG pp.

DBE pp.

Class

Date completed

1 L&S: Daily practice − performs a poem, answers questions; p. 80

4: Group work no. 1–3 LB 134 101

L&S: Listens to a story – pre-listens, listens, answers questions, discusses key characters, notes relevant information, summarises; p. 80

1: Group work no. 1–5Pair work no. 1–2

LB 129 98–99You read: How the

desert was formed in Australia

NB: Background information 97

2 R&V: Reads a story – pre-reads, reads, answers questions, identifies and discusses key characters and setting, gives opinion, relates to own life; p. 80LB pp. 135–137, TG p. 103

6: Group work no. 1–7 LB 135–137 103 2–3, 4–5

3 and

4

W&P: Records words and their meanings in personal dictionary; p. 80

5: Vocabulary LB 135 101

LSC: Spelling – add -s to form most plurals;Working with words and sentences − connecting words (so that);Proper nouns;Vocabulary in context – synonyms; p. 80

5: Individual work: nounsIndividual work no. 1–2

6: Cause and effect no. 1a–f

Same meaning no. 2Proper nouns no. 3

LB 135LB 137LB 138

102104

96, 10, 14

5, 26, 62

5 R&V: Independent reading – reads and presents oral book review; p. 80

Reads: The Namib Desert

Individual work no. 1–5

LB 139LB 140

105 8–9


Reflection




INTERACTIVE ENGLISH Week 2 Theme 10: Deserts (2)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Daily practice − performs a poem, answers questions; p. 80 4: Group work no. 1–3 LB 134 101

L&S: Listens to oral descriptions – notes relevant information on a chart, identifies similarities and differences; p. 80

3: Class workGroup work no. 1–5

Individual work

LB 133–134 100–101

2 R&V: Reads a simple personal letter – identifies features of text, main ideas, answers questions; p. 80

7: Group work no. 1–6 LB 138 104–105 42

R&V: Independent reading – reads; p. 80 Reads: Explorer Harry Philby

CR 83–85 104



TG pp.

DBE pp.

Date completed

3 W&P: Writes diary entries; p. 80 10: Class workIndividual work

LB 142 6

4 LSC: Working with words and sentences – present tense (universals), future tense; p. 80FAT LB pp. 140–141, TG pp. 105–106

9: Pair workIndividual work

LB 140LB 141

105105–106

5 R&V: Independent reading – reads and reflects; p. 80 Reads: Animals of the Sahara Desert

2: no. 1–2

CR 79–80LB 130–132

99–100

Reflection





INTERACTIVE ENGLISH Week 3 Theme 11: Oceans (1)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Daily practice – reads a poem aloud; p. 81FAT LB p. 148, TG p. 112

6: Group work LB 148 112

L&S: Listens to simple talk on an issue – pre-listens, listens, discusses main ideas, gives opinions; p. 81

1: Group work: no. 1–5 LB 143–144 109–110 (#)You read: Listen to a talk

NB: Background information 108

2 L&S: Talks about the issue after preparation – pre-prepares by reading and viewing information (3 texts); p. 81

2: Oceans of the world (1) 3: Plants and animals of

the ocean (2),Ocean creatures (3)

LB 144LB 145

CR 81–82

18, 28

3 L&S: Talks about the issue after preparation – discusses issues, prepares using mind map and presents; p. 81FAT LB p. 146, TG p. 112

Group work no. 1–44: Individual

LB 146 112 18, 28

4 LSC: Working with words and sentences – adjectives, nouns;Vocabulary in context – words from shared texts, lexical fields; p. 81

3: Pair work no. 1–27: Pair work7: Individual

Pair work

LB 146LB 149LB 148

111112–113

5 R&V: Reads an information text with visuals – pre-reads, reads, answers questions, makes mind map summary; p. 81LB pp. 149–151, TG pp. 113–114

8: Group work no. 1–6Individual

LB 149–151 113–114 10–11, 12–13, 17

Reflection





INTERACTIVE ENGLISH Week 4 Theme 11: Oceans (2)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Daily practice – performs a poem; p. 81FAT LB p. 148, TG p. 112


W&P: Writes an information text and completes visual (chart) – uses information from a text to draw and label chart; p. 81FAT LB p. 155, TG p. 117

12: Pair work no. 1–3 LB 155 117 14–15

2 R&V: Independent reading – reads and reflects; p. 81FAT LB p. 153, TG p. 115

10: Pair work no. 1–3 LB 153 115

3 LSC: Working with words and sentences – present tense, concord; p. 81LB pp. 154–155, TG pp. 115–116

11: Pair work no. 1–7IndividualIndividual

LB 154LB 155

115115–116

R&V: Does a word puzzle – explains relevantly and correctly; p. 81 9: Individual LB 152 114

4 L&S: Collects information in a survey – selects questions, asks and answers, records data; p. 81


W&P: Transfers text into graphic form; p. 81 13: Group work LB 156 117 31

5 W&P: Writes a short report; p. 81 14: Group work A no. 1–5 and B

LB 157–158 117

Reflection





INTERACTIVE ENGLISH Week 5 Theme 12: Ocean stories (1)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Daily practice – performs a poem; p. 83 4: Group work LB 162 122

L&S: Listens to a story – pre-listens, listens, answers questions, gives opinion, personal response and suggests alternative ending; p. 83

1: Group work no. 1–6

LB 160 119–120You read:

Lewis Gordon

Pugh

42–43

2 L&S: Retells the story – sequences events correctly, suggests alternative ending; p. 83FAT LB p. 160, TG p. 121

2: Pair work no. 1–2

LB 160 121

3 R&V: Reads a story – pre-reads, reads, answers questions, identifies message, summarises; p. 83

6: Group workno. 1–10

LB 163–164 122–123 38–40, 42–43

4 LSC: Spelling – shortening words;Working with words and sentences – shall and will, adverbs, possessive pronouns; p. 83LB pp. 168–169, TG pp. 125–126

9: Pair workIndividualPair workIndividual

LB 168LB 168–169

LB 169LB 169

125126 49

49

5 W&P: Writes a story; p. 83FAT LB pp. 171–172, TG p. 124

10: Pair work no. 1–2Individual

LB 171LB 171–172

124 44

Reflection





INTERACTIVE ENGLISH Week 6 Theme 12: Ocean stories (2)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Listens to a poem – pre-listens, listens, answers questions; p. 82 3: Group work no. 1–5 LB 161 121–122

L&S: Daily practice – performs a poem; p. 82 3: Group work no. 6 LB 161 121–122

2 W&P: Records words and their meaning in personal dictionary; p. 83 5: Individual LB 162 122

LSC: Working with words and sentences – personal pronouns, a and the with nouns; p. 83

6: Pair work no. 1–37: Pair work no. 1–2

LB 165LB 166

123124

43

R&V: Reads a poem – pre-reads, reads, answers questions, expresses feelings, discusses rhyme and comparisons; p. 83FAT LB pp. 165–166, TG p. 124

7: Group work no. 1–8 LB 165–166 124 50

3 LSC: Working with words and sentences – simple past tense, past progressive, comparative and superlative adjectives; p. 83

9: Individual workPair work no. 1–6Pair work no. 1–4

LB 170LB 170LB 171

126126127

37

4 R&V: Independent reading – reads and reflects (discusses questions); p. 83

8: Pair work no. 1–4 LB 167–168 124–125

5 W&P: Writes for fun (poem); p. 83 11: Pair workIndividual work

LB 172 127 46, 48

R&V: Reads and reflects (compares two versions of story); p. 83 Reads: How the sea got salty

CR 52–56 124

Reflection





INTERACTIVE ENGLISH Week 7 Theme 13: Rainforests (1)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Daily practice – discusses pictures; p. 84 2: Group work (Day 1–4)Pair work no. 1–10 (Day 5)

LB 175–176LB 177

132

L&S: Listens to and carries out instructions – pre-listens, listens, answers questions; p. 84

1: Class work Part 1 no. 1–2 LB 173 131 You read: Tropical

rainforestsNB: Background

information 129–130

2 L&S: Listens to and carries out instructions – listens again, follows instructions; p. 84

Part 2Group work no. 1–6

Pair work no. 1–3

LB 174 131

3 LSC: Spelling – uses dictionary, enters words in personal dictionary, confusing words; p. 84

5: Individual workPair work

LB 178LB 179

133

R&V: Reads a procedural text – pre-reads, reads; p. 84 6 LB 179–180 134 33, 52, 53, 54–55,

58–59

4 R&V: Reads a procedural text – re-reads, answers questions, interprets visuals, discusses sequence and follows instructions; p. 84LB pp. 179–180, TG p. 134

6: Group work no. 1–9Individual work

LB 179–180LB 180

134 33, 52, 53, 54–55,

58–59

5 LSC: Working with words and sentences – present perfect tense, possessive form of nouns; p. 84LB pp. 186–187, TG p. 137Passive voice*

9: Individual work no. 1–6Individual work no. 1–2

Pair work no. 1–6Individual work no. 1–2

LB 186LB 186–187

LB 187

13753

R&V: Independent reading – reads; p. 84 Reads: Why should I care?

CR 76–77

Reflection





INTERACTIVE ENGLISH Week 8 Theme 13: Rainforests (2)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Daily practice – performs a poem; p. 84 4: Group work no. 1–3 LB 178 132

R&V: Reads an information text across the curriculum – answers questions, interprets visuals, identifies main ideas; p. 84LB pp. 181–182, TG pp. 134–135

7: Group work no. 1–8Individual work no. 1–2

LB 181–182 134–135 20–21, 22, 24–25

2 W&P: Writes an information text; p. 84FAT LB p. 188, TG p. 138

10: Pair workIndividual work

LB 188 138

3 R&V: Independent reading (Text 1) – reads and reflects (answers questions); p. 84

8: Class work no. 1–8 LB 183–184 135

4 R&V: Independent reading (Text 2) – reads and reflects; p. 84 8: Pair work no. 1–6 LB 185 136

W&P: Makes a mind map summary; p. 84 11: Pair workIndividual work

LB 189 138

5 L&S: Plays a language game – follows instructions, takes turns; p. 84 3: Group work no. 1–4 LB 177 132

R&V: Independent reading – reads and reflects; p. 84 Reads:Save the Amazon

rainforest

CR 64–68 136

Reflection





INTERACTIVE ENGLISH Week 9 Theme 14: Wetlands (1)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Daily practice – reads and discusses texts; p. 85FAT LB p. 193, TG p. 140

Wetlands 1 and 2 LB 191–192 (Days 1–4)193 (Day 5)

140

L&S: Participates in a conversation on a familiar topic – pre-listens, listens, responds to questions; p. 85

1: Class work no. 1–4 LB 190 140

2 LSC: Spelling – builds on phonic knowledge -ion;Vocabulary in context – homonyms; p. 85

4: Pair work no. 1–3Individual work no. 1–2

LB 195–196LB 196

142–143

W&P: Records words and their meanings in personal dictionary; p. 85 4: Vocabulary LB 195 142

3 R&V: Independent reading (Text 1) – reads, gives opinion; p. 85 6: Pair work no. 1–4 LB 199 144

4 R&V: Independent reading (Text 2) – prepares and presents oral book review; p. 85

6: Pair work no. 1–3 LB 200–201 145

5 LSC: Working with words and sentences – adjectives, determiners, adverbs; p. 85LB pp. 201–202, TG pp. 145–146

7: Individual work no. 1a–j, 2, 3

no. 1–2no. 1–2

LB 201–202LB 202LB 202

145145146

5649

R&V: Independent reading – reads; p. 85 Reads: Motsesa and the water god

CR 57–63 140

Reflection





INTERACTIVE ENGLISH Week 10 Theme 14: Wetlands (2)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Daily practice – answers questions, performs poem; p. 85 3: Group work no. 1–4 LB 195 142

L&S: Performs simple plays – reads cartoons (1–3), answers questions; p. 85

2: Group work Cartoon 1 no. 1–3Cartoon 2 no. 1–3Cartoon 3 no. 1–3

LB 193LB 193–194

LB 194

141 62, 65, 66

2 L&S: Performs simple plays – re-reads, prepares and presents play; p. 85 FAT LB p. 194, TG p. 142

2: Group work LB 194 142 62, 65, 66

3 R&V: Reads a play – pre-reads, reads, answers questions; p. 85FAT LB pp. 197–198, TG pp. 143–144

5: Class workGroup work no. 1–9

LB 197LB 198

143–144 60–61

4 R&V: Reads and reflects; p. 85FAT CR pp. 69–75, TG p. 144

Reads: Cleaning up the wetlands in Diepsloot

CR 69–75 144

W&P: Writes a play script; p. 85 8: Pair work LB 203 146 69

5 W&P: Writes a play script; p. 85LB pp. 203–204, TG p. 146

8: Individual work LB 203–204 146 69

Reflection





INTERACTIVE ENGLISH Week 11 Catch-up and consolidation – Plan your week









3. Platinum English First Additional Language (Maskew Miller Longman)

Note: Although L&S practice is shown in Day 1 of each week only, it must be implemented each day for 5–10 minutes.

PLATINUM Week 1 Theme 10: Special places (1)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Daily practice; p. 80 Choice of activity 126L&S: Listens to a story – pre-listens, listens, answers literal questions; p. 80

Talk about the photographs no. 1–2

Before you listen no. 1–2While you listen

After you listen no. 1a–d

LB 98 4–5You read: Theme 10 Listen to a

story LB 2062 L&S: Listens to a story – listens again, notes relevant information

on a chart (timeline), retells story; p. 80LB p. 99, TG p. 128

After you listen no. 2a–b, 3a–c, 4

LB 98–99 127–128

LSC: Working with words and sentences – proper nouns,future tense; p. 80

Work with words and sentences no. 1, 2

LB 99 128 (#) 9

3 R&V: Reads a story – pre-reads, reads, answers questions, gives personal response, relates to self; p. 80

Before you read no. 1–3While you read

After you read no. 1–8

LB 101LB 101–102

129130 (#)

2–3, 4–5

LSC: Spelling – add -s to form most plurals; p. 80 Work with words and sentences

LB 102 130 9

4 W&P: Write diary entry – brainstorm ideas, write a first draft; p. 80 Write a diary entryno. 1, 2

The writing process no. 1, 2

LB 104–105 131 6

5 R&V: Practises reading – reads aloud; p. 80FAT RB pp. 44–45, TG p. 129

Reads: Dear Diary RB 44–45 129

Reflection





PLATINUM Week 2 Theme 10: Special places (2)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Daily practice; p. 80 Choice of activity 126

R&V: Independent reading – reflects in a structured oral book review; p. 80FAT RB pp. 44–45, TG pp. 129–130

Re-reads: Dear DiaryThink about it no. 1–2

RB 44–45RB 45

129–130 8–9

2 L&S: Listens to oral descriptions of places – pre-listens, listens, notes relevant information, identifies similarities and differences; p. 80


After you listen no. 2a–c

LB 99–100LB 100

132 (#)

LSC: Vocabulary in context – synonyms; p. 80 Vocabulary in context LB 100 133 5, 26, 62

3 R&V: Reads a personal letter – identifies main idea and features of text, answers questions; p. 80

Before you readWhile you read


LB 102LB 103

133–134 (#) 42

4 LSC: Working with words and sentences – connecting words, future tense;Spelling – add -s to form most plurals; p. 80

Work with words and sentences – no. 1a–c

no. 2a–bLanguage focus no. 1–2

LB 103LB 103–104

134 (#)135 (#)

6, 10, 14

9

5 W&P: Writes a diary entry – revises, edits, writes neat copy; p. 80 The writing process no. 3–5 LB 105 136 (#) 6

W&P: Records words and their meaning in personal dictionary; p. 80 Record words and meanings in personal dictionary

LB 105

Revision Revision no. 1–5 LB 106 136–137

Reflection





PLATINUM Week 3 Theme 11: Take care of our water! (1)


TG pp.

DBE pp.

Class

Date completed


L&S: Listens to a talk on an issue – discusses main idea and gives opinions; p. 81

Talk about a photograph no. 1a–c

Before you listen no. 1a–bWhile you listen

After you listen no. 1–2

LB 108 141 You read: Theme 11

A talk on an issue LB 206

18, 28

2 L&S: Talks about issue after preparation – selects appropriate content, organises content logically; p. 81

Talk about an issueno. 1, 2a–b, 3a–c, 4

LB 109 142 (#) 18, 28

3 R&V: Reads an information text with visuals – pre-reads, reads; p. 81


LB 110 143 10–11, 12–13, 17

4 R&V: Reads an information text with visuals – asks and answers questions, makes a mind map summary; p. 81FAT LB pp. 111–112, TG pp. 144, 147

After you readno. 1–2no. 3no. 4

LB 111LB 112LB 112

144144147

10–11,12–13,

17

5 W&P: Writes an information text and completes visuals; p. 81FAT LB p. 114, TG p. 145

Write an information text using visuals no. 1–4

LB 114 145 14–15

Reflection





PLATINUM Week 4 Theme 11: Take care of our water! (2)


TG pp.

DBE pp.

Class

Date completed


Collects information for a survey – asks and answers questions, records information; p. 81

Do a survey no. 1–3a–c, 4 LB 109 146 (#) 29, 57

LSC: Vocabulary in context – words in same lexical field; p. 81 Vocabulary in context no. 1, 2a–c, 3

LB 110 146

2 R&V: Word puzzle – uses relevant and correctly spelt vocabulary; p. 81

Do a word puzzle no. 1, 2a–c

LB 112–113 147–148

LSC: Working with words and sentences – concord, adjectives; p. 81

Work with words and sentences no. 1–3

no. 1–3

LB 112LB 113

148148 (#)

6, 10,14

3 R&V: Practises reading – reads aloud; p. 81 Practise reading no. 5 LB 112 147

LSC: Working with words and sentences – simple present tense, present progressive tense; p. 81FAT LB p. 113, TG pp. 148–149

Language focusno. 1a–e, 2a–e

LB 113 148–149

4 W&P: Transfer text into graphic form; p. 81 Transfer text into graphic form no. 1, 2a–b, 3

LB 114–115 149 (#) 31

R&V: Independent reading – reads and reflects; p. 81 Reads: Whale and Whale taleThink about it no. 1–3

RB 48RB 49

147,150

5 W&P: Writes a short report; p. 81 Write a short report no. 1–2a–b

LB 115 150

Revision no. 1a–b, 2a–b LB 116 150

Reflection





PLATINUM Week 5 Theme 12: Space adventure (1)


TG pp.

DBE pp.

Class

Date completed


L&S: Listens to a story − pre-listens, listens, answers questions, gives personal response, own opinion and alternative ending; p. 82

Talks about a photograph no. 1–2

Before you listen no. 1–2a–b

While you listenAfter you listen no. 1–6

LB 117–118LB 118– 119

153–154You read:

A trip to spaceLB 206–207

158 (#)

2 L&S: Retells a story – refers to characters correctly, suggests alternative ending; p. 82

Retell the story no. 1–2 LB 119 159 (#)

LSC: Working with words and sentences – simple past, possessive pronouns; p. 82

Work with words and sentences no. 1a–b

no. 2a–d

LB 119 159–160 (#)49

3 R&V: Reads a story – pre-reads, reads, answers questions, summarises, identifies message; p. 82



LB 120–121 154–155 (#) 38–40,42–43

LSC: Spelling – abbreviations; p. 82 Spelling no. 1–4 LB 122 155

4 W&P: Writes a simple story; p. 82 Write a simple story no. 1 LB 126 157 44

5 W&P: Writes a simple story; p. 82 Write a simple story no. 2–5 LB 126 158 (#) 44

Reflection





PLATINUM Week 6 Theme 12: Space adventure (2)


TG pp.

DBE pp.

Class

Date completed


L&S: Listens to a poem – pre-listens, listens, recalls main idea, relates to own experience, identifies rhyme; p. 82

Before you readWhile you read


LB 120 160 You read:

Thinking about space LB 207

2 R&V: Reads poems – pre-reads, reads, expresses feelings, answers questions; p. 82

Before you read no. 1–2While you read no. 1–2After you read no. 1–7

LB 122LB 123

161 50

LSC: Working with words and sentences – prepositions; * Work with words and sentences no. 1–4

LB 124 162

3 LSC: Working with words and sentences – personal pronouns;Vocabulary in context – prefixes;Spelling – shortening words; p. 82

Personal pronouns no. 1a–e, 2

Adding letters to make new words no. 1–2

Shortening words no. 1a–f

LB 124LB 125LB 125

162162163

4 W&P: Writes for fun; p. 82 Write for fun LB 127 163 46, 48

5 R&V: Independent reading – reads and reflects; p. 82 Reads: Touched by an alienThink about it: no. 1–2

RB 50–54RB 54

154, 156

Revision Revision no. 1–5 LB 128 164

Reflection





PLATINUM Week 7 Theme 13: Science and technology (1)


TG pp.

DBE pp.

Class

Date completed


L&S: Listens to and carries out instructions – pre-listens, listens; p. 84

Talk about a photograph no. 1, 2a–c


LB 130 168 You read: How to use a

cellphone as a calculator

LB 207

2 L&S: Listens to and carries out instructions − discusses sequence and specific details of instructions; p. 84LB pp. 130–131, TG pp. 168–169

After you listen no. 1a–c, 2, 3, 4

LB 130–131 168–169

3 R&V: Reads a procedural text – pre-reads, reads, discusses details, format and sequence of instructions, follows instructions; p. 84LB pp. 132–133, TG p. 170

Before you read no. 1–2While you readAfter you read

no. 1a–e, 2a–b, 3, 4

LB 132–133 170 33, 52,53, 54–55,

58–59

4and

5

W&P: Writes an information text; p. 84LB pp. 138–139, TG pp. 173, 180

Write an information text no. 1–3a–j

LB 138–139 173, 180

R&V: Independent reading – reads and reflects; p. 84 Reads: How does a compass work

Think about it no. 1–2

RB 58–59RB 59

173

Reflection





PLATINUM Week 8 Theme 13: Science and technology (2)


TG pp.

DBE pp.

Class

Date completed


L&S: Plays a language game – follows instructions, spells correctly, takes turns; p. 84

Play a language game no. 1–4 LB 131 175

LSC: Spelling – words which are often confused; p. 84 Spelling no. 1–4 LB 131 175

LSC: Works with words and sentences – understands and uses verbs to describe actions, adjectives; p. 84FAT LB p. 133, TG p. 171

Work with words and sentencesno. 1a–e, no. 2a–h

LB 133 171 (#) 56

2 R&V: Reads an information text across the curriculum – pre-reads, reads; p. 84

Before you read no. 1– 3While you read

LB 134–135 176 20–21, 22, 24–25

3 R&V: Reads an information text across the curriculum – re-reads, interprets visuals, answers questions, gives main idea and supporting details, vocabulary in context; p. 84FAT LB pp. 134–136, TG pp. 176–178

After you read no. 1a–c, 2, 3, 4

Vocabulary in context no. 1–5

LB 134–135LB 136

176–178 20–21, 22, 24–25

W&P: Records words in personal dictionary; p. 84 Vocabulary in context no. 1–5 LB 136 177

4 LSC: Works with words and sentences – adjectives, present perfect tense, possessive form of nouns; p. 84FAT LB pp. 136–137, TG pp. 177–179

Work with words and sentences no. 1a–f, 2a–h

Language focusno. 1a–e, no. 1a–e

LB 136LB 135LB 137

178177179

5653

5 W&P: Makes a mind map summary; p. 84 Make a mind map summary no. 1–3

LB 139 180

R&V: Independent reading – reads and reflects; p. 84 Reads: The boy who cried genie

Think about it no. 1–2

RB 60–63RB 63

175

Revision Revision no. 1–4 LB 140 180–181

Reflection





PLATINUM Week 9 Theme 14: Act in plays (1)


TG pp.

DBE pp.

Class

Date completed


L&S: Performs a play – uses voice and expression to convey meaning; p. 85

Talk about a photograph no. 1–3

Perform a play no. 1a–c, 2a–c

LB 142 185

2 L&S: Performs a play – writes and acts in own play;* p. 85 Perform a play no. 3a–d LB 143 185 (#) 62, 65, 66

LSC: Spelling – phonic knowledge; p. 85 Spelling no. 1–2a–d LB 143 188

3 L&S: Participates in a conversation – sustains the conversation, expresses opinions; p. 85

Participate in a conversation no. 1–5

LB 143 188

4 R&V: Reads a play – pre-reads, reads, discusses features of the text; p. 85



LB 144LB 144–145

LB 146

185–186 (#) 60–61

5 R&V: Practises reading – reads play aloud; p. 85 After you readno. 11

LB 146 189 (#)

LSC: Working with words and sentences – adjectives; p. 85 Work with words and sentences no. 1– 8

LB 146 189 (#) 56

Reflection





PLATINUM Week 10 Theme 14: Act in plays (2)


TG pp.

DBE pp.

Class

Date completed


R&V: Independent reading – listens to reading, reads, presents a short oral book review; p. 85

Reads: Lolo’s lesson

RB 64–68 184, 186, 188

2 W&P: Writes a play script; p. 85 Write a play script no. 1–2a–c

LB 149 187 69

3 W&P: Writes a play script; p. 85 Write a play scriptno. 3

LB 149 187 69

4 LSC: Vocabulary in context – homonyms;Working with words and sentences – adjectives, adverbs, determiners; p. 85

Homonyms no. 1a–b, 2a–b, 3a–b, 4a–b

Adjectives no. 1, 2a–cAdverbs no. 1a–e, 2a–e

Use determiners

LB 147LB 147LB 148LB 148

186–187187190191

4949

5 R&V: Independent reading – reads and reflects; p. 85 Reads: The name of the tree Think about it no. 1–2

RB 69–75RB 75

190, 192

Revision no. 1–3 LB 150 192

Reflection





PLATINUM Week 11 Catch-up and consolidation – Plan your week









4. Solutions for All English First Additional Language (Macmillan)

Note 1: It is recommended that you use both the DBE workbook and at least one other set of LTSMs with this LB. This is because:• There are many gaps where the CAPS requirements have been omitted altogether. • Many activities do not appear in the LB.• What appears in the TG is often inadequate. • Suggested answers to activities have not been included.• Incorrect genres to match requirements for a particular cycle have been selected.• Where texts are included, they do not meet the CAPS requirements in terms of length.• The LSC inclusions are inadequate.

Note 2: A dash (–) in the Activity and LB/RB and TG columns has been used to show where the required content has been omitted.

SOLUTIONS FOR ALL Week 1 Theme 10: Inventions (1)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Daily practice; p. 80 Choice of activity 144, 145

L&S: Listens to a story; p. 80 – – –

2 R&V: Reads a story; p. 80 – – – 2–3, 4–5

3 LSC: Working with words and sentences – will for indicating future;Spelling – add -s for most plurals; p. 80

––

––

145Act. 2: no. 3–4

146Act. 3: no. 3

4 R&V: Independent reading – reads and reflects; p. 80 Reads: Helen of Troy

CR 22–26 148 Reader activities

Bullet 2, 3, 4

5 R&V: Independent reading – does a structured book review; p. 80 – – – 8–9

Reflection





SOLUTIONS FOR ALL Week 2 Theme 10: Inventions (2)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Daily practice; p. 80 Choice of activity 144, 145

L&S: Listens to oral descriptions (places) – identifies place; p. 80 − – 145 Act. 2 no. 2

You give an oral description of a

place

2 R&V: Reads a personal letter; p. 80 See Week 5 Lesson 2

– – 42

3 LSC: Vocabulary in context – synonyms; p. 80 – – 150 Act. 10: no. 4–5

26, 62

W&P: Records words in personal dictionary; p. 80 Word bank LB 96, 103 146, 149

4 W&P: Writes a diary entry; p. 80 Classroom Act. 1 no. 1–3

LB 102 148 Act. 8: 1–4

6

5 R&V: Independent reading – reads and reflects; p. 80 Reads: The diary of Dr Jekyll

CR 90 Reader activities Bullet 5–6

Reflection





SOLUTIONS FOR ALL Week 3 Theme 11: Famous people (1)


TG pp.

DBE pp.

Class

Date completed


L&S: Listens to a simple talk on an issue; p. 81 See Week 5 Lesson 1

– – 18, 40

2 L&S: Talks about an issue after preparation; p. 81FAT LB p. 104, TG p. 149

Classroom Act. 1 no. 1–3

LB 104 149 28

3 R&V: Reads an information text with visuals (no visuals present) – reads, selects relevant details, answers questions; p. 81 FAT LB pp. 108–109, TG p. 156

Classroom Act. 1: no. a–f, 2a–b,

3a–b

LB 108–109 156 10–11, 12–13, 17

4 LSC: Working with words and sentences – gender forms;Simple present tense;Vocabulary in context – lexical field; p. 81

––

––

156 Act. 4: no. 5–6

157 Act. 6: no. 1–2

no. 9–10

5 W&P: Writes an information text and completes visual; p. 81 − − – 14–15

Reflection





SOLUTIONS FOR ALL Week 4 Theme 11: Famous people (2)


TG pp.

DBE pp.

Class

Date completed


R&V: Independent reading – reads and reflects; p. 81 Reads: Our class survey


Bullets 1–6

2 L&S: Collects information (survey) – asks and answers questions, records information; p. 81

– – 161 Reader activities

Bullets 7–8

29, 57

3 LSC: Working with words and sentences – adjectives, mixed tenses; * p. 81FAT LB p. 111, TG p. 157

– – 158 Act. 8: no. 1–7

157no. 7–8

4 R&V: Practises reading; p. 81 − − –

R&V: Does a word puzzle; p. 81 – – –

5 W&P: Transfers text into graphic form; p. 81 – – – 31

W&P: Writes a short report; p. 81 – – –

Reflection





SOLUTIONS FOR ALL Week 5 Theme 12: Spending money (1)


TG pp.

DBE pp.

Class

Date completed


L&S: Listens to a talk on an issue – asks and answers questions, gives opinions; **p. 81

Should be in Week 3 Lesson 1

Let’s talk about this theme

LB 114 166 40,42–43

2 R&V: Reads a personal letter – pre-reads, reads, answers questions, **reflects on text; p. 80FAT LB p. 117, TG p. 168

Should be in Week 2 Lesson 2 Let’s read a letterClassroom Act. 1:

no. 1–2

LB 116–117 168 Act. 2

no. 6–7

3 R&V: Reads a story – reads, answers questions; **p. 82 Let’s read a storyClassroom Act. 1:

no. 1–2

LB 122– 124 174 38–40, 42–43

4 L&S: Retells a story – refers correctly to characters, suggests alternative ending; p. 82Do not use rubric in TG p. 175

– LB 123–124 –

5 W&P: Writes a story; p. 82FAT LB p. 121, TG pp. 172–173

Classroom Act. 4: no. 1–4

LB 121 172–173

Reflection





SOLUTIONS FOR ALL Week 6 Theme 12: Spending money (2)


TG pp.

DBE pp.

Class

Date completed


R&V: Reads a poem – pre-reads, reads, answers questions; **p. 82 Reads: Money poem

CR activity

CR 67LB 122

176Reader activities

Bullets 2–4

50

2 W&P: Writes a poem; p. 82 – – 170 Act. 4: no. 1–6

46,48

3 LSC: Spelling – abbreviations;Working with words and sentences – comparative and superlative adjectives, past progressive tense; p. 82

– – 167 Act. 1 no. 6

168 Act. 3 no. 5

173–174 Act. 8 no. 1–4

37

4 R&V: Independent reading – reads and reflects; p. 82 Reads: A short history of the

piggy bank


Bullet 9

5 R&V: Practises reading – reads prepared text aloud; p. 82FAT CR pp. 27–31, TG p. 175

Reads: A short history of the

piggy bank

CR 27–31 174–175Act. 11

176 Bullet 10

Reflection





SOLUTIONS FOR ALL Week 7 Theme 13: Sport (1)

No. CAPS Activity LB/RB/CRpp.

TG pp.

DBE pp.

Class

Date completed

1 L&S: Daily activity; p. 84 Choice of activity 181

L&S: Carries out instructions; p. 84FAT LB p. 133, TG p. 184

Classroom Act. 2 LB 133 184

2 R&V: Reads a procedural text; p. 84 – – – 33, 52, 53, 54–55,

58–59

3 W&P: Writes an information text; p. 84LB pp. 133–134, TG pp. 184–185


LB 133–134 184–185

4 LSC: Spelling – words often confused;Working with words and sentences;Vocabulary in context; p. 84

–––

–––

183 Act. 4 no. 8

––

5 R&V: Independent reading – reads and reflects; p. 84 Reads: Invitation to a sports fun day

CR 92–93 187 Reader

activitiesBullets 2–3

Reflection





SOLUTIONS FOR ALL Week 8 Theme 13: Sport (2)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Daily activity; p. 84 Choice of activity 181

L&S: Plays a language game – follows instructions, takes turns; p. 84 – – 185 Act. 8 no. 1–3

2 R&V: Reads information text across the curriculum – reads, answers questions; p. 84

Classroom Act. 1 LB 130–131 183Act. 4 no. 1–3

3 W&P: Makes a mind map summary; p. 84 – – –

4 R&V: Reads an information text – reads, answers questions;*LB pp. 126–129, TG p. 182


LB 126–129 182 Act. 2 no. 3

and 5

R&V: Reads an information text across the curriculum; p. 84 – – – 20–21, 22,24–25

5 R&V: Independent reading – short oral book review; ** p. 85 Should be in Week 10 Lesson 5

– 185 Act. 8 no. 1–4

Reflection





SOLUTIONS FOR ALL Week 9 Theme 14: I’m going to be a reporter (1)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Daily practice; p. 85 191

L&S: Participates in a conversation on a familiar topic – answers questions; p. 85

Let’s talk about this theme

LB 135 191 Act. 1 no. 1–3

2 W&P: Records words and their meanings in personal dictionary; p. 85 Word bank LB 136 192 Act. 2 no. 1

LSC: Vocabulary in context – homonyms; p. 85 – – 192 Act. 2 no. 2–3

3 R&V: Reads a play – pre-reads, reads; p. 85 What you still need to know

LB 136LB 137–138

192 Act. 2 no. 3–5

60–61

4 R&V: Reads a play – re-reads, answers questions; p. 85 – – – 60–61

LSC: Spelling – phonic knowledge; p. 85 – – 194 Act. 4 no. 2–3

5 R&V: Practises reading – reads aloud (play); p. 85 – – 192 Act. 2 no. 6

Reflection





SOLUTIONS FOR ALL Week 10 Theme 14: I’m going to be a reporter (2)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Daily practice; p. 85 191

W&P: Writes a play script; p. 85 Classroom Act. 3 no. 1–2

LB 144 197 Act. 7 no. 1–3


What you still need to know


LB 142LB 143

195 Act. 5 no. 1–3

no. 4–6

56

3 L&S: Performs a play – uses voice and expression, pronounces correctly; p. 85

Classroom Act. 3 no. 3

LB 144 197 Act. 7 no. 4

62, 65, 66

4 R&V: Independent reading – reads and reflects; p. 85 Reads: I want to be a

reporter


Bullet 7, 9

5 R&V: Independent reading – presents a short oral book report; p. 85 See Week 8 Lesson 5

Reflection





SOLUTIONS FOR ALL Week 11 Catch-up and consolidation – Plan your week









5. Study and Master English First Additional Language (Cambridge University Press)

STUDY AND MASTER Week 1 Theme 10: Friends (1)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Daily practice; p. 80 Choice Resources 1–8

L&S: Listens to a story (letter) – pre-listens, listens, answers questions; p. 80

1a–c2a–d3a–h

LB 114 124–126 (#) You read:

Dear Nomilo

2 R&V: Reads a story (letter) – pre-reads, reads, answers questions; p. 80 45a–h

LB 115–116LB 116

127 (#) 2–3,4–5

LSC: Vocabulary in context – synonyms; p. 80 8a–e LB 117 128 5, 26, 56, 62

3 L&S: Listens to oral descriptions – pre-listens, listens; p. 80 9 LB 118 128–129You read:Forms of

communication

4 L&S: Listens to oral descriptions – listens again, notes relevant information on a chart, identifies similarities; p. 80

910

LB 118 129–130 (#)

5 LSC: Working with words and sentences – punctuation, present tense (universals); p. 80

1415a–g

LB 120 132 (#) 9

R&V: Independent reading – reads and reflects; p. 80 Reads: My black skin

CR 61 128

Reflection





STUDY AND MASTER Week 2 Theme 10: Friends (2)


TG pp.

DBE pp.

Class

Date completed


R&V: Reads a story – pre-reads, answers questions; p. 80 1112

13a–h

LB 118LB 119LB 120

130 (#)131

131 (#)

2–3, 4–5

2 R&V: Independent reading – reads; p. 80 Reads: Postcard, birthday card, letter,

good-luck card

CR 80–85 131

3 LSC: Working with words and sentences – present progressive tense, * future tense, cause and effect;Spelling – add -s to form most plurals; p. 80

161817

LB 121 133134133

4 W&P: Writes diary entries; p. 80 1920

LB 122 134 (#) 6

5 R&V: Independent reading – reflects with a structured book review; p. 80 21 LB 122 135 (#) 8–9

Reflection





STUDY AND MASTER Week 3 Theme 11: Health (1)


TG pp.

DBE pp.

Class

Date completed


L&S: Listens to a talk on an issue and prepares talk – pre-listens, listens, answers questions, gives opinions; p. 81

1, 23a–d

4

LB 123LB 124

138–139 (#)You read:

Tuberculosis

18, 40

2 R&V: Reads an information text with visuals – pre-reads, reads, answers questions, makes a mind map summary; p. 81

56a–h

7

LB 124–125LB 126

141 (#) 10–11, 12–13,17

3 R&V: Practises reading – reads aloud; p. 81 11 LB 127 142 (#)

W&P: Completes a visual; p. 81 12 LB 128 143 (#) 14–15

4 LSC: Working with words and sentences – gender forms, adjectives, concord, present progressive tense; p. 81

1017, 18

1920

LB 127LB 129LB 130

141–142144145

145–146

5 R&V: Independent reading – reads; p. 81 Reads: Mountain-climbing mamas

CR 18 142

Reflection





STUDY AND MASTER Week 4 Theme 11: Health (2)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Daily practice; p. 81 Choice of activity Resources 1–8

L&S: Collects information (survey) – asks and answers questions, records information; p. 81

13 LB 128 143 29, 57

2 W&P: Transfers text to graphic form; p. 81 14 LB 128 143 (#) 31

R&V: Independent reading – reads; p. 81 Reads: Poking and prodding

CR 72–73 141

3 W&P: Writes a short report; p. 81 15 LB 129 144 (#)

4 L&S: Talks about an issue after preparation – stays on topic, organises points logically; p. 81

16 LB 129 143 (#) 28

5 R&V: Does a word puzzle – spells correctly; p. 81 23 LB 131 146–147

R&V: Independent reading – summarises a text read; p. 81 24 LB 131 147 (#)

Reflection





STUDY AND MASTER Week 5 Theme 12: Sounds and songs (1)


TG pp.

DBE pp.

Class

Date completed


R&V: Practises reading – reads aloud; p. 82 3 LB 132–133 149 (#)

2 R&V: Reads a story (Part 1) – reads, answers questions, gives personal response and own opinions; p. 82

4a–i LB 133–134 150 (#) 38–40,42–43

LSC: Working with words and sentences – adverbs (time)*, (place); p. 82 5a–d6a–e

LB 134 151151 (#)

49

3 L&S: Retells story – sequences and refers to characters correctly, suggests alternative ending; p. 82

77a–c

LB 134 152–153 (#)

4 R&V: Reads a story (Part 2) – labels a drawing; * p. 82 8 LB 135–136 152

5 W&P: Writes a story; p. 82 14 LB 139 155–156 (#) 44

Reflection





STUDY AND MASTER Week 6 Theme 12: Sounds and songs (2)


TG pp.

DBE pp.

Class

Date completed


LSC: Spelling – abbreviations;Vocabulary in context – prefixes;Working with words and sentences – direct * and indirect speech *, a and the with nouns; p. 82

9a–f10

11a–e12a–h

13

LB 137LB 137LB 138LB 139

152–153153154

154–155 (#)

2 R&V: Reads a poem – pre-reads, reads, answers questions, discusses rhyme; p. 82

2021a–f

LB 142 158 50

3 L&S: Listens to a song – listens, answers questions, performs song; p. 82

18a–d19

LB 141 158

4 W&P: Writes for fun (a poem); p. 82 22 LB 143 159 46, 48

R&V: Independent reading – reads, reflects on texts read by relating to own life; p. 82

Reads: The musicians of

Bremen23

CR 22LB 143

158159 (#)

5 FAT (Part 1) LB pp. 144–145, TG Assessment section pp. 18–20 1–6 LB 144–145 Assessment section 18–20

Refelction





STUDY AND MASTER Week 7 Theme 13: Food (1)


TG pp.

DBE pp.

Class

Date completed


L&S: Listens to and carries out instructions – pre-listens, listens, answers questions; p. 84

12a–b

LB 146LB 147

161 You read: How to

plant a seed

2 and

3

R&V: Reads procedural text – pre-reads, reads, interprets visuals, answers questions, discusses format of text, follows instructions; p. 84

4a–b5a–h

6

LB 148LB 149

162163

163 (#)

33, 52, 53, 54–55,58–59

4 LSC: Working with words and sentences – passive voice,* present perfect tense; p. 84

910a–h

11

R&V: Independent reading – reads; p. 84 Reads: Plant people

CR 27–31 162

5 W&P: Writes information text; p. 84 12 LB 152 165–166 (#)

Reflection





STUDY AND MASTER Week 8 Theme 13: Food (2)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Daily practice; p. 84 Choice of activity Resources 1–9

L&S: Plays a language game – follows instructions, takes turns; p. 84 3 LB 147 165–162

2 R&V: Reads information text across the curriculum – pre-reads, reads, interprets visuals, answers and asks questions; p. 84

77a–d

8

LB 150LB 151

163164 (#)

20–21, 22, 24–25

3 LSC: Working with words and sentences – adjectives, possessive form of noun;Spelling – words often confused; p. 84

1516a–l

18

LB 154LB 155

168169

56, 53

R&V: Independent reading – reads; p. 84 Reads: Make a garden

CR 74–75 167

4 W&P: Makes a mind map summary; p. 84 13 LB 153 167 (#)

L&S: Practises listening and speaking – plays word games; p. 84 1719

LB 155 169

5 R&V: Independent reading – discusses main idea of any text read independently; p. 84

20 LB 155 170

R&V: Identifies parts of books;* p. 84 14 LB 153 167

Reflection





STUDY AND MASTER Week 9 Theme 14: Playing a part (1)


TG pp.

DBE pp.

Class

Date completed


R&V: Reads a play (Part 1) – pre-reads, reads, answers questions; p. 85 1a–b2

3a–e

LB 156LB 156–157

LB 157

172 (#) 60–61

2 L&S: Performs a play – prepares, performs, uses appropriate content and language; p. 85

4a–d5

LB 158LB 156–157

173–174 (#) 60–61

3 LSC: Working with words and sentences – adjectives, adverbs;Spelling – phonic knowledge; p. 85

6a–e, 78

10

LB 158LB 159

174–175 (#)175176

56

4 W&P: Writes a dialogue; * p. 85 9 LB 159 175

R&V: Independent reading – reads; p. 85 Reads: The bully ate my

polony

CR 38–46 181

5 R&V: Practises reading (Part 2) – reads aloud; p. 85 11 LB 160–161 176

Reflection





STUDY AND MASTER Week 10 Theme 14: Playing a part (2)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Daily practice; p. 85 Choice of activity Resources1–8

LSC: Working with words and sentences – direct speech, * questions, * determiners;Vocabulary in context – homonyms; p. 85

13a–d, 14a–e, 516a–i

1721

LB 162LB 163LB 163LB 166

177177–178

178179

180–181 (#)

2 L&S: Listens to a fable, discusses story; * p. 85 19 LB 164–165 180

3 W&P: Writes a play script; p. 85 20 LB 165 180 64

4 R&V: Independent reading – reads, presents a book report; p. 85 Reads: Lanky Len

22

CR 47–54LB 166

181181 (#)

5 FAT (Part 2) LB pp. 167–168, TG Assessment section pp. 20–22 1–4 LB 167–168 Assessment section20–22

Reflection





STUDY AND MASTER Week 11 Catch-up and consolidation – Plan your week









6. Successful English (Oxford University Press)

Note: Daily L&S practice is indicated in Lesson 1 of each week, but it must then be used each day for five to ten minutes.

SUCCESSFUL ENGLISH Week 1 Theme 10: That’s entertaining (1)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Daily practice – retells TV programmes; p. 80 109

L&S: Listens to a story – pre-listens, listens, answers questions, notes relevant information; p. 80

1: no. 11: no. 2a–b

1: no. 3

LB 110 46–47 (#) You read: Stevie

Wonder… The day 175

2 L&S: Listens to a story – listens again, answers questions, notes relevant information, summarises; p. 80

1: no. 4a–c1: no. 5

LB 110 109–110 (#)

LSC: Working with words and sentences – proper nouns; p. 80 2: no. 1–3 LB 111 110 9

3 R&V: Reads a story – pre-reads, reads; p. 80 3: no. 1a–c3: no. 2a–c

LB 111–112 110 2–3,4–5

4 R&V: Reads a story – re-reads, answers questions, gives personal response; p. 80

3: no. 4a–g, 5, 6 LB 112–113 110 (#) 2–34–5

5 LSC: Vocabulary in context – synonyms;Spelling – add -s to make most nouns plural; p. 80

4: no. 14: no. 24: no. 3

LB 114 110–111 5, 26, 62

R&V: Independent reading – reads, gives an oral book review, activities; p. 80

Reads: Glynnis in the golden rod

RB 70–73RB 74

111

Reflection





SUCCESSFUL ENGLISH Week 2 Theme 10: That’s entertaining (2)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Daily practice – performs a poem; p. 80 7Reads:

The music lesson rap

LB 116 112

L&S: Listens to oral descriptions of people – pre-listens, listens, notes relevant information; p. 80

6: no. 16: no. 2a–d

LB 116 111–112 (#)You read:

Descriptions of entertainers

175

2 R&V: Reads a personal letter – pre-reads, reads, answers questions, identifies features; p. 80

8: no. 18: no. 2

8: no. 3a–e

LB 117–118 111–112 (#) 42

3 LSC: Working with words and sentences – connecting words (cause and effect), present tense for universals; p. 80

8: no. 4a–b9: no. 1–2a–d

LB 118LB 119

112 (#)112 (#)

6, 10,14

W&P: Records words and their meanings in personal dictionary; p. 80

5: no. 1a–b5: no. 25: no. 3

LB 114 111

4 W&P: Writes a diary entry; p. 80 10: no. 1–3 LB 119 113 (#) 6

5 R&V: Independent reading – reads, does activities; p. 80 Reads: A personal letter

no. 1–5 and activities &Let no one steal your

dreams no. 1–3

RB 75RB 76

RB 77–78RB 78

112–113113 (#)

Reflection





SUCCESSFUL ENGLISH Week 3 Theme 11: Stay healthy, stay safe (1)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Daily practice − talks about topic; p. 81 116

L&S: Listens to a talk on an issue – pre-listens, listens, asks and answers questions, respects other learners; p. 81

1: no. 11: no. 2a–d

LB 121 116 (#) You read: Safety

176

2 R&V: Reads an information text with visuals − pre-reads, reads; p. 81 2: no. 12: no. 2a–b

LB 121–122 116–117 10–1112–13

17

3 R&V: Reads an information text with visuals – re-reads, answers questions, selects relevant information, makes a mind map summary; p. 81LB pp. 121–123, TG p. 117

2: no. 3a–d2: no. 4a–d

2: no. 5

LB 121–123 117 (#) 10–1112–13

17

LSC: Working with words and sentences – concord, connecting words; p. 81LB p. 123, TG p. 117

2: no. 6a–d2: no. 7a–b

LB 123 117 6, 10, 14

4 LSC: Vocabulary in context – words from text;Working with words and sentences – simple present; p. 81

3: no. 1, 2a–e4: no. 1, 2a–e

LB 124 117 (#)117–118

R&V: Independent reading – reads and reflects; p. 81 Reads: A pictureActivities

RB 79 118

5 W&P: Writes information text and completes visual; p. 81FAT LB p. 125, TG p. 118

5: no. 1–3 LB 125 118 (#) 14–15

Reflection





SUCCESSFUL ENGLISH Week 4 Theme 11: Stay healthy, stay safe (2)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Daily practice – talks about topic; p. 81 119

L&S: Collects information (survey) and gives a talk – selects and records information, organises talk logically; p. 81 FAT LB p. 126, TG p. 119

6: no. 16: no. 2a–c

LB 126 119 28

2 R&V: Practises reading – reads aloud; p. 81FAT LB p. 127, TG p. 119

8: no. 1–2 LB 127 119

3 LSC: Vocabulary in context – lexical set;Working with words and sentences – gender forms, adjectives; p. 81

7: no. 1–29: no. 1–2a–I, 2

9: no. 3a–f9: no. 4

LB 126LB 128 (#)

119120

R&V: Does a word puzzle – spells correctly; p. 81 10: no. 1–2 LB 129 120

4 W&P: Transfers text to a graphic, writes a report; p. 81 11: no. 1, 2a–c, 3a–b LB 129–130 120–121 (#) 31

5 R&V: Independent reading – reads and does activities; p. 72FAT RB pp. 83–84, TG p. 120

Reads: Health warningActivities andA brochure

no. 1–6

RB 81RB 82

RB 83–84RB 85

120

Reflection





SUCCESSFUL ENGLISH Week 5 Theme 12: Values (1)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Daily practice – plays a language game; p. 82 123

L&S: Listens to a story – pre-listens, listens, answers questions, gives personal response, suggests alternative ending; p. 82

1: no. 11: no. 2a–g

LB 132 123–124 (#)You read:

Lion and tiger176

2 R&V: Reads a story − pre-reads, reads; p. 82 2: no. 1a–c,2a–b

LB 133–134 124 38–40,42–43

3 R&V: Reads a story – re-reads, answers questions, identifies message, summarises orally; p. 82FAT LB p. 135, TG p. 124

2: no. 3a–d2: no. 4a–g

2: no. 5

LB 133–134LB 135

124 38–40,42–43

LSC: Working with words and sentences – a and the with nouns, adjectives, verb to be *; p. 82FAT LB p. 135, TG p. 124

2: no. 6a–c2: no. 7a–b2: no. 8a–b

LB 135 124

4 LSC: Vocabulary in context – prefixes and suffixes;Spelling – shortening words, abbreviations;Working with words and sentences – personal and possessive pronouns; p. 82

3: no. 1, 2a–b3: no. 3a–d3: no. 4a–e

4: no. 1, 2a–e, 3a–d

LB 136LB 137

125 (#)

49

R&V: Independent reading – reads; p. 82 Reads: Sunset colours (Part 1)

RB 86–88 125

5 W&P: Writes a story; p. 82 5: no. 1, 2a–e, 3a–b LB 138 125 (#) 44

Reflection





SUCCESSFUL ENGLISH Week 6 Theme 12: Values (2)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Daily practice – listens and speaks about a poem; p. 82 8: no. 1–3a–e LB 140 126

W&P: Writes a story; p. 82 6: no. 1a–c, 2 LB 139 126 (#)

2 L&S: Retells story – listens again, tells story sequentially, in past tense with own ending; p. 82

7: no. 1a–c, 2a–c LB 139 126 (#)Read again:

Lion and tiger 176

3 R&V: Reads a poem – pre-reads, reads, answers questions, discusses rhyme, makes comparisons; p. 82

9: no. 1, 29: no. 3a–g

LB 141 127 50

R&V: Practises reading – reads aloud; p. 82 10 LB 142 127

4 LSC: Working with words and sentences – adverbs (place); p. 82 11: no. 1, 2 LB 142 127 49

W&P: Writes for fun (poem); p. 82 12 LB 142 127 46, 48

5 R&V: Independent reading− reads and reflects; p. 82 Reads: Sunset colours (Part 2)

Activities: no. 1–4

RB 89–91RB 92

127 (#)

Reflection





SUCCESSFUL ENGLISH Week 7 Theme 13: Love the earth (1)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Daily practice – practises following instructions; p. 84 130

L&S: Listens to and carries out instructions – pre-listens, listens, recalls sequence of instructions, uses correct tense; p. 84

1: no. 1, 2 LB 144 130You read:

How to grow plants in the classroom

176

2 R&V: Reads a procedural text – pre-reads, reads; p. 84 2: no. 1a–d2: no. 2a–b

LB 145 130–131 (#) 33, 52, 53, 54–55,

58–59

3 R&V: Reads a procedural text – reads again, interprets visuals, answers questions, follows instructions; p. 84

2: no. 3a–c2: no. 4a–e

2: no. 5

LB 147 131 (#) 33, 52, 53, 54–55,

58–59

4 LSC: Spelling – words often confused;Working with words and sentences – present perfect tense; p. 84

3: no. 1, 2a–f4: no. 1, 2a–e

LB 147–148LB 148

131 (#)

R&V: Independent reading – reads and reflects (describes features of text); p. 84

Reads: Some parts of an information text

Activities no. 1–2

RB 93–94RB 95

5 W&P: Makes a mind map summary; p. 84 5: no. 1, 2a–c, 3 LB 149 132 (#)

Reflection





SUCCESSFUL ENGLISH Week 8 Theme 13: Love the earth (2)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Daily practice – plays a game; p. 84 132

L&S: Plays a language game – follows instructions, takes turns; p. 84 6: no. 1, 2a–d,3a–c

LB 150 133

2 R&V: Reads information across the curriculum – pre-reads, reads; p. 84 7: no. 1, 2 LB 151 133 20–21, 22, 24–25

3 R&V: Reads information across the curriculum – re-reads, answers questions; p. 84

7: no. 3a–e LB 151–152 133 (#) 20–21, 22, 24–25

LSC: Working with words and sentences – adjectives, possessive form of noun; p. 84

7: no. 4a–d8: no. 1–3

LB 152 133 (#) 56, 53

4 W&P: Writes an information text; p. 84 9: no. 1–3 LB 153 113

5 R&V: Independent reading – reads and does activities; p. 84 Reads: An encyclopaedia entry


RB 96–97RB 98

134

Reflection





SUCCESSFUL ENGLISH Week 9 Theme 14: People in my life (1)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Daily practice – talks about topic; p. 85 136

L&S: Participates in a conversation on a familiar topic – pre-listens, listens, asks relevant questions, expresses opinion, respects others; p. 85

1: no. 11: no. 2a–c

LB 155 136

2 R&V: Reads a play – pre-reads, reads; p. 85 2: no. 1a–e, 2 LB 156–157 136–137 60–61

3 R&V: Reads a play − re-reads, discusses characters, expresses feelings; p. 85FAT LB pp. 156–158 (2: no. 4), TG p. 137

2: no. 3a–b,2: no. 4a–g

LB 156–158 137 (#) 60–61

4 LSC: Working with words and sentences – gender forms **, concord **, pronouns **, a and the before nouns **, determiners;FAT LB p. 158, TG p. 137

2: no. 5a–e LB 158 137

LSC: Vocabulary in context – homonyms;Working with words and sentences – adjectives; p. 85

3: no. 1, 24: no. 1, 2

LB 158LB 159

137137–138

49

5 LSC: Working with words and sentences – adverbs (manner); p. 85 8: no. 1, 2a–c LB 164 139 (#) 49

R&V: Independent reading – reads and presents oral book review; p. 85 Reads: A book report


RB 106RB 107

140

Reflection





SUCCESSFUL ENGLISH Week 10 Theme 14: People in my life (2)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Daily practice – performs a limerick; p. 85 6: no. 1, 2 LB 161 138–139

R&V: Practises reading – reads aloud, answers questions; p. 85 7: no. 1a–c, 2a–b7: no. 3a–d

LB 162–163LB 163

139

2 R&V: Independent reading – pre-reads, reads, activities; p. 85 Reads: A play

Activitiesno. 1–3

RB 99–104RB 105

138

3 W&P: Writes a play; p. 85 9: no. 1a–e, 2 LB 164 139 69

4 W&P: Writes a play; p. 85FAT LB p. 165, TG p. 139

9: no. 3a–b LB 165 139 (#) 69

5 L&S: Performs a play – listens to and speaks, uses voice and expression, pronounces clearly; p. 85FAT LB p. 165, TG p. 140

10: no. 1, 2a–b LB 165 140 (#) 62, 65, 66

Reflection





SUCCESSFUL ENGLISH Week 11 Catch-up and consolidation – Plan your week









7. Top Class English First Additional Language (Shuter & Shooter)

Note: There are no suggestions for informal assessment in this LTSM.

TOP CLASS Week 1 Theme 10: Gandhi – a great soul (1)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Practises listening and speaking – listens to and practises in groups, thereafter groups present daily for 5–10 minutes; p. 80

D: no. 1–2 LB 80 88You read: Where the rainbow ends

LB 80

2 L&S: Listens to a story – pre-listens, listens, answers literal questions, notes relevant information on a timeline; p. 80

A: no. 1–5B: no. 1–2

LB 79 86–87You read:

A great soul – Mohandas Gandhi

3 R&V: Reads a story – pre-reads, reads; p. 80 A: no. 1–3 LB 81–82 89 2–3,4–5

4 R&V: Reads a story – re-reads, answers questions, gives personal response, relates to own life; p. 80

B: no. 1–8 LB 81–83 89–90 2–3,4–5

LSC: Working with words and sentences – proper nouns; p. 80 C: no. 1–2 LB 83 90 9

5 R&V: Independent reading – reads and reflects; p. 80 Reads: Book review

Reflection no. 1–2

RB 53 85

Reflection





TOP CLASS Week 2 Theme 10: Gandhi – a great soul (2)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Practises listening and speaking – plays a language game; p. 80 E LB 81 88

L&S: Listens to oral descriptions of people – listens, notes relevant information, identifies similarities and differences; p. 80

C LB 80 87–88You read:

A comparison between Mandela

and Gandhi

2 R&V: Reads a personal letter – pre-reads, reads, identifies features of text and main idea, answers questions; p. 80

E: no. 1–3 LB 83–84 90 42

3 LSC: Vocabulary in context – synonyms;

Working with words and sentences – connecting words, future tense, present progressive tense, nouns (universals);Spelling – add -s for most plurals; p. 80

B: no. 1–5A: no. 1–6C: no. 1–4

DE: no. 1a-bF: no. 1a-e

LB 86LB 87LB 88

9293

5, 26, 62

6, 10, 14

4 W&P: Writes diary entries; p. 80 A: no. 1–3 LB 85–86 91 6

R&V: Independent reading – reads and reflects; p. 80 Reads: Dasarath BundhooReflection no. 1–2

RB 51–52RB 52

85

5 R&V: Independent reading – reflects in an oral book review; p. 80 D LB 83 90

W&P: Records words and their meanings in personal dictionary; p. 80 B LB 86 91

Reflection





Note: In this cycle L&S daily practice activities have been included in the TG. Although only noted on the first day of each week, these activities must be done daily for 5–10 minutes.

TOP CLASS Week 3 Theme 11: Global warming is not cool! (1)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Daily practice – miming; p. 81 97–98

L&S: Listens to a talk on an issue – listens, answers questions, discusses main idea, gives opinions; p. 81

AB: no. 1–5

LB 89 95–96 You read: Why is our

climate changing?

18, 40

2 L&S: Talks about issue after preparation – stays on topic, sequences points; p. 81

C LB 89 97 28

3 R&V: Reads an information text with visuals – pre-reads, reads; p. 81 AB

LB 90–92 98 10–11, 12–13, 17

4 R&V: Reads an information text with visuals – re-reads, answers questions, makes a mind map summary; p. 81

C: no. 1–8D

LB 90–93 98–9999

10–11, 12–13, 17

5 W&P: Writes an information text and completes visual; p. 81 A LB 95 101 14–15

Reflection





TOP CLASS Week 4 Theme 11: Global warming is not cool! (2)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Daily practice – performs a poem; p. 81 97–98

L&S: Collects information (survey) – asks and answers questions, records information; p. 81

D LB 90 97 28

2 W&P: Writes a report; p. 81 C LB 96 101–102

3 LSC: Vocabulary in context – lexical groups;Working with words and sentences – gender forms, adjectives before nouns, concord, present progressive tense; p. 81

A: no. 1–2B

C: no 1a–e, 2D: no. 1–5

E: no 1

LB 96LB 97LB 98

4 W&P: Transfers text to a graphic; p. 81 B LB 95 101 31

R&V: Does a word puzzle – spells correctly; p. 81 E LB 94 100

5 R&V: Independent reading – reads, reflects and summarises; p. 81 Reads: Pearl learns about the

greenhouse effectReflection

RB 54–58RB 58

R&V: Dot challenge; * p. 81 F LB 95 100

Reflection





TOP CLASS Week 5 Theme 12: The wonder of flying (1)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Daily practice – listens to and performs a poem; p. 82 B LB 100 106–107 You read:

Wings

L&S: Listens to stories − listens, answers questions, gives opinions, suggests alternative ending; p. 82

A: no. 1A: no. 2a–h

LB 99–100 104–105 You read:

Aeroplanes

42–43

2 R&V: Reads a story – pre-reads, reads, answers questions; p. 82 FAT LB pp. 100–102, TG p. 108

AB: no. 1–6C: no. 1–5

LB 100–102 107–108 38–40, 42–43

L&S: Retells story from summary; p. 82FAT LB p. 102, TG p. 108

D LB 102 108

3 R&V: Practises reading – reads aloud; p. 82FAT LB pp. 100–102, TG p. 107

B LB 100–102 107

4 LSC: Working with words and sentences – past tense;Comparative and superlative adjectives, possessive pronouns; p. 82

E: no. 1–2F: no. 1–5H: no. 1–5

LB 102LB 103LB 105

109109110

37

5 Writes a story; p. 82FAT LB pp. 105–106, TG pp. 110–111

AB: no. 1–2

LB 105–106 110–111 44

Reflection





TOP CLASS Week 6 Theme 12: The wonder of flying (2)


TG pp.

DBE pp.

Class

Date completed


2 L&S: Retells a story – sequences and refers to characters correctly; p. 82 A: no. 3 LB 100

3 R&V: Reads poems – pre-reads, reads, answers questions, discusses feeling and rhyme; p. 82FAT LB pp. 103–104, TG p. 109

G: no. 1a–b, 2, 3a–e LB 103–104 109

4 LSC: Working with words and sentences – personal pronouns, a and the before nouns, future tense, adverbs, shortening words, initialisms, acronyms; p. 82FAT LB pp. 107–108 (D only), TG pp. 107–108

AB: no. 1–5

CD: no 1, 2a–e, 3–5

F

LB 106LB 107

LB 107–108

111–112112

112–113

5 W&P: Writes for fun (poem); p. 82 C: no. 1–2 LB 106 111 46, 48

R&V: Independent reading – reads and reflects; p. 82FAT RB any, TG p. 110

Reads: Amelia Earhart

Reflection no. 1–3

RB 59–60RB 60

110

Reflection





Note: For this cycle consult Appendix A, Term 1 for L&S daily practice activities.

TOP CLASS Week 7 Theme 13: Air (1)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Listens to and carries out instructions – pre-listens, listens, discusses specific details and sequence of instructions, answers questions; p. 84

A: no. 1–2B

C: no. 1–2D: no. 1–4E: no. 1–8

LB 109–110 114–115You read:

Experiment

53

2 and

3

R&V: Reads a procedural text – pre-reads, reads, answers questions, describes sequence, follows instructions; p. 84

A: no. 1a–cB

C: no. 1–8D: no. 1–5

E

LB 110–111LB 112

115–116 33, 52, 53, 54–55,

58–59

4 LSC: Working with words and sentences – possessive form of nouns, adjectives, verbs to describe actions;Spelling – words often confused; p. 84

E: no. 1–7B: no. 1–8

CA

LB 115LB 117LB 118LB 117

117–118119

119–120118–119

53, 5654

5 W&P: Makes a mind map summary; p. 84 A: no. 1 LB 116 118

Reflection





TOP CLASS Week 8 Theme 13: Air (2)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Plays a language game – follows instructions, takes turns; p. 84 E: no. 1–8 LB 110 115

R&V: Independent reading – reads and reflects; p. 84 Reads: The mistReflection

RB 62RB 62

113

2 R&V: Reads an information text across the curriculum − pre-reads, reads, interprets visuals, answers questions, identifies main idea; p. 84

A: no. 1–2B

C: no. 1–7D

LB 112LB 113–114

LB 115

116117

20–21, 22, 24–25

3 LSC: Working with words and sentences – verbs to describe actions; p. 84 D: no. 1–5 LB 118 120 54

R&V: Independent reading – reads; p. 84 Reads: Reference books

RB 63–64 113

4 W&P: Writes an information text; p. 84 B: no. 1–2 LB 116 118

5 R&V: Independent reading – re-reads and describes features of reference books; p. 74

Reads: Reference books

Reflection

RB 63–64RB 64

113

Reflection





TOP CLASS Week 9 Theme 14: The magic of drama (1)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Daily practice – performs a poem; p. 85 C LB 119–120 121–122

L&S: Participates in a conversation on a familiar topic – sustains conversation, expresses opinions, retells story; p. 85

A: no. 1–3B

LB 119 121

2 R&V: Reads a play – pre-reads, reads aloud; p. 85 A: a–cB

LB 120–122 122–123 60–61

3 R&V: Reads a play – re-reads, answers questions; p. 85FAT LB pp. 121–124, TG pp. 122–125

C: a–j LB 121–124 122–125 60–61

4 LSC: Spelling – homonyms;FAT LB p. 126, TG pp. 128–129Working with words and sentences – adverbs, determiners;FAT LB p. 127, TG pp. 129–130Adjectives; p. 85

B: no. 1–4D: no. 1–6E: no. 1–2C: no 1–9

LB 126LB 126

LB 126–127LB 126

128–129129–130

130129

4949

5 W&P: Records words and their meanings in personal dictionary; p. 85 A: no. 1–2 LB 125 128

R&V: Independent reading – reads; p. 85 Reads: The four silly farmers

RB 65–72 121

Reflection





TOP CLASS Week 10 Theme 14: The magic of drama (2)


TG pp.

DBE pp.

Class

Date completed

1 and

2

L&S: Daily practice – plays a language game (spelling); p. 85 Additional spelling activity

122

W&P: Writes a short play script; p. 85FAT LB 124–125, TG pp. 127–128

A: no. 1–2 LB 124–125 127–128 64,66

3 L&S: Performs a play – acts out with own ending; p. 85FAT LB p. 124, TG pp. 125–126

D LB 124 125–126 62, 65, 66

4 L&S: Performs a play – acts out with real ending; p. 85FAT LB p. 124, TG pp. 125–127

E LB 124 126 62, 65, 66

5 R&V: Independent reading – prepares and presents an oral book review on the play; p. 85

Reflection no. 1–3 RB 72 121

Reflection





TOP CLASS Week 11 Catch-up and consolidation – Plan your week









8. Via Afrika English First Additional Language (Via Afrika Publishers)

Note 1: Informal assessment guidelines (#) are suggested for every activity.Note 2: L&S daily practice is indicated only in Lesson 1 of each week. You need to ensure that learners practise for 5–6 minutes each day.Note 3: It is essential that the activities are supplemented with activities listed in the DBE column, as the content in this book is thin.

VIA AFRIKA Week 1 Theme 10: Sport and entertainment (1)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Daily practice; p. 80 Choice 7–13, 163

L&S: Listens to a story – pre-listens, listens, answers questions, notes relevant information on a timeline; p. 80

1: no. 1–62

LB 110LB 110–111

164–165You read:

Finding my father

2 R&V: Reads a story – pre-reads, reads, answers questions; p. 80 3: no. 1–6 LB 111–112 166 2–3, 4–5

3 LSC: Spelling – add -s to form most plurals;Working with words and sentences – proper nouns; p. 80

56: no. 1–2

LB 113LB 114

167168

9

W&P: Writes a diary entry – reads, prepares; p. 80 4: no. 1 LB 112 167 6

4 W&P: Writes a diary entry – uses writing process; p. 80 4: no. 2 LB 112 167 6

5 R&V: Independent reading – reads and reflects; p. 80 Reads: The race

Core reader activity no. 1, 3–5

CR 34–41–

170170

Reflection





VIA AFRIKA Week 2 Theme 10: Sport and entertainment (2)


TG pp.

DBE pp.

Class

Date completed


L&S: Listens to oral descriptions of places – talks about places, finds similarities and differences; p. 80

7: no. 1–3 LB 114 168–169You read:

Johannesburg Durban

2 R&V: Reads a personal letter – reads, identifies features, answers questions; p. 80

8: no. 1–3 LB 115 169 42

3 LSC: Working with words and sentences – connecting words, simple present tense, present (universals), present progressive tense; p. 80

10: no. 1–4Explanation only11: no. 1a–d, 2

LB 117 171 6, 10, 14

4 R&V: Independent reading – reads and reflects; p. 80 Reads: A letter to Nomsa

Core reader activity no. 2–4

CR 94–

170170

5 R&V: Independent reading – does a structured book review and present orally; p. 80

9 LB 116 169–170 8–9

Reflection





VIA AFRIKA Week 3 Theme 11: What do you think? (1)


TG pp.

DBE pp.

Class

Date completed


L&S: Listens to a talk on an issue − pre-listens, listens, discusses main idea, gives opinions; p. 81

1: no. 1–52

LB 118LB 118–119

175–176You read:

Hands off my vuvuzela!

2 LSC: Working with words and sentences – present and progressive tense; p. 81

5: no. 1–5 LB 121–122 177–178

R&V: Reads an information text with visuals – pre-reads, reads, answers questions, selects relevant details; p. 81

3: no. 1–5 LB 119–120 176–177 10–11, 12–13,17

3 W&P: Transfers text into graphic form; p. 81 4 LB 120–121 177 31

4 R&V: Practises reading – reads aloud; p. 81 7 LB 123 178

5 R&V: Independent reading – reads and reflects; p. 81 Reads: Success for school girls

CR 86–87 179

Reflection





VIA AFRIKA Week 4 Theme 11: What do you think? (2)


TG pp.

DBE pp.

Class

Date completed


L&S: Collects information (survey) – selects questions, records information; p. 81

6 LB 122 178 28

2 R&V: Independent reading – reads and summarises; p. 81 8Choice of texts

LB 123 178

R&V: Does a word puzzle – uses relevant vocabulary, spells correctly; p. 81 9 LB 123 179

3 LSC: Vocabulary in context – lexical field;Working with words and sentences – gender forms, adjectives before nouns; p. 81

11Explanation only

12: no. 1–2

LB 124–125LB 125LB 125

181182

4 W&P: Writes a report; p. 81 10: no. 1–2 LB 124 181

5 W&P: Writes information text and completes visual; p. 81 14–15

Reflection





VIA AFRIKA Week 5 Theme 12: Learning as I grow (1)


TG pp.

DBE pp.

Class

Date completed


L&S: Listens to a story – pre-listens, listens, asks and answers questions, sequences and summarises; p. 82

1: no. 1–5 LB 126–127 187, 188You read:

The lion, the hare and the fleas

2 R&V: Reads a story – pre-reads, reads; p. 82 2: no. 1–3a–f LB 128–129 188 38–40

3 R&V: Reads a story – re-reads, answers questions; p. 82FAT (Part 4) LB p. 130, TG pp. 188–189

FAT (Part 4) no. 1–5a–c, 6–12

LB 128–130 189 38–40

4 R&V: Practises reading – reads aloud; p. 82FAT (Part 2) LB p. 131, TG pp. 189–190

FAT (Part 2) LB 131 189–190

R&V: Independent reading – reads and reflects; p. 82 Reads: A spike of green and The giraffe

CR 72CR 74

196

5 W&P: Writes a story; p. 82FAT (Part 6) LB p. 131, TG pp. 190–191

FAT (Part 6) LB 131 190–191 44

Reflection





VIA AFRIKA Week 6 Theme 12: Learning as I grow (2)


TG pp.

DBE pp.

Class

Date completed


L&S: Retells a story – sequences correctly, refers to characters, suggests alternative ending; p. 82FAT (Part 1) LB p. 127, TG pp. 186–187

FAT 5: Part 1 LB 127 186–187

2 LSC: Working with words and sentences – a and the before nouns;FAT LB p. 132, TG pp. 191–192shall and will (intention), comparative and superlative adjectives; p. 82

FAT (Part 3a)no. 1a–b, 2a–b

3: no. 1–54

LB 132LB 133LB 134

191–192192192

43

37

W&P: Writes for fun; p. 82 7 LB 136 194 46, 48

3 R&V: Reads a poem – pre-reads, reads, answers questions, discusses rhyme; p. 82

6: no. 1–6 LB 134–135 194 50

4 LSC: Working with words and sentences – personal and possessive pronouns, adverbs (place);FAT LB pp. 136–137, TG p. 195Spelling – shortening words and abbreviations; p. 82

FAT (Part 3b)Explanation only

LB 136–137LB 137

195 4949

R&V: Independent reading – reads; p. 82 Reads: Missing CR 30–33 196

5 R&V: Independent reading – reflects and relates to own life; p. 82FAT LB p. 137, TG p. 195

Any textFAT (Part 5)

LB 137 195

Reflection





VIA AFRIKA Week 7 Theme 13: Making sense of texts (1)


TG pp.

DBE pp.

Class

Date completed

1 L&S: Daily practice; p. 84 7–13, 199

L&S: Listens to and carries out instructions – pre-listens, listens, discusses specific details; p. 84

1: no. 1–4 LB 138–139 201 You read:

Listening to my mother

2 R&V: Reads a procedural text – pre-reads, reads, discusses format, sequence, specific details, answers questions; p. 84

2: no. 1–4 LB 139–140 201–202 33, 52, 53, 54–55,

58–59

3 W&P: Writes an information text; p. 84 3 LB 140–141 202

4 LSC: Spelling – words often confused;Works with words and sentences – adjectives, present progressive tense; p. 84

4: no. 1a–e, 25

6: no. 1–4

LB 142LB 142LB 143

203203

203–204

5 R&V: Independent reading – reads and reflects; p. 84 Reads: Let’s make pancakes

3: no. 1–4

CR 76–77 206no. 1–2

Reflection





VIA AFRIKA Week 8 Theme 13: Making sense of texts (2)


TG pp.

DBE pp.

Class

Date completed


L&S: Plays a language game – follows instructions, takes turns; p. 84 7 LB 143 204 53

2 R&V: Reads information text across the curriculum – pre-reads, reads, interprets visuals, answers questions; p. 84

8: no. 1–5 LB 144–145 204 20–21, 22, 24–25

3 W&P: Makes a mind map summary; p. 84 9 LB 146 205

4 LSC: Working with words and sentences – possessive form of nouns; p. 84

10: no. 1–5 LB 147 205 53

R&V: Independent reading – reads and reflects; p. 84 Reads: Report 1 CR 80–81 206no. 3–4

5 R&V: Independent reading – describes features of some texts read; p. 84 11: no. 1–2 LB 147 205, 206 no. 5

Reflection





VIA AFRIKA Week 9 Theme 14: I know I can (1)


TG pp.

DBE pp.

Class

Date completed


L&S: Participates in a conversation on a familiar topic – sustains conversation, expresses opinions; p. 85FAT (Part 1) LB pp. 148–149, TG pp. 210–211

FAT (Part 6) LB 148–149 210–211

2and

3

R&V: Reads a play – pre-reads, discusses characters, setting and action, expresses feelings; p. 85FAT (Part 2a) LB pp. 149–152, TG pp. 211–212

FAT (Part 2a)no. 1–7a–c, 8–13

LB 149–152 211–212 60–61

R&V: Reads a procedural text – answers questions;FAT (Part 2b) LB p. 153, TG p. 212

FAT (Part 2b)no. 1–4

LB 153 212 54–55, 58–59

4 W&P: Writes a play script; p. 85FAT (Part 4) LB p. 153, TG p. 213

FAT (Part 4) LB 153 213 64

5 LSC: Working with words and sentences – adjectives, adverbs; p. 85FAT (Part 3a) LB p. 154, TG p. 214Spelling – phonic knowledge; p. 85FAT (Part 3b) LB p. 155, TG p. 214

FAT (Part 3a) no. 1a–e

FAT (Part 3b)

LB 154LB 154–155

214214

4949

Reflection





VIA AFRIKA Week 10 Theme 14: I know I can (2)


TG pp.

DBE pp.

Class

Date completed

1and

2

L&S: Daily practice; p. 85 7–13, 209

L&S: Performs a play – develops sensible story line, uses voice and expression, pronounces audibly; p. 85

2 LB 155 215 62, 65, 66

3 R&V: Practises reading – reads aloud; p. 85 5 LB 156 217

4 LSC: Vocabulary in context – homonyms;Working with words and sentences – determiners; p. 85FAT (Part 3c) LB p. 157, TG p. 217

FAT (Part 3c)6

LB 157 217

R&V: Independent reading – reads and reflects; p. 85 Reads A misunderstanding

CR 50–57 216no. 1–5

5 R&V: Independent reading – presents an oral book report; p. 85 3–4 LB 156 215

Reflection





VIA AFRIKA Week 11 Catch-up and consolidation – Plan your week









D. APPENDIX

Working with words and sentences: Tenses

As you know, there are a many tenses in English. For Term 3, the CAPS has listed a number of different tenses under LSC: Working with words and sentences. They are as follows:

Simple presentPresent progressivePresent perfectSimple pastPast progressiveSimple future (will – something will happen; and will – to show intention)

Additional activities have been included to help your learners come to grips with those listed in the CAPS for this term, so that as they progress to the other tenses, they have a foundation to build on what they know.

Once your learners have worked through the activities below, you could use them as a guide/model to develop some of your own.

Act. 1: Simple present – used for definitions or statements of truth.

Match the words on the left with the definitions on the right. Then make complete sentence definitions, using the present tense. Underline the present tense verb. The first one has been done for you.

1. fine a. everything that a person can see2. fence b. a wall that separates two places 3. jail c. a number of people4. view d. money people pay as punishment5. litter e. to manage or to stop6. disease f. rubbish on the ground or in the street7. control g. a place people stay as punishment8. group h. sickness

Answer: 1 = d (money people pay as punishment) People pay money as punishment.

Act. 2: Present continuous/progressive – describes action in progress, for example, Thabo is going to school. It is used for actions that are happening in the present and for a period of time leading up to the present.

On separate strips of paper, you will need to write out ten simple sentences.

For example; You are making a cup of tea. You are watching a scary programme on television. You are crossing a busy road. You are waiting for the doctor. You are drinking a very hot cup of coffee. You are being chased by an angry dog, etc.

Randomly hand out the ten strips. These learners must not show their strips to the other learners. Tell them they will have to mime the situation for the rest of the class to guess. The other learners in class will ask each actor questions using the present continuous tense (be + -ing construction) to arrive at the answer. Help them by asking each actor the first question. Lastly each learner should choose one scene and write four sentences about it using the present continuous tense.

(Adapted from: Ur, P. Grammar Practice Activities)

Act. 3: Present perfect and present continuous – used for any period of time leading up to the present.

Read the sentences below to the class. If the sentence is in the present continuous, they must respond with now. If the sentence is in the present perfect, they must respond with already. The correct version has been bolded for you.

1. He’s returning home now OR He’s returning home already.2. She’s buying a new house now OR She’s buying a new house already.3. She’s bought some new clothes now OR She’s bought some new clothes already.4. She’s putting them on now OR She’s putting them on already.5. He’s opened the letter now OR He’s opened the letter already.


6. He’s torn up the letter now OR He’s torn up the letter already.7. He’s paid for everything now OR He’s paid for everything already.8. She’s decided about her job now OR She’s decided about her job already.

(Adapted from: Changing time, changing tenses)

Act. 4: Past simple – usually used to describe one complete action beginning and ending in the past. For example: Joan injured her leg.

a) Ask learners to change verbs in the sentences in Act. 2 into the past simple tense. They should then read their sentences to their class mates, who will correct them orally.

b) Make sentences in the past simple tense with each group of words below: 1 struck/car/yesterday afternoon 2 broke/windows/ten years ago 3 fire/started/at 9.07 4 called/fire fighters/at 9.15 5 put out/fire/five minutes ago

Act. 5: Past continuous/progressive – used to describe a past situation. For example: He was riding his bicycle.

Are you a good witness?

You need a large picture that shows a number of things going on – a street scene, a bus station, a market, etc. (some of the sets of books/LTSMs have posters that may be suitable). Tell the learners you are going to test their observation skills. They have

to look carefully at the picture and remember as many things as they can about what is happening. Show them the picture for two minutes only. Then ask them questions about the picture, for example: Which way was the woman facing – left or right? How many people were wearing beanies? etc. The learners can respond orally or in writing.


Act. 6: Future tense – used to express planned future action (what will happen). For example: I will do my homework at 4.00 pm

Write the names of easily recognisable objects on large pieces of paper, so that the whole class can see when you hold it up. For example, a cup, a stone, a plate, a knife, a piece of string, a box of matches, a piece of cotton wool, a spool of thread, a litre of water, etc.

Ask one learner to come out and stand with her/his back to the class. Show one piece of paper to class. The learner then turns to face the class and asks, What will you/are you going to do with it? The class mates will describe possible uses. Encourage them to be less obvious and more creative. For their answers, they must use the form: I will …

The guesser can only ask five questions. Then another learner will be the guesser, and you show another piece of paper.

Lastly show the whole class two or three papers again. Ask them to write three sentences describing what they remember the class said the object could be used for.


THE PROGRAMME TO IMPROVE LEARNING OUTCOMES

The StablesHollard Campus22 Oxford RoadParktown2193

Tel: +27 11 351 2430/2457

Email: [email protected]

Jik’iMfundo is a programme to improve learning outcomes, funded by the National Education Collaboration Trust, the KwaZulu-Natal Department of Education and others.

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educationDepartment:EducationPROVINCE OF KWAZULU-NATAL

GRADE

ENGLISH

ENDORSED BY

TEACHER TOOLKIT

First Additional Language

6

CAPS Planner and Tracker

ISBN: 978-1-928320-73-9

2018 TERM 3

Grade 6 EFAL Tracker 2018 Term 3 cover 104 KZN.indd 1 3/7/2018 3:16:51 PM

department: education province of kwazulu-natal english...

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