Platinum English FAL Grade 5 Lesson Plans

INTERMEDIATE PHASE
GRADE 5 LESSON PLANS

2012
Platinum ENGLISH
First Additional Language
CONTENTS PAGE
CONTENTS PAGE............................................................................2
ENGLISH FIRST ADDITIONAL LANGUAGE WORKSCHEDULE GRADE 5...3
TERM 1.......................................................................................................... 3
TERM 2.......................................................................................................... 3
TERM 3.......................................................................................................... 4
TERM 4.......................................................................................................... 5
EXEMPLAR TEACHING GUIDELINE GRADE 5.....................................7
THEME 1: WHAT I LOVE TO DO...........................................................................7
TERM 1: PLATINUM LESSON PLANS GRADE 5................................14
THEME 1: WHAT I LOVE TO DO.........................................................................14
THEME 2: GOING PLACES................................................................................ 16
THEME 3: FRIENDS.......................................................................................... 18
THEME 4 : MAKE IT......................................................................................... 20
THEME 5: PLENTY OF POETRY...........................................................................22
THEME 6: STORIES TO ENJOY............................................................................ 24
THEME 7: INVENTIONS..................................................................................... 26
THEME 8: MONSTERS AND STRANGE CREATURES..................................................28
THEME 9: HEALTHY HABITS............................................................................... 30
THEME 10: PEOPLE WE ADMIRE........................................................................32
THEME 11: BEAUTIFUL BIRDS............................................................................34
THEME 12: ANIMALS AND THE ENVIRONMENT......................................................36
THEME 13: LONG AGO IN EGYPT.......................................................................38
THEME 14: WORK PEOPLE DO..........................................................................40
THEME 15: PLAY SAFE..................................................................................... 42
THEME 16: FIRE!............................................................................................ 44
THEME 18: DIGGING UP DINOSAURS..................................................................48
ENGLISH First Additional Language WORKSCHEDULE GRADE 5
THEME
1. What I love to do
places2. Going
3. Friends
4. make it
5. Plenty of poetry
9-10
7-8
5-6
3-4
1-2
WEEKS
TERM 1
Listen and Speak
Read and View
Write and Present
Language
Structures and
conventions
Forma
l
Asses
sment
Teachin
g and
Learnin
g
Material
LB pp 1
10
TG pp 1
15
Listen to a story and

answer questions
Retell story
Daily listening and
speaking
Read a story
Complete a
comprehension
Read aloud
Reflect on texts
Independent reading
Personal recount
Personal opinion
Personal dictionary
Use a dictionary
Spelling
Sight words
High frequency words
Revise punctuation
Countable and proper
nouns
Articles a and the
Personal pronouns
Subject-verb concord
Simple past tense
Words from reading
texts
Baselin
e
assess
ment
Conversation on a
familiar topic
Factual recount
Correct sequence
Daily listening and
speaking
Information text
Comprehension
Read aloud
Reflect on texts
Independent reading
Factual recount
Draw and label
images
Select information
Personal dictionary
Use a dictionary
Present simple tense
Modals
Adverbs
Words from reading
texts
Term 1
FAT 1
LB pp
1118
TG pp
1631
Contemporary story
Describe characters
Dialogue
Role-play
Daily listening and
speaking
Contemporary story
Answer questions
SMS messages
Read aloud
Independent reading
Description of person
Paragraph
Short message
Personal dictionary
Question forms
Uncountable nouns
Prepositions
Connecting words
Reported speech
Capital letters
Term 1
FAT 1
LB pp
1926
TG pp
3246
Instructions
Describe a process
Language game
Daily listening and
speaking
Instructions
Read aloud
Independent reading
Instructions
Account of procedure
Personal dictionary
Use a dictionary
Possessive form
Possessive pronouns
Comparative
adjectives
Apostrophes
Words from reading
texts
Term 1
FAT 2
LB pp
2734
TG pp
4760
Poetry
Perform a poem
Daily listening and
speaking
Poetry
Read aloud
Independent reading
Reflect on texts
Poetry
Paragraph about a
poem
Personal dictionary
Use a dictionary
Gender forms
Adjectives
Irregular verb forms
Will to indicate
something will
happen
Words from reading
texts
Term 1
FAT 2
LB pp
3744
TG pp
6173
Forma
l
Asses
sment
Teaching
and
Learning
Material
LB pp 45
54
TG pp 74
87
6. stories to enjoy THEME
11-12
WEEKS
TERM 2
Listen and Speak

Listen to a
contemporary story
and answer
questions
Discuss a familiar
topic
Daily listening and
speaking
Read and View

Read a story
Complete a
comprehension
Book review
Read aloud
Independent reading
Reflects on texts: oral
book review
Write and
Present
Story
Book review
Personal
dictionary
Language Structures
and conventions
Use a dictionary
Alphabetical order
Countable and uncountable
nouns
Plural nouns
Adjectives
Question forms
Collocations
Words from reading texts
7. Inventions
Assessment Habits9. Healthy 8. monsters and strange creatures
13-14
15-16
17-18
19-20
Descriptions of
objects
Classification
Daily listening and
speaking
Information text
Read aloud
Skim and scan
Comprehension
Retell a story
Independent reading
Descriptions of
objects
Mindmap
Personal
dictionary
Stories
Notes and discussion
Retell a story
Daily listening and
speaking
Traditional story
Read aloud
Comprehension
Independent reading
Reflect on texts
Paragraphs
Personal
dictionary
Instructions
Role-play giving
instructions
Daily listening and
speaking
Recipe
Read aloud
Independent reading
Reflect on texts read
Recipe
Account of a
procedure
Personal
dictionary
Use a dictionary
Proper nouns
Future tense
Simple present tense
The verb to be
Prepositions
Antonyms
Prefixes
Suffixes
Words into syllables
Conditional sentences
Adjectives
Action verbs
Modals
Synonyms
Term 2
FAT 1
LB pp 55
64
TG pp 88
102
LB pp 65
74
TG pp
103116
Use a dictionary
Words starting with g
Adverbs
Future tense
Connecting words
LB pp 75
82
TG pp
117129
Midyear
exami
nation
LB pp 83
84
TG pp
130131
THEME
11. Beautiful birds admire10. People we
23-24
21-22
WEEKS
TERM 3
Listen and Speak
Read and View
Write and Present
Language
Structures and
conventions
Descriptions of
people
Make notes
Personal recount
Daily listening and
speaking
Stories about real

people
Paragraphs
Read aloud
Comprehension
Independent reading
Reflects on texts
read
Events in sequence
Rewrite a story in
own words
Personal dictionary
Ways of saying g
Subject-verb concord
Personal pronouns
Comparative
adjectives
Countable and
uncountable nouns
Words from reading
texts
Talk on a familiar
topic
Daily listening and
speaking
Information text
Comprehension
Read aloud
Independent reading
Reflects on texts
read
Diagram
Mindmap summary
Personal dictionary
Use a dictionary
Words starting with
c pronounced as s
for universal truths
Determiners
Possessive pronouns
Adjectives
Phrasal verbs
Words from reading
texts
Formal
Assessm
ent
Term 3 FAT
1
Teachin
g and
Learnin
g
Material
LB pp
8594
TG pp
132146
LB pp
96102
TG pp
147161
14. Work people do 13. Long ago in Egyptenvironment12. animals and the
25-26
27-28
29-30

answer questions
Opinions
Retell the story
Poetry
Daily listening and
speaking
Story
Poetry
Read aloud
Independent reading
Story with dialogue

Personal dictionary
Use a dictionary
Words starting with
c
Punctuation
Direct and reported
speech
Simple sentences
Connecting words
Words from reading
texts
LB pp
103112
TG pp
162175
Conversation
Language game
Daily listening and
speaking
Procedural and
information text
Comprehension
Read aloud
Independent reading
Write information
paragraphs
Personal dictionary
Use a dictionary
Words starting with
k Connecting words
Prepositions
Negative forms
Passive voice
Prefixes
Suffixes
Words from reading
texts
Term 3 FAT
2
LB pp
113122
TG pp
176189
Talk about a familiar

topic
Play (drama)
Daily listening and
speaking
Play (drama)
Answer questions
Read aloud
Independent reading
Play (drama)
Use a dictionary
Plurals with es
Punctuation
Gender forms
Articles a and the
Regular verb forms
Simple past and
simple present tense
Connecting words
Words from reading
texts
Term 3 FAT
2
LB pp
125130
TG pp
190203
15. Be safe THEME
Read and View
Language
Structures and
conventions
Story
Language game
Daily listening and
speaking
Read a story
Complete a
comprehension
Read aloud
Discuss social
issues in the story
Solve a puzzle
Independent
reading
Compare texts
Personal recount
Story
Personal dictionary
Adding ed or ing
Punctuation
Concord
Countable and
uncountable nouns
Adjectives
Personal pronouns
Words from reading
texts
16. Fire!
Listen and Speak
Write and
Present
Discuss familiar
topics
Discuss advantages
and disadvantages
Daily listening and
speaking
News report
Read aloud
Comprehension
Poster
Independent
reading
Retell a story
Information text
Table
Poster
Personal dictionary
Adjectives
Pronouns
Irregular verbs
Nouns that are only
plurals
Words from reading
texts
17. Feelings
35-36
33-34
31-32 WEEKS
TERM 4
Listen to and
discuss a story
Tell a story
Daily listening and
speaking
Story
Poetry
Read aloud
Independent
reading
Review
Personal recount
Book review
Personal dictionary
Use a dictionary
Plurals with s
Modals
Adverbs
Prepositions
Words from reading
texts
Formal
Assessmen
t
Term 4 FAT 1
Teaching
and
Learning
Material
LB pp
131140
TG pp
204217
LB pp
143148
TG pp
218230
LB pp
149158
TG pp
231244
Assessmentdinosaurs18. digging up
37-38
39-40
Conversation on a
less familiar topic
Daily listening and
speaking
Information text
Comprehension
Poster
Read aloud
Independent
reading
Reflects on texts
read
Poster
Information text
Personal dictionary
Use a dictionary
Singular and plural
noun forms
Adverbs
Future tense with
will
Present progressive
tense
Words from reading
texts
LB pp
159167
TG pp
245257
End-of-year
examination
LB pp
168169
TG pp
258259
EXEMPLAR TEACHING GUIDELINE GRADE 5

Subject: English First Additional Language
Grade: 5
Theme 1: What I Love To Do

Duration: 2 weeks (10 hours)
CAPS
Conte
nt and
Skills
Term 1 Weeks 1 & 2
Listening and
Speaking
(2 hours)
Reading and Viewing

(5 hours)
Writing and
Presenting
(2 hours)
Language Structures and

Conventions
(1 hour)
Do daily listening and

speaking practice
Talk about
photographs that
introduce the theme
Listen to a story
about children playing
Retell the story
Read a story about

getting lost
Practise reading the
story aloud
Do a comprehension
on the story
Read independently
or in pairs
Write a story
Use the writing
process to develop the
story
Write an opinion on a
story
Create a personal
dictionary
Spelling and
punctuation
Spelling: check spelling
and meanings of words
Build on phonic
knowledge
Punctuation: fullstop,
question mark,
exclamation mark
Work with words and
sentences
Personal pronouns
Countable nouns
Proper nouns
A and the with nouns
Concord
Simple past tense
Vocabulary in context
Words taken from shared
or individually read texts
LEARNING
ACTIVITY
TEACHING METHODS / APPROACH

Note: 510 minutes Daily listening and speaking: choose
an activity from pages 34 in the TG
Week 1
LESSON 1:
Duration: 60 minutes
Listening and
Speaking
Daily listening and speaking practice

Choose an activity a day from the list of activities on pages 3 and 4.
Listen and speak
Talk about a picture
Learners Book page 2
1. Work as a class. Ask learners to look at the photographs on page 1
quietly on their own for a few minutes.
2. Discuss Question 1. It focuses on literal aspects of the photograph:
what the children are doing. Encourage learners to use full
sentences when they answer.
3. In Question 2 learners express how the photos make them feel.
They must be able to explain their answers, for example: The
pictures make me feel happy, because the children are
playing/having fun.
4. Question 3 relates to the learners own lives. Learners say what
they like to do for fun.
RESOURCES
Platinum English FAL
Grade 5 Learner's Book and
Teacher's Guide
Platinum English FAL Grade
5 Reader
Use the exercises in the

DBOE Workbooks for
additional support.
Listen to a story
This activity can be used to do a baseline assessment of listening
skills. If so, learners can answer the questions in the After you listen
in writing. If you are not going to use it for baseline assessment, they
can be done orally, in groups. Organise the class into groups before
you start the Before you listen section.
Before you listen
1. Explain that you are going to read a story about the children in the
picture on page 2.
2. Discuss the questions with the class. Learners use the picture and
words to predict what the story might be about.
3. Explain that you will read the story four times. Remind them to sit
still and concentrate while they listen.
While you listen

1. The first time you read the story, encourage learners to close their
eyes and just listen.
2. The second time, ask them to look at the pictures while you read.
When you have finished, discuss the predictions they made in
Before you read. How are they the same as the story? How are
they different?
3. Read the story a third time. Learners write down the words they do
not understand. Discuss the meanings of the words with learners.
Encourage learners to work out the meaning themselves. To help
them do this, read the sentences in which the word occurs. Then
go through the words and meaning in the Word list.
4. The fourth time, learners sit and listen carefully again.
After you listen
1. Learners work either individually and answer the questions in
writing, or they discuss the questions in groups. Read through
Questions 1ae in this section. Questions 1ac require literal
answers. Question 1d requires analysis, synthesis and
organisation of information in the story, and Question 1e draws on
learners own experience.
2. In Question 2, learners use a frame to retell the story to a partner.
The learners should retell the story in the correct sequence, using
the simple past tense, and name the characters correctly.
Spelling and punctuation
Learners complete a word building exercise in which they match
beginnings and endings to words. They draw on phonic knowledge.
Answers should include: helpful, unhelpful, friendly, unfriendly,
grandfather. These answers are optional: grandfatherly, fatherly.
Baseline Assessment
For listening assessment, use the memorandum provided in After you
listen to mark the answers. For speaking assessment, ask learners to
retell the story Our rope swing to a partner without using the frame
that they have completed. Walk around the class to observe the
learners speak.
Informal assessment
If the comprehension questions are answered orally, circulate from
group to group. Take note of learners who are struggling to answer
the questions. You will need to do some remedial work with them
during the year.
Also, if this is the first group activity they are doing this year, use
your observations to organize groups into different levels. Use the
ideas in the introduction of the Teachers Guide to help you.
LESSON 2:
Reading and
Viewing
Homework
Learners complete the word building activity in the Spelling and
punctuation section. If there is time, do it orally in class. They must
complete it in writing.
Read and view
Read a story
Before you read
1. Discuss the questions as a class.
2. In Question 1a learners point at items listed in the picture.
3. In Question 1b learners imagine what the children in the picture
are saying to one another.
4. In Question 1c learners use the title and picture to predict what
will happen in the story.
5. Read the story to the class. Read it a second time.

6. Ask learners to read the story quietly on their own. They must do
this twice.
While you read
1. Learners practice reading the story aloud with a partner. They
should try to use expression and help one another pronounce new
words.
2. Learners need to think about situations in the story that may be
dangerous.
After you read
1. Read through the questions with the class.
2. Ask learners to complete the questions in writing. Question 1
requires literal answers. Questions 24 require metacognitive
responses.
Read the help item Using your dictionary (Learners Book page 172)
with the learners. This explains where to find words that start with
the same letter. Learners now find the words allowed and afraid in
the dictionary. (They need to look at the second letter in each word to
work out that the word allowed appears after the word afraid.)
LESSON 3:
Language
Focus
Baseline assessment
Reading comprehension: Use the memorandum provided in After you
read to mark the comprehension.
Language Focus
Pronouns
1. Work as a class. Read the information about pronouns in the help
box.
2. Discuss the rules. Learners should be familiar with pronouns as
they have learnt them in Grade 4.
3. Explain how personal pronouns refer to people and things and that
they can substitute nouns or names.
4. Ask learners to do Activity 1 individually, in writing.
5. About 20 minutes before the end of the lesson. Tell them to put
their work away, and to prepare for independent reading.
Baseline Assessment
Language structures and conventions: Use the memorandum
provided above to mark the answers.
Remedial
If learners are struggling to understand personal pronouns, give them
more practice. Here are a few examples you can use, answers in
bold. Add some of your own to target areas of difficulty for specific
individuals.
a) (I/Me) love to swing.
b) The puppy plays with (them/they).
c) (Us/We) made the swing together.
d) (He/Him) is my best friend.
e) My dad helped (he/him).
Extension
Write the following activity on the board for learners who understand
personal pronouns well.
1. Replace the underlined words with personal pronouns.
Sarah and I play in the park in the afternoon. Yesterday we met my
brothers there for a picnic. Sarah packed sandwiches for Sarah, my
brothers and I. My brother, Paul, brought a kite to fly.
(Answers: We play in the park in the afternoon. Yesterday we met
them there for a picnic. She packed sandwiches for us. He brought
a kite to fly.)
Homework
Ask learners to do Question 4 from the Revision section on page 10.
Independent reading - Reader
Refer to the grid in the Teachers Guide, which gives guidance on the
independent reading in this lesson.
Baseline assessment
1. For speaking, use the time allocated for Independent reading to
assess a few learners who have not yet been assessed for
speaking skills. Use the ideas and rating scale from Lesson 1.
2. You can also use this time to assess a few learners for reading
aloud.
Ask them to read at least two paragraphs from the story Lost!
aloud. Remind them to pay attention to saying words correctly
(pronunciation), reading smoothly (fluency) and reading with
expression.
LESSON 4:
Writing and
Presenting
Use the exercises in the DBOE Workbook 2 (Terms 3 and 4)

page 21 for additional support.
Write and present
Write a story
1. Work as a class.
2. Tell learners they are going to write a story about something that
happened to them.
3. Explain that so far in this chapter, they have listened to a story
and read a story, so by now they know quite a bit about stories.
4. Discuss some of the basic elements of the stories they have read:
They have people in them, they happen in a place, or places, the
people do and say things.
5. Read the example of a story on page 8. Then read the annotations
around the story. Discuss them with the class. Tell them that these
are the things you need to remember when you write a story.
7. Remind learners of the writing process. They have used it in Grade
4.
8. Ask them to point out the five steps of the process in their
Learners Books (pages 89).
9. About 20 minutes before the end of the lesson, tell them to put
their work away and prepare for independent reading. Explain that
they will continue writing a story in the next lesson.
Refer to the grid, which gives guidance on the independent reading
in this lesson.
Baseline assessment
Reading aloud and Speaking: Use the time allocated for Independent
reading to assess a few learners who have not yet been assessed for
reading aloud and speaking skills. Use the ideas and rating scales
from Lessons 1 and 3.
LESSON 5:
Writing and
Presenting

pages 30 and 31 for additional support.
Make a personal dictionary
Learners prepare their personal dictionaries using the guidelines on
10
page 172 of the Learners Book. Some learners might still be able to
use their dictionaries from the previous year. They can do
independent reading while other learners are making their
dictionaries.
Write and present
Write a story
1. Work as a class.
2. Remind learners that they are going to start writing their stories in
this lesson. Tell them that they are going to do the first stage of
the Writing process. They will use a mind map to plan their stories.
3. Read through the story and the annotations again.
4. Find out if there is anything that learners are unsure about. Explain
more if needed.
5. Ask them to start working through the writing process to write
their stories. They can use the mind map to plan their stories.
6. Learners then write their notes into full sentences and arrange
them in paragraphs. They must read their work carefully and
check that they have included what they need to. Can they think
of any changes that will make their writing better?
7. Ask them to work in pairs and read each others drafts. They must
check for spelling and punctuation.
8. Let them write their final drafts in their exercise books. Remind
them to add a title. Also remind them to write neatly. If there is
not time, they can finish their stories for homework.
their work away and prepare for independent reading.
Remedial
If learners are struggling to write their own personal recount/story,
give them this frame for support:
On _______, _________ and I were at __________________. We were
________________.
Suddenly _____________________________________ .
In the end ___________________________________________.
Extension
Learners who write their stories well and quickly can add photos or
pictures to improve their presentation.
Homework
Learners who have not finished writing their stories can complete
them for homework.
in this lesson.
Week 2
LESSON 6:
Listening and
Speaking
Baseline assessment
Reading aloud and Speaking: Use the time allocated for Independent
reading aloud and speaking skills.
Listen and speak
Work with words and sentences
1. Learners work on their own.
2. Before they work through Work with words and sentences Question
1: an exercise on the simple past tense, explain how most verbs in
the past tense end in ed. Learners complete Question 1 in their
exercise books.
3. Read and explain the information about using a and the in the
help box to the learners. Learners complete Question 2 in their
11
exercise books.
4. Revise the full stop, question mark and exclamation mark with
learners. Read a few lines from the story Our rope swing to show
how the punctuation marks sound, for example: strong emotion
for exclamation marks; a pause for a full stop; and words at the
end of a question spoken with a higher tone. Learners complete
Question 3 in their exercise books.
5. About 20 minutes before the lesson ends, ask learners to prepare
for independent reading.
Refer to the grid which gives guidance on the independent reading in
this lesson.
Reading aloud and Speaking
Use the time allocated for Independent reading to assess learners
who have not yet been assessed for reading aloud and speaking
skills. Use the ideas and rating scales from Lessons 1 and 3.
LESSON 7:
Work with
words and
sentences
Homework
Ask learners to do Question 1 from the Revision section on page 10.
Read and view
1. Learners work on their own.
2. Work through the help box on proper nouns with the class.
Learners complete Question 1 in their exercise books.
3. Use the help box on countable nouns to explain them to the class.
Ask learners to name things in the class that can be counted, for
example: chair, desk, girl, boy. Learners complete Question 2 in
their exercise books.
4. Read the help box on verbs ending in s. Give examples of
sentences that describe the class situation, such as: John sits at
his desk. Siya and Leti sit at their desks. Learners complete
Question 3 in their exercise books.
5. About 20 minutes before the end of the lesson, ask learners to
prepare for Independent reading.
in this lesson.
Baseline assessment
Reading aloud and speaking: Use the time allocated for Independent
reading aloud and speaking skills. Use the ideas and rating scales
from Lessons 1 and 3.
LESSON 8:
Language
Focus
Informal assessment
Ask learners to swap books and mark each others work. Go through
the questions, encouraging learners to give the answers. They should
write these on the board. Make sure the words are spelt correctly.
Language Focus
Pronouns
1. Work as a class. Read the information about personal pronouns to
the learners again.
2. Revise the rules. Learners should know what personal pronouns
12
are now.
3. Ask learners to do Activity 2 individually, in writing.
their work away and prepare for independent reading.
Baseline Assessment
Language structures and conventions: Use the memorandum
provided in the Teachers Guide to mark the answers.
LESSON 9:
Writing and
Presenting
Give learners five to ten minutes to work in their personal
dictionaries. They must make sure they have added all the new
words they have learnt in this two-week cycle. This includes words
they have come across during independent reading. Encourage them
to add sentences that show the meanings of the word.
Give learners five to ten minutes to work in their personal
dictionaries. They must make sure they have added all the new
words they have learnt in this two week cycle. This includes words
they have come across during independent reading. Encourage them
to add sentences that show the meanings of the word.
Write and present
Write an opinion on a story
1. Explain to learners that they are going to write about what they
think of a story.
2. First have a discussion based on these questions.
a) Do you like reading stories?
b) What stories do you like? Why?
c) What stories dont you like? Why?
3. Help learners who are struggling to give opinions. Give them a list
of words that
describe emotions to work with, for example: happy, sad, afraid,
worried.
4. Read the example of an opinion in the Learners Book.
5. Read each annotation. Explain to learners that their opinions will
need to include these features. Emphasise that they should give a
reason why they like or dislike a story.
6. Learners work with a partner and complete the frame of the
opinion orally. If learners cannot think of a story they have read on
their own, they can write their opinions on the story Lost! from
the Learners Book. Encourage them to support one another and
give each other feedback.
7. About 20 minutes before the end of the lesson, ask them to put
their writing away and to continue with their independent reading.
in this lesson.
Baseline assessment
By now you should have assessed most of the learners for reading
aloud and speaking skills. If necessary, use the time allocated for
Independent reading to assess the few learners who have not yet
been assessed. Use the ideas and rating scales from Lessons 1 and 3.
LESSON 10:
Writing and
Homework
Give learners the spelling list. Ask them to learn the words for a
spelling test in the next lesson.
13
Presenting

Spelling
Give learners the spelling test. Ask them to swap books and mark
each others books. Record their marks out of 10 if you need to.
Write and present
Write an opinion on a story

1. Look again at the annotations next to the model of an opinion on a
story (page 9).
2. Learners copy and complete the frame, using information from a
story they have read.
3. Ask them to work in pairs and read each others opinions. They
must check for spelling and punctuation.
4. If there is time, allow them to correct their mistakes.
REVISION: Learners Book p10
The DBOE Workbook can be used for revision work and homework
ASSESSMENT TASK
Baseline Assessment
Lesson 1: For listening assessment. For speaking assessment, ask learners to retell the story Our rope swing to a
partner without using
the frame that they have completed. Walk around the class to observe the learners speak.
Lesson 2: Reading comprehension
Lesson 3 and 8: Language structures and conventions
Lesson 3: 1. For speaking, use the time allocated for Independent reading to assess a few learners who have not yet
been assessed for
2. You can also use this time to assess a few learners for reading aloud. Ask them to read at least two paragraphs
from the story
Lost! aloud. Remind them to pay attention to saying words correctly (pronunciation), reading smoothly (fluency) and
reading with expression.
Lessons 4, 5, 7 and 9: Reading aloud and Speaking: Use the time allocated for Independent reading to assess a few
learners who have not
yet been assessed for reading aloud and speaking skills.
Informal assessment
Lesson 1: If the comprehension questions are answered orally, circulate from group to group. Take note of learners
who are struggling to
answer the questions. You will need to do some remedial work with them during the year. Also, if this is the first
group activity
they are doing this year, use your observations to organize groups into different levels.
Lesson 7: Ask learners to swap books and mark each others work. Go through the questions, encouraging learners
to give the answers.
They should write these on the board. Make sure the words are spelt correctly.
TERM 1: PLATINUM LESSON PLANS GRADE 5

Grade: 5
Theme 1: What I Love To Do

CAPS
Conte
nt and
Skills
Term 1 Weeks 1 & 2
Listening and
Speaking
(2 hours)
Reading and Viewing

(5 hours)
Writing and
Presenting
(2 hours)
Language Structures
and Conventions
(1 hour)

speaking practice
Talk about
photographs that
introduce the theme
Listen to a story
about children playing
Retell the story
Read a story about

getting lost
Practise reading the
story aloud
Do a comprehension
on the story
Read independently
or in pairs
Write a story
Use the writing
story
Write an opinion on a
story
Create a personal
dictionary
Spelling and
punctuation
Spelling: check
spelling and meanings
of words
Build on phonic
knowledge
Punctuation: fullstop,
question mark,
exclamation mark
Work with words and
sentences
Personal pronouns
14
Countable nouns
Proper nouns
A and the with
nouns
Concord
Simple past tense
Vocabulary in
context
Words taken from
shared or individually
read texts
LEARNING
ACTIVITY
Week 1
LESSON 1:
Listening and
Speaking
LESSON 2:
Reading and
Viewing
LESSON 3:
Language
Focus
LESSON 4:
Writing and
Presenting
LESSON 5:
Writing and
Presenting
Week 2
LESSON 6:
Listening and
Speaking
LESSON 7:
Work with
words and
sentences

an activity from pages 34 in the TG
LB page 2
Talk about the photographs of happy children to introduce the theme.
Listen to a story called Our rope swing. Before they listen, use
pictures and vocabulary to predict what the story is about.
Learners build on phonic knowledge to spell words and build word
families.
LB page 4
Read a story called Lost!. Before reading, use the pictures and the
title to predict what the story is about.
Learners use the dictionary to check spelling and meanings of words.
LB page 7
Personal pronouns
Independent reading Reader
RESOURCES
Grade 5 Learner's Book
and Teacher's Guide
Grade 5 Reader
Use the exercises in

the DBOE Workbooks
for additional support.

page 21for additional support.
LB page 7
Read the model of a story provided. Use a mind map to start
planning a story.
LB page 8
Continue working through the writing process from the previous
lesson.
Learners prepare their personal dictionaries, if they do not have
dictionaries from last year.
LB page 2
Listen to a story
Complete the Work with words and sentences activity, which is three
activities covering the simple past tense, using a or the with
nouns, and punctuation.
The activities are based on the theme and vocabulary in the story.
LB page 4
Capital letters, proper nouns, countable nouns and concord. The
activities are based on the theme and vocabulary of the story they
have read.
15
LESSON 8:
Language
Focus
LESSON 9:
Writing and
Presenting
Independent reading
LB page 7
Personal pronouns
Learners spend about 10 minutes working on their personal
dictionaries, bringing them up to date by adding new words that they
have learned from the reading and listening texts.
LB page 8
Learners think about a story they have read. They use the model and
the frame provided to write an opinion on the story.
Independent reading- Reader
LESSON
10:
Writing and
Presenting
LB page 8
Learners complete their opinions on a story from the previous lesson.
Spelling
Learners do a spelling test based on new words they learnt in this
cycle.

ASSESSMENT TASK
Baseline Assessment
Lesson 1: For listening assessment. For speaking assessment, ask learners to retell the story Our rope swing to a
partner without
using the frame that they have completed. Walk around the class to observe the learners speak.
Lesson 2: Reading comprehension
Lesson 3 and 8: Language structures and conventions
Lesson 3: 1. For speaking, use the time allocated for Independent reading to assess a few learners who have not
yet been assessed for
2. You can also use this time to assess a few learners for reading aloud. Ask them to read at least two
paragraphs from the
story Lost! aloud. Remind them to pay attention to saying words correctly (pronunciation), reading smoothly
(fluency)
and reading with expression.
Lessons 4, 5, 7 and 9: Reading aloud and Speaking: Use the time allocated for Independent reading to assess a
few learners who have
not yet been assessed for reading aloud and speaking skills.
Informal assessment
Lesson 1: If the comprehension questions are answered orally, circulate from group to group. Take note of
learners who are
struggling to answer the questions. You will need to do some remedial work with them during the year. Also, if
this is the
first group activity they are doing this year, use your observations to organize groups into different levels.
Lesson 7: Ask learners to swap books and mark each others work. Go through the questions, encouraging
learners to give the
answers. They should write these on the board. Make sure the words are spelt correctly.
16
PLATINUM LESSON PLANS GRADE 5

Grade: 5
Theme 2: Going Places

CAPS
Conte
nt and
Skills
Reading and Viewing

(5 hours)

speaking practice
Take part in a
conversation about
different types of
transport
Give a personal
recount of travelling
experiences
Read an information
text about Mozambique
Do a comprehension
based on the text
Practice reading the
text aloud
Read independently
or in pairs
LEARNING
ACTIVITY
Week 3
LESSON 1:
Writing and
Presenting
LESSON 2:
Reading and
Viewing
LESSON 3:
Reading and
Viewing
LESSON 4:
Language
Focus
Term 1 Weeks 3 & 4
Listening and
Speaking
(2 hours)
Writing and
Presenting
(2 hours)
Write labels for
visuals(maps)
Write a factual
recount
Record words and
their meanings in a
personal dictionary

an activity on page 19 in the TG
LB page 11
Talk about a photograph that shows different types of transport.
Explore some of the ideas and vocabulary that will occur in the
theme.
Take part in a conversation
Take part in a conversation about how people travel. Use the
questions and the bar graph on page 13 of the Learners Book.
Learners discuss and then apply what they have learnt by completing
information on their graph.
LB page 14
Read an information text
The text is about Mozambique.
Before learners read, they use the pictures and the title to predict
what the text is about. They are also introduced to some vocabulary
used.
While they read, they are asked to locate places on a map.
After they read, they do a comprehension the text. The
comprehension includes literal and metacognitive questions.
Record in personal dictionary
Learners record new words in their personal dictionaries.
LB page 14
Read an information text
Learners continue the comprehension activity from the day before.
LB page 16
The simple present tense
Learners read the rules about this concept in the Help box. Then they
use this information to complete an activity. The activity is
integrated: it is based on the ideas and vocabulary of the theme.
Language Structures
and Conventions
(1 hour)
Spelling and
punctuation
Spell correctly using a
personal dictionary
Build vocabulary
Work with words and
sentences
Modal verbs: can,
may, must
Adverbs of time
Vocabulary in
context
Words taken from
read texts
RESOURCES
and Teacher's Guide
Grade 5 Reader
Bring books,
brochures and
pictures of places of
interest on the
African continent.
the DBOE Workbooks
17
LESSON 5:
Writing and
Presenting
Week 4
LESSON 6:
Listening and
Speaking
LESSON 7:
Reading and
Viewing
LESSON 8:
Reading and
Viewing
LESSON 9:
Language
Focus
LB page 19
Write a factual recount and select information to complete labels.
Learners write labels for a map of Africa, in preparation for a factual
account of a journey through Africa.
LB page 12
Give a factual recount
Learners work in pairs. They match sentences to pictures to form a
correctly sequenced factual recount. They then give their own factual
recounts.
LB pages 14
Practise reading
Learners work in pairs and take turns to read the text on Mozambique
aloud to each other.
Learners use modal verbs and adverbs of time to complete activities
based on the theme.
Spelling and Vocabulary in context
Learners prepare for a spelling test based on the theme.
page 59 and DBOE Workbook 2 (Terms 3 and 4) page 91 for
additional support.
LB pages 14 and 15
Reading
Learners do further comprehension work on the reading text, mostly
at metacognitive level.
Record in a personal dictionary
Learners record in their personal dictionaries.
Spelling
cycle.
LB page 16
Learners complete sentences.
Formal assessment task
Spell familiar words correctly
Learners learn and revise words that they were tested on remedial.
LESSON
10:
Writing and
Presenting
LB pages 17
Write a factual account
Learners use the information from their previous writing activity to
describe a journey from the north to the south of Africa. They work
through the writing process. This is a Formal Assessment Task.

ASSESSMENT TASK
Formal assessment
Lesson 1: Assess the learners conversation skills.
Lesson 1: Assess independent reading in this lesson.
Lessons 2, 3, 4, 5, 7, 8 and 9: Reading aloud, listening and speaking
Lesson 10: Creative writing
18

Grade: 5
Theme 3: Friends
Term 1 Weeks 5 & 6
Listening and
Speaking
(2 hours)
CAPS
Conte
nt and
Skills

speaking practice
Talk about a
photograph that
introduces the theme
Listen to a recount
story about a group
of children getting
together
Role play a
conversation on a
familiar topic
LEARNING
ACTIVITY
Week 5
LESSON 1:
Listening and
Speaking
LESSON 2:
Reading and
Viewing
LESSON 3:
Reading and
Viewing
LESSON 4:
Language
Focus
LESSON 5:
Writing and
Presenting
Reading and
Viewing (5 hours)
Read a story about a
boy who is upset
Do a comprehension
based on the story
story aloud
Read independently
or in pairs
Writing and
Presenting
(2 hours)
Write a description of
a person
Write a short
message inviting
someone to an event
Write a paragraph
about the planned
event
Record words and
their meanings in a
dictionary

Listen to a story
LB page 20
Use the listening text on page 171 of the Learners Book. It is a
personal recount, introducing the main story of the theme.
LB page 22
Read a story: Achmat is upset
The comprehension includes literal and metacognitive questions.
Learners practice reading aloud.
Read and view
LB page 22
Learners re-read and re-tell the story about Achmat. They complete
the comprehension.
Working with words and sentences
Learners complete the activities on reported speech, prepositions
and compound nouns.
LB page 24
Question forms
The activity is integrated: it is based on the ideas and vocabulary of
the theme.
LB page 25
Learners write descriptions of people they know.
Language
Structures and
Conventions
(1 hour)
Spelling and
punctuation
personal dictionary
Build vocabulary
Work with words and
sentences
Question forms
Prepositions of place
Reported speech
Connecting words
Vocabulary in
context
Compound words
Words taken from
read texts
RESOURCES
and Teacher's Guide
Grade 5 Reader

the DBOE Workbooks
19

20
Week 6
LESSON 6:
Listening and
Speaking
LESSON 7:
Reading and
Viewing
LESSON 8:
Reading and
Viewing
LESSON 9:
Language
Focus
LESSON
10:
Writing and
Presenting
LB page 21
Learners work in pairs. They read and expand on a dialogue. They
then make up further dialogues.
Working with words and sentences
LB page 21
Learners complete the activities on uncountable nouns and
connecting words. These activities are based on the theme and
vocabulary of the story they read.
LB page 23
Learners read aloud in pairs. They read more about Achmat and his
friends, through a series of sms texts. Complete the Before you read
and While you read activities.
LB page 23
Complete the exercises about compound words and prepositions.
LB page 23
Learners read the social texts again and complete the
comprehension questions.
Learners work on their personal dictionaries.
LB page 24
Question forms: Learners revise question forms and complete the
exercises.
LB page 25
Learners write a short message, and then complete a frame about a
planned event, and then write a similar paragraph about something
they would like to plan. Learners do a spelling text based on new
words they learnt in this cycle.
dictionaries, bringing them up to date so they have included
information on all the new words in this cycle.

ASSESSMENT TASK
Formal assessment
Lesson 5: Written description
Informal assessment
Lesson 1: Go around and check on how well learners answer the questions/take notes. Take note of learners who
are struggling to
answer the questions. You will need to do some remedial work with them, perhaps taking them aside to listen to
the text
again, more slowly.
Lesson 3: Comprehension: Learners mark their own work. Take in a few random books to check what they have
done.
Lesson 4: Learners mark their own work. Call out the answers.
Lesson 6: Listen to the role plays. Note which learners are confident and creative and which learners need help.
Lesson 7: Ask learners to swop books and mark each others work. Go through the questions, encouraging
learners to give the
21
answers. They should write these on the board. Make sure the words are spelt correctly.
Lesson 8: Learners mark their own work with your assistance.
Lesson 9: Learners swop books to mark one anothers work. Write the answers on the board.
Lesson 10: Assess written work informally. Circulate while learners are busy. Help them and correct their work.
Take it in and give
an impression mark, based on the number of language and spelling errors.
22

Grade: 5
Theme 4 : Make It
CAPS
Conte
nt and
Skills
Term 1 Weeks 7 & 8
Listening and
Speaking
(2 hours)
Reading and Viewing

(5 hours)

speaking practice
Talk about a
photograph of children
doing crafts
Listen to and carry
out
instructions for how
to make bubble print
paper
Retell instructions/
Describe a simple
process
Play a language
game
Read instructions on
how to make a sock
puppet
instructions aloud
Do a comprehension
on the instructions
Read independently
or in pairs
LEARNING
ACTIVITY
Week 7
LESSON 1:
Writing and
Presenting
(2 hours)
Write instructions on
how to decorate a
sock puppet
Write a paragraph
explaining how to
decorate a sock
puppet (an account of
a procedure)
Record words and
their meanings in the
dictionary

Language
Focus
LB page 28
Talk about the photograph of children doing crafts to introduce
theme. Use the listening text on page 170 of the Learners Book to
explain how to make bubble print paper. Before they listen, learners
discuss pictures and vocabulary related to the instructions. While
they listen, they practise carrying out the instructions.
LB page 28
Learners carry out the same instructions that they practiced in
Lesson 1.
Formal Assessment Task
LB page 30
Read instructions for how to make a sock puppet.
Discuss a picture, think of creative puppets to make and then
practise reading the instructions with a partner.
After they read, learners answer comprehension questions orally.
LB page 32
Possessive pronouns
Write instructions
Do a shared writing exercise to practice for formal assessment in the
next lesson.
LESSON 5:

Listening and
Speaking
LESSON 2:
Listening and
Speaking
LESSON 3:
Reading and
Viewing
LESSON 4:
Language Structures
and Conventions
(1 hour)
Spelling
Use a dictionary to
check spelling and
meanings of words
Work with words and
sentences
Possessive pronouns
Possessive form of
the noun
Apostrophes for
showing possession
Comparative
adjectives
Vocabulary in
context
Words taken from
shared
or individually read
texts
RESOURCES
and Teacher's Guide
Grade 5 Reader
For making bubble
prints: water (either
taps or large jugs of
water), a
washbasin/washbasins,
a range of different
coloured food colouring
(at least four different
colours), one bottle of
dishwashing liquid and
a white sheet of paper
for each learner.

the DBOE Workbooks
23
Writing and
Presenting
LB page 33
Write instructions
Learners work on their own to write instructions on how to decorate a
sock puppet. They are given a checklist, to check their own writing,
because this activity will be formally assessed.
24
Week 8
LESSON 6:
Listening and
Speaking
LESSON 7:
Listening and
Speaking
LESSON 8:
Reading and
Viewing
LESSON 9:
Language
Focus
LB page 29
Listen to instructions and answer questions about them. Retell the
instructions: Formal Assessment Task
LB page 30
Complete the Work with words and sentences activity, which is a
short integrated activity on comparative adjectives.
Play a language game
Learners play Simon Says in groups of seven or eight.
LB page 31
Complete the Reading comprehension: Formal Assessment Task
dictionaries, bringing them up to date adding new words that they
have learned this week.
LB page 32
Nouns showing belonging: Formal Assessment Task
LESSON
10:
Writing and
Presenting
LB page 34
Write a paragraph explaining how to decorate a sock puppet. Follow
the writing process.
Spelling
Do a spelling test based on new words they learnt in this cycle.

ASSESSMENT TASK
Formal assessment
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
2 and 5: Listening: Formally assess each learners listening as they carry out instructions.
4: Language structures and conventions
5: Writing
6: Speaking
8: Reading comprehension
Informal assessment
Lesson 1: Learners assess themselves. They should to say yes, sometimes or no for each point.
Lesson 4: Write the answers to Question 2 from the Revision page on the board. Learners can swap books and
mark a partners
answers.
Lesson 6: Learners check their partners instructions. They then give each other feedback.
Lesson 9: Write the answers to Question 1 from the Revision page on the board. Learners can swap books and
mark a partners
answers.
25

Grade: 5
Theme 5: Plenty Of Poetry

CAPS
Conte
nt and
Skills
Term 1 Weeks 9 & 10
Listening and
Speaking
(2 hours)
Reading and Viewing

(5 hours)
Writing and
Presenting
(2 hours)
Language Structures
and Conventions
(1 hour)

speaking practice
Talk about a
photograph of balloons
to introduce the theme
Listen to a poem and
answer questions
about it
Perform a poem.
Read two poems and

answer questions
about them
Practice reading a
poem aloud
Read independently
or in pairs
Write a poem using a

frame
Write about a poem
Record words and
their meanings in a
dictionary
Spelling and
punctuation
Spell familiar words
correctly, using a
personal dictionary
Work with words and
sentences
Gender forms of
some nouns
Irregular forms of
some verbs
Adjectives that show
what things are made
of
Will to indicate
something that will
happen
Vocabulary in
context
Words taken from
read texts
LEARNING
ACTIVITY
Week 9
LESSON 1:
Listening and
Speaking
LESSON 2:
Reading and
Viewing
LESSON 3:
Reading and
Viewing
LESSON 4
Language
Focus
LESSON 5:
Writing and
Presenting

LB page 36
Talk about the photograph of balloons and introduce learners to the
theme. Listen to a poem called The little turtle.
pages 94 to 95 for additional support.
LB page 38
Learners discuss the questions in the Before you read section as a
class. Learners complete the comprehension questions orally.
This will serve as practice for a later formal assessment exercise.
LB page 39
Learners complete the comprehension questions in the After you
read section on their own, and in writing, for formal assessment.
Learners then complete the exercises on the future with will, and
adjectives
LB page 41
Irregular verbs
LB page 42
Learners work through the features of a poem.
They then work with a partner to complete a frame to write a poem.
A checklist is given to the learners so that they understand the
assessment criteria.
RESOURCES
and Teacher's Guide
Grade 5 Reader

the DBOE Workbooks
26
dictionaries
27
Week 10
LESSON 6:
Listening and
Speaking
LESSON 7:
Listening and
Speaking
LESSON 8:
Reading and
Viewing
LESSON 9:
Language
Focus
LESSON
10:
Writing and
Presenting
LB page 36
Learners listen to the poem The little turtle and answer questions.
LB page 37
In this lesson learners perform the poem, The little turtle.
LB page 38
Read the poem If I were a fish and answer questions.
LB page 41
Male and female nouns
LB page 43
Learners write an opinion on a poem they enjoyed or found
interesting.
They go through the writing process to complete a frame of an
opinion.
Spelling
cycle.

ASSESSMENT TASK
Formal assessment
Lesson
Lesson
Lesson
Lesson
3:
4:
5:
9:
Reading comprehension
Language structures and conventions
Writing
Language structures and conventions: male and female nouns
Informal assessment
Lesson 6: Go through the answers to the After you read section with the learners. If they wrote down the
answers, they should swap
books with a partner and check each others answers.
Lesson 10: Each learner should check a partners frame. They should give their partner feedback.
28

Grade: 5
Theme 6: Stories To Enjoy

CAPS
Conte
nt and
Skills
Term 2 Weeks 11 & 12
Listening and
Speaking
(2 hours)
Reading and Viewing

(5 hours)
Writing and
Presenting
(2 hours)
Language Structures
and Conventions
(1 hour)

speaking practice
Talk about a
photograph of a girl
reading in a library to
introduce the theme
Listen to the
beginning
of a story called
Danger at the dump
Take part in a
conversation about
books
Read a story called

Danger at the dump
Do a comprehension
on the story
story aloud
Read a simple book
review of Danger at
the dump
Read independently
or in pairs
Write a story about a

problem situation and
how it is resolved
Use the writing
story
Write a simple book
review with a frame
Record words and
their meanings in a
personal dictionary
Spelling and
punctuation
Use a dictionary to
check meanings
Use knowledge of
alphabetical order to
find words in a
dictionary
Work with words and
sentences
Countable and
uncountable nouns
Nouns that are
always plural
Adjectives before
nouns
Question forms
Vocabulary in
context
Words taken from
read texts
Collocations
LEARNING
ACTIVITY
Week 11
LESSON 1:
Listening and
Speaking
LESSON 2:
Reading and
Viewing
LESSON 3:
Reading and
Viewing
LESSON 4:
Language
Focus
LESSON 5:

an activity from page 77 in the TG
LB page 46
Talk about a photograph: The photograph introduces learners to the
theme.
Listen to a story
LB page 46
Use the listening text on page 170 of the Learners Book.
LB page 48
Read the story Danger at the dump. First, use the pictures and the
title to predict what the story is about.
After they read, they do a comprehension the story, which includes
literal and metacognitive questions.
LB page 48
Learners read the story again and continue with the comprehension
questions.
LB page 51
Countable and uncountable nouns
Plural nouns
RESOURCES
and Teacher's Guide
Grade 5 Reader
Have ready examples

of countable and
uncountable nouns,
like classroom objects
(countable) and some
sand, sugar or flour
(uncountable).
Books to review.
the DBOE Workbooks
29
Writing and
Presenting
Week 12
LESSON 6:
Listening and
Speaking
LESSON 7:
Reading and
Viewing
LESSON 8:
Reading and
Viewing
LESSON 9:
Language
Focus
LESSON
10:
Writing and
Presenting
LB page 52
Learners continue the writing activity from the previous lesson. They
use a mind map to start planning a story.
This is the first stage of the writing process. They will complete their
stories in Lesson 9 of Week 2.
LB page 47
Take part in a conversation about a familiar topic:
Learners work in pairs. They match information about books with
pictures and titles. They then discuss books that they want to read.
LB page 49
Practise reading: Learners work in pairs and take turns to read the
story Danger at the dump! aloud to each other.
They then complete questions about the story, and ask and answer
in pairs.
Spelling
Use knowledge of alphabetical order
LB page 50
Read a book review: Learners read a book review and complete
information about it on a chart.
Record in a personal dictionary
Learners add to personal dictionaries
LB page 51
Collocations
Spelling: Learners do a spelling test based on new words they learnt
in this cycle.
LB page 53
Write a book review: Learners write a book review with a frame, using
information from a table.
Write a story
Learners work through the writing process to complete their stories.
Learners work on their personal dictionaries, bringing them up to
date so they have included information on all the new words in this
cycle.

ASSESSMENT TASK
Informal assessment
Lesson 1: If the activities are done orally, circulate from group to group. Take note of learners who are struggling
to answer the
questions. You will need to do some remedial work with them during the year.
Lesson 2: Walk around and listen to learners reading in pairs.
Lesson 3, 4 and 9: Learners swop books to mark each others work.
30
Lesson 5: Take in the stories and mark them. Assess the stories.
Lesson 6: As you go around listening and helping students, note who is having difficulty in maintaining a
conversation in English.
Lesson 7 and 8: Learners mark their own work. Write the answers on the board. Make sure the words are spelt
correctly
Lesson 10: Take in the book reviews and comment on the work saying, for example, whether work is good,
incomplete, interesting,
31

Grade: 5
Theme 7: Inventions
Listening and
Speaking
(2 hours)
Reading and Viewing

(5 hours)

speaking practice
Listen to descriptions
of objects
Describe and classify
objects
Read an information
text about inventions,
with visuals
Answer questions on
the text
Complete a timeline
about the text
text aloud
Read independently
or in pairs
CAPS
Conte
nt and
Skills
LEARNING
ACTIVITY
Week 13
LESSON 1:
Listening and
Speaking
LESSON 2:
Reading and
Viewing
LESSON 3:
Reading and
Viewing
LESSON 4:
Language
Focus
LESSON 5:
Writing and
Presenting
Writing and
Presenting
(2 hours)
Write short
descriptions of
objects, using a frame
Make a mind map
summary about a set
of inventions
Record words and
their meanings in a
personal dictionary

LB page 56
Talk about the photograph of a boy surrounded by objects that have
been invented at various times. Learners name and state the
purpose of the objects to build vocabulary for the theme.
Play a language game
Learners classify objects according to their function.
LB page 58
Read a story about the invention of games and toys. Before learners
read the text, they use the pictures and skimming and scanning skills
to predict what the text is about.
While they read, they match illustrations to information. After they
read, they do comprehension questions and complete a timeline.
Read aloud. Listen to learners reading.
FORMAL ASSESSMENT: start listening to the learners reading aloud.
LB page 58
Learners continue to answer questions and make a timeline relating
to the information text.
Formal assessment: Mark comprehension
LB page 61
Proper nouns and capital letters
LB page 64
Learners write descriptions of objects, using a frame.
Language Structures
and Conventions
(1 hour)
Spelling and
punctuation
personal dictionary
Use alphabetical
knowledge to find
words in a dictionary
Work with words and
sentences
Proper nouns
Capital letters
Prepositions
Future tense, present
simple
Verb to be
Vocabulary in
context:
Words taken from
read texts
Antonyms
RESOURCES
and Teacher's Guide
Grade 5 Reader
Have ready a map or
pictures of famous
people for learners to
name when they find
examples of proper
nouns.
Find interesting facts or
books about flight or
aeroplanes to share
with the class.
DBOE Workbooks for
additional support.
32
Formal assessment: description of objects.

Week 14
LESSON 6:
Listening and
Speaking
LESSON 7:
Reading and
Viewing
LESSON 8:
Reading and
Viewing
LESSON 9:
Language
Focus
LB page 57
Listen to an information text: description of objects. Use the listening
text on page 171 of the Learners Book. Choose five objects.
FORMAL ASSESSMENT: start assessing listening and speaking about
information text.
Present simple tense
Verb to be
LB page 60
Practise reading
Learners do further activities related to the text on inventions.
Learners use prepositions correctly.
LB page 59
Read and create visual texts.
Learners make a mind map relating to the information text on games.
Use a personal dictionary
Learners add to their personal dictionaries.
Spelling test: Words from the theme
LB page 61
Proper nouns and capital letters
Learners do further exercises using capital letters.
FORMAL ASSESSMENT: Take in and mark language activities
LESSON
10:
Writing and
Presenting
LB page 62
Make a mind map summary: Learners read about the history of flight,
and make a mind map summary of the information.
Spelling: Learners practice using alphabetical order to look up words
in a dictionary.
cycle.

ASSESSMENT TASK
Formal assessment
Lessons 2, 4, 7, 8, 9 and 10: Speaking and reading
Lesson 3: Comprehension, continue with speaking and reading assessment
Lesson 5: Description of objects
Lesson 6: Listening and speaking about information text.
Lesson 9: Language structures and conventions
33

Grade: 5
Theme 8: Monsters And Strange Creatures

CAPS
Conte
nt and
Skills
Reading and Viewing

(5 hours)
Writing and
Presenting
(2 hours)
Language Structures
and Conventions
(1 hour)

speaking practice
Talk about a
photograph of a
monster that
make notes about a girl
who deals with a scary
situation
Listen to a traditional
story
Retell and discuss
issues arising from the
story
Read a picture story

called Theseus and the
minotaur
Do a comprehension
on the story
story aloud
Read independently
or in pairs
Write a story about a

brave child and a
monster
Use the writing
story
Record words and
meanings in a personal
dictionary
Spelling and
punctuation
Use a dictionary to
check spelling and
meanings of words
Break longer words
into syllables (smaller
chunks)
Work with words and
sentences
(if)
Verbs to describe
actions, should and
must to show
obligation, will to
show intention
Adjectives relating to
age and temperature
Vocabulary in
context
Words taken from
read texts
Synonyms
LEARNING
ACTIVITY
Week 15
LESSON 1:
Listening and
Speaking
LESSON 2:
Reading and
Viewing
LESSON 3:
Reading and
Viewing
LESSON 4:
Language
Focus
Listening and
Speaking
(2 hours)

LB page 66
Use the listening text on page 170 of the Learners Book. It is a story.
Learners practise using should and must for obligation.
LB page 68
Read the story Theseus and the minotaur. Use the pictures and the
title to predict what the story is about. They are also introduced to
some vocabulary from the story.
LB page 68
Learners continue with the comprehension questions started the day
before.
Spelling test: Words from the theme
LB page 71
Conditional sentences (if)
Learners read the rules and examples in the help box. They practice
putting together conditional sentences based on the story they have
read.
RESOURCES
and Teacher's Guide
Grade 5 Reader

the DBOE Workbooks
34
LESSON 5:
Writing and
Presenting
Week 16
LESSON 6:
Listening and
Speaking
LESSON 7:
Reading and
Viewing
LESSON 8:
Reading and
Viewing
LESSON 9:
Language
Focus
LESSON
10:
Writing and
Presenting

LB page 72
Learners use pictures and ideas from the theme to start writing a
story. They plan their own stories. They can use a mind map to do
this.
LB page 67
Use the listening text on page 171 of the Learners Book. It is a
traditional story.
Before they listen to the story, learners say what is happening in a
series of pictures. While they listen, they match the pictures to
events in the story.
After they listen, they discuss and retell the story. This is largely a
metacognitive discussion.
LB page 68
Read aloud and work with sentences. Learners work in pairs and take
turns to read the story Theseus and the minotaur aloud to each
other. Before they start, go through the word list, as a vocabulary and
pronunciation exercise. Learners also do language in context
exercises.
Learners complete the activity on words with the ch sound. Then
they use these words in sentences. These activities are based on the
theme and vocabulary of the story they read.
Use action verbs, match adjectives and nouns
Work with words
Break words into syllables
LB page 70
Learners read the story again. They ask and answer questions about
it.
Make a personal dictionary: Learners prepare their personal
dictionaries.
Spelling test: Words from the theme.
LB page 71
LB page 72
Learners complete the stories they have planned; following the
writing process outlined in their textbooks.
Spelling: Learners do a spelling text based on new words they learnt
in this cycle.
cycle.

ASSESSMENT TASK
35
Formal assessment
Lesson 2: Reading aloud
Lesson 10: Writing a story
Informal assessment
Lessons 3, 4, 8 and 9: Learners swop books to mark each others work.

Lesson 5: Take in the stories and make comments saying, for example, whether the work is good, incomplete,
interesting.
Lesson 6: As you go around listening and helping students, note who is having difficulty in expressing ideas or
retelling the story.
Lesson 7: Learners mark their own work. Write the answers on the board. Make sure the words are spelt
correctly.
36

Grade: 5
Theme 9: Healthy Habits

Listening and
Speaking
(2 hours)
CAPS
Conte
nt and
Skills

speaking practice
Talk about a
photograph that
introduces the theme.
Listen and respond to
oral instructions
Answer questions
based on the
instructions
Role play giving
instructions
LEARNING
ACTIVITY
Week 17
LESSON 1:
Listening and
Speaking
LESSON 2:
Reading and
Viewing
LESSON 3:
Reading and
Viewing
LESSON 4:
Language
Focus
LESSON 5:
Writing and
Presenting

Reading and Viewing
(5 hours)
Read a procedural
text (a recipe)
recipe aloud
Do comprehensions
based on the recipe
Read independently
or in pairs
Writing and
Presenting
(2 hours)
Language Structures
and Conventions
(1 hour)
Write a recipe using a

frame
Write a short account
of a procedure followed
Record words and
dictionary
Spelling and
punctuation
correctly, using a
personal dictionary
Work with words and
sentences
Words starting with
g that sound like j
Adverbs of degree
Adverbs of place
Future tense
Connecting words to
show contrast
(but),reason (because)
and purpose (so that)
Vocabulary in
context
Words taken from
read texts

LB page 76
Talk about a photograph of a group of children running to introduce
the theme and explore some of the vocabulary associated with it.
Use the listening text on page 171 of the Learners Book: a set of
instructions for warm-up exercises.
LB page 78
Learners use scanning techniques; practice reading aloud and
answer questions based on a recipe for salad.
LB page 78
Learners work in groups of six to eight to carry out the instructions
for making a salad.
LB page 79
Adverbs
Write a recipe
Learners begin writing their own recipe by working through the
writing process.
LB page 81
Learners continue the writing activity they began in Lesson 4.
RESOURCES
and Teacher's Guide
Grade 5 Reader
Learners are required
to carry out the
instructions to make
the salad. Each group
should have these
ingredients and
utensils: 1 lettuce, 1
cucumber, 3 tomatoes,
1 onion, salt, pepper,
mustard, dried herbs,
oil, lemon juice; and
the following utensils:
paper towel, knife,
spoon chopping board,
large bowl, a cup. If
there arent taps
nearby, make sure
there are washbasins
filled with water for
learners to rinse the
ingredients.
DBOE Workbooks for
additional support.
37
Week 18
LESSON 6:
Listening and
Speaking
LESSON 7:
Reading and
Viewing
LESSON 8:
Language
Focus
LESSON 9:
Writing and
Presenting
LB page 77
Role play instructions
Learners work in pairs to role-play giving and following instructions
for the class.
LB page 79
Complete exercises on the future tense using the words are going to
and will and on connecting words to show contrast (but), reason
(because),and purpose (so that).
LB page 79
The letter g pronounced as j
Independent reading
LB page 81
Learners use the method in the recipes they wrote in Lessons 4 and 5
to start writing an account of a procedure in the form of a paragraph.
Learners follow the writing process, planning their writing and writing
notes.
LESSON
10:
Writing and
Presenting
LB page 81
Learners continue writing accounts of a procedure using the writing
process. They check a partners work and then implement feedback
and write their final drafts.
Spelling
Give a spelling test based on new words learnt in this cycle.

FORMAL ASSESSMENT TASK
Formal Assessment
Week 19 & 20 Mid Year Examinations
Informal assessment
Lesson 5: Write this checklist on the board. Each learner should check a partners recipe for:
a heading saying what the food or drink is
the heading Ingredients
a list of ingredients
the heading Method
numbered steps/instructions in the right order.
Lesson 10: Learners informally assess each others accounts of a procedure using the checklist in the guidelines
above. They give
their partners feedback, so that they can correct their mistakes and write a neat final draft.
38

Grade: 5
Theme 10: People We Admire

CAPS
Conte
nt and
Skills
Listening and
Speaking
(2 hours)
Reading and Viewing

(5 hours)
Writing and
Presenting
(2 hours)
Language Structures
and Conventions
(1 hour)

speaking practice
Talk about a
photograph of well
known or heroic people
Listen to descriptions
of people and takes
notes
Give a personal
recount
Read a true story

about a miner called
Richard Simelane
Do a comprehension
on the story
story aloud
Do a word puzzle
using vocabulary from
Grade 5
Read independently
or in pairs
Write events in
sequence, rewrite a
story
Use correct grammar,
spelling and format
Record words and
their meanings in a
personal dictionary
Spelling and
punctuation
personal dictionary
Words starting with
g can sound like j
before i, e, y.
Work with words and
sentences
Subject verb concord
Personal pronouns
Comparative
adjectives
Verb to be
Vocabulary in
context
Words taken from
read texts
LEARNING
ACTIVITY
Week 21
LESSON 1:
Listening and
Speaking
LESSON 2:
Reading and
Viewing
LESSON 3:
Reading and
Viewing
LESSON 4:
Language
Focus
LESSON 5:
Writing and

LB page 86
Talk about the photographs of well-known and heroic people
Use the listening text on page 171 of the Learners Book.
Learners use the verb to be to complete sentences relating to the
theme.
LB page 88
Read the story of Richard Simelane, Before learners read the story,
they use the pictures and the title to predict what the story is about.
They are also introduced to some vocabulary from the story.
After they read, they do a comprehension of the story, which includes
literal and metacognitive questions.
Learners use the simple past tense to complete an activity. The
activity is based on the theme and vocabulary of the story they read.
LB page 88
Learners continue to work on comprehension questions relating to
the story of the theme.
LB page 91
Subject/verb concord
LB page 92
Write a story: Learners sequence information from the story and
RESOURCES
and Teacher's Guide
Grade 5 Reader
DBOE Workbooks for
additional support.
39
Presenting
rewrite it in full sentences.

40
Week 22
LESSON 6:
Listening and
Speaking
LESSON 7:
Reading and
Viewing
LESSON 8:
Reading and
Viewing
LESSON 9:
Language
Focus
LB page 87
Give a personal recount: Learners brainstorm ideas and vocabulary
relating to good role models, or people that learners know and
admire.
Pronouns
LB page 89
Practise reading: Learners complete integrated language activities.
They work with comparatives, verb to be, uncountable noun.
Learners complete the activity on words with the g pronounced as
j.
Read a short paragraph
Learners read a paragraph, which they summarise during the writing
session.
LB page 89
Read aloud: Learners read the story of Richard Simelane in pairs.
They also do further comprehension work.
Learners prepare their personal dictionaries.
LB page 91
Concord: Learners continue to do concord exercises with vocabulary
related to the theme.
LESSON
10:
Writing and
Presenting
LB page 93
Make a summary of a story
Spelling
cycle.
Learners spend time working on their personal dictionaries.
Summarise a paragraph
Learners summarise a short paragraph, with support.

ASSESSMENT TASK
Informal assessment
Lesson 1: Learners can mark their own work when you discuss the answers to the listening activity. Take in a few
books to check their answers and how well they are able to mark. Make further corrections if necessary.
During the discussion, circulate from group to group. Take note of learners who are able to express
themselves well and those who are struggling to answer the questions. Take them aside and work on
vocabulary when you have time.
Lesson 2: Observe how well learners can talk about the text content, structure and related matters.
Lesson 3 and 4: Learners mark their own work, with your guidance. Take in some of their books to check their
answers and their marking skills.
Lesson 5: Read and check the writing of as many learners as possible. Focus on full sentences. Take in some
books and correct.
Lesson 6: Listen to as many recounts as you can during the course of the lesson. Ask one or two follow-up
questions each time.
41
Lesson 7: 1. Ask learners to swap books and mark each others work. Go through the questions, encouraging
learners to give the answers. They should write these on the board. Make sure the words are spelt correctly.
2. For reading aloud: Ask learners to read at least two paragraphs from the text.
42

Grade: 5
Theme 11: Beautiful Birds

Listening and
Speaking
(2 hours)
CAPS
Conte
nt and
Skills

speaking practice
Talk about a
photograph of an eagle
to introduce the
theme
Have a discussion
about birds
Talk about a familiar
topic with preparation
LEARNING
ACTIVITY
Week 23
LESSON 1:
Listening and
Speaking
LESSON 2:
Reading and
Viewing
LESSON 3:
Reading and
Viewing
LESSON 4:
Language
Focus

Reading and Viewing
(5 hours)
Read information
texts with visuals
information texts
aloud
Do comprehensions
based on the
information texts with
visuals
Read independently
or in pairs
Writing and
Presenting
(2 hours)
Draw and label a
simple visual text
Make a mind map
summary of a short
text
Record words and
dictionary

Note: 510 minutes Daily listening and speaking: choose an
activity from page 150 in the TG
LB page 96
Talk about the photograph of a fish eagle to introduce the theme and
associated vocabulary.
Have a class discussion based on the photographs of eight different
South African birds, guided by questions in the Learners Book.
Answer integrated language questions about universal truths and
phrasal verbs.
LB page 98
Learners read an information table about birds.
They then answer comprehension questions based on the text.
LB page 98
Learners continue answering the comprehension questions they
started in the previous lesson. This activity is for formal assessment.
LB page 100
Formal Assessment Task: Number words (Determiners)
Label a diagram
Learners draw and label a diagram based on the theme of birds, for
Language Structures
and Conventions
(1 hour)
Spelling and
punctuation
Use a dictionary to
check
spelling and meanings
of
words
Work with words and
sentences
Determiners
Words starting with c
and followed by, -e, -i ,
or. -y:pronounce as s
Simple present to
describe universal
truths
Possessive pronouns
Adjectives relating to
age, temperature, and
what things are made
of
Vocabulary in
context
Words taken from
read texts
Phrasal verbs
RESOURCES
and Teacher's Guide
Grade 5 Reader
DBOE Workbooks for
additional support.
43
LESSON 5:
Writing and
Presenting
formal assessment.
LB page 101
Learners complete the writing activity they started in the previous
lesson.
44
Week 24
LESSON 6:
Listening and
Speaking
LESSON 7:
Listening and
Speaking
LESSON 8:
Reading and
Viewing
LESSON 9:
Language
Focus
LB page 97
Learners work on their own to plan a talk about birds. They use the
questions, ideas and steps in the Learners Book to plan their talks.
Provide a checklist to help them prepare. (Formal Assessment Task)
LB page 97
Learners present the talks they prepared in the previous lesson. They
answer questions based on their talks.
LB page 99
Learners answer integrated language questions on adjectives and
possessive pronouns. Learners read a section of the information table
about birds aloud , for formal assessment.
LB page 100
The letter c
LESSON
10:
Writing and
Presenting
LB page 101
Learners read a short factual text about African grey parrots. They
copy and complete a mindmap frame about the text. This is a Formal
Assessment Task.
Spelling
Give a spelling test based on new words they learnt in this cycle.

ASSESSMENT TASK
Formal assessment
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
3:Reading comprehension
5: Writing
7: Speaking
8: Reading aloud
10: Reading; writing
Informal assessment
Lesson 1: Write the answers to the Work with words and sentences and the Vocabulary in context questions on
the board. Learners can swap books and mark a partners answers.
Lesson 8: Write the answers to the Work with words and sentences on the board. Learners can swap books and
mark a partners answers.
45

Grade: 5
Theme 12: Animals And The Environment

CAPS
Conte
nt and
Skills
Listening and
Speaking
(2 hours)
Reading and Viewing

(5 hours)
Writing and
Presenting
(2 hours)
Language Structures
and Conventions
(1 hour)

speaking practice
Talk about a
photograph of animals
drinking in the wild to
introduce the theme
Listen to a story
about animals pushed
out of their
environment
Retell the story
Listen to a poem
Read a traditional
story about the
markings on a cheetah
Do a comprehension
on the story
story aloud
Read and discuss
poems
Read independently
or in pairs
Write a story about

people and animals
Use the writing
story
Record words and
their meanings in a
personal dictionary
Spelling
correctly
Words starting with
k
Work with words and
sentences
Direct speech and
reported speech
Subject/verb/object
Connecting words (if)
Vocabulary in
context
Words taken from
read texts
LEARNING
ACTIVITY
Week 25
LESSON 1:
Listening and
Speaking
LESSON 2:
Reading and
Viewing
LESSON 3:
Reading and
Viewing
LESSON 4:
Language
Focus
LESSON 5:
Writing and
Presenting

LB page 104
Talk about the photograph of animals drinking in the wild and
introduce learners to the theme. The questions explore some of the
ideas and vocabulary they will come across in the theme.
Listen to a story
Use the listening text at the end of the Learners Book.
Retell the story
Learners retell the story to a partner, using past and present tenses,
and thinking of an alternative ending.
RESOURCES
and Teacher's Guide
Grade 5 Reader
DBOE Workbooks for
additional support.

LB page 106
Read the traditional story about how cheetahs got their markings.
Before they read, learners talk about animals and their environment.
They are also introduced to some vocabulary from the story.
While they read, they are asked to think about respect for animals
and the environment. After they read, they do a comprehension on
the story.
LB page 106
Re-read the story of the cheetahs tears and discuss the moral of the
story.
LB page 110
Direct speech and reported speech
LB page 111
Learners brainstorm ideas for a story. They use a mindmap to start
46
planning a story. This is the first stage of the writing process. They
will complete their stories in Lesson 10 (Week 6).
pages 71 to73 for additional support.
Week 26
LESSON 6:
Listening and
Speaking
LESSON 7:
Reading and
Viewing
LESSON 8:
Reading and
Viewing
LESSON 9:
Language
Focus
LB page 105
Listen to and perform a poem: Learners answer questions and work
with vocabulary.
Learners find sentences with if.
LB page 108
Read a poem: Learners read a poem about giraffes, and a shorter
poem about a cheetah.
They discuss main ideas and comparisons, like a simile.
Learners spell words with k.
Learners put together subject/verb/object sentences using
vocabulary from the story they read.
LB page 106
story about the cheetah. They also practice reading the poem in
groups and as a class.
Work with words and sentences:
Recognize and use the connecting word if
LB page 110
Direct speech and reported speech
Spelling
Give a test on words learnt in the theme.
LESSON
10:
Writing and
Presenting
LB page 111
Learners write stories using the writing process.
Spelling
cycle.
REVISION:
Learners Book p112
ASSESSMENT TASK
Informal assessment
Lesson 1: 1. Learners mark their listening text answers themselves, with your guidance.
2. During discussions, observe who is able to express views easily in English and who needs extra help.
Lesson 3: Learners mark their own work, with your guidance. Collect some of their exercise books and check
their answers and marking. Use the answers provided above to mark the answers, both in class and when 47
you check work.

Lesson 4: Use the time allocated for Independent reading to assess a few learners who have not yet been
assessed for reading aloud and speaking skills. Ask them questions about the story they are reading. Use the
ideas and rating scales from Lesson 3.
Lesson 5: Take in and read the stories. Write comments. Read out two or three of the better stories to the class.
Lesson 6: Observe how learners retell the advice in the poem. Give extra attention to those who do not
understand the poem.
Lesson 7: Ask learners to swap books and mark each others work. Go through the questions, encouraging
learners to give the answers. They should write these on the board. Make sure the words are spelt correctly
Lesson 9: Write the correct answers on the board. Learners mark their own work.

Grade: 5
Theme 13: Long Ago In Egypt

CAPS
Conte
nt and
Skills
Listening and
Speaking
(2 hours)
Reading and Viewing

(5 hours)

speaking practice
Talk about a
photograph of
Tutankhamuns mask
Have a conversation
about Egypt
Play a language
game
Read a procedural
text about how
pyramids were built
procedural text aloud
Read an information
text from across the
curriculum
Do comprehensions
based on information
curriculum
Read independently
or in pairs
LEARNING
ACTIVITY
Week 5
LESSON 1:
Listening and
Speaking
Writing and
Presenting
(2 hours)
Write an information
text
Use the writing
process
Record words and
dictionary

LB page 114
Talk about the photograph of Tutankhamuns mask to introduce the
theme and some of the ideas and vocabulary they will come across in
the theme. Take part in a conversation about ancient Egypt. This is a
Formal Assessment Task.
LESSON 2:
Reading and
Viewing
LB page 116
Learners read about building pyramids and answer questions.
Learners answer three integrated language questions in the Work
with words section.
LESSON 3:
Language
Focus
LB page 120
Connecting words
LESSON 4:
Language Structures
and Conventions
(1 hour)
Spelling
correctly, using a
personal dictionary
Words starting with a
k, sound and followed
by, a, u, or o.
Work with words and
sentences
Connecting words
showing addition,
sequence and contrast
Prefixes and suffixes
Prepositions that
show position and
direction
Negative forms
Passive voice
Vocabulary in
context
Words taken from
read texts
RESOURCES
and Teacher's Guide
Grade 5 Reader
Try to source some

interesting material
(reading materials and
visuals) on ancient
Egypt (or other places
long ago) for learners
to use as references
and/or inspiration. You
can also ask the Social
Science teacher as he/
she will also be
covering Egypt in this
term.
48
Writing and
Presenting
LB page 121
Learners begin the writing process to write an information text of two
to three paragraphs about long ago. This is a Formal Assessment
Task.
LESSON 5:
Writing and
Presenting
LB page 121
Learners continue working through the writing process to complete
their information texts in this lesson. Learners should write their final
drafts neatly.

the DBOE Workbooks
49
Week 6
LESSON 6:
Listening and
Speaking
LB page 115
The class plays a game with symbols from the Egyptian alphabet.

LESSON 7:
Reading and
Viewing
LB page 118
Learners read an information text about mummies and answer
questions. This is a Formal Assessment Task.
LESSON 8:
Reading and
Viewing
LB page 119
Learners continue answering the reading comprehension questions
on the information text that they began in Lesson 7.
LESSON 9:
Language
Focus
LB page 120
Adding letters to make new words (Formal Assessment Task)
LESSON
10:
Writing and
Presenting
LB page 121
Learners complete the writing activity they started in Lesson 4. This
is a Formal Assessment Task.
Spelling
cycle.

ASSESSMENT TASK
Formal assessment
Lesson 1: Listening and speaking
Lessons 4 & 10: Writing
Lesson 7: Comprehension
Lesson 9: Language structures and conventions
Informal assessment
Lesson 1: Write the answers to the Spelling questions on the board. Learners can swap books and mark a
partners answers.
Lesson 2: Write the answers to the Work with words and sentences questions on the board. Learners can swap
books and mark a
partners answers.
50

Grade: 5
Theme 14: Work People Do

Listening and
Speaking
(2 hours)
Reading and Viewing

(5 hours)

speaking practice
Take part in a
conversation on a
familiar topic: peoples
jobs
Perform simple plays
Read a play
play aloud
Do a comprehension
based on the play
Read independently
or in pairs
Writing and
Presenting
(2 hours)
Write a short play
script using a frame
Use the writing
process
Record words and
dictionary
CAPS
Conte
nt and
Skills
LEARNING
ACTIVITY
Week 5
LESSON 1:
Listening and
Speaking

LB page 124
Talk about the photograph of a doctor to introduce the theme and
vocabulary related to the work of a doctor.
Read the play Emergency at the beach while learners listen.
Learners answer questions and work with a partner to practice
performing the play.

LESSON 2:
Listening and
Speaking
LB page 125
Learners practice performing the play Emergency at the beach with
their partners. Pairs assess each others performance.
LESSON 3:
Reading and
Viewing
Language Structures
and Conventions
(1 hour)
Spelling and
punctuation
Use the dictionary to
check spelling and
meanings of words
Add es to form
plurals
Punctuate correctly
Work with words and
sentences
Simple past tense
using regular forms of
the verb
Gender forms of
some nouns
A and the with
nouns
Connecting words to
show choice (either/or)
Vocabulary in
context
Words taken from
read texts
RESOURCES
and Teacher's Guide
Grade 5 Reader

the DBOE Workbooks
LB page 126
Learners read the play Lost in town. They answer questions about
the play on their own.

LESSON 4:
Language
Focus
LB page 128
The simple present tense
LESSON 5:
Writing and
LB page 129
Learners study the format of a play script because they are going to
51
Presenting
write their own plays as a Formal Assessment Task later on in the

two-week cycle.
dictionaries

52
Week 6
LESSON 6:
Listening and
Speaking
LB page 125
Learners perform their plays for formal assessment.
Complete exercises on pages 127 and 128.

LESSON 7:
Reading and
Viewing
LB page 128
Read the play Lost in town again. Complete the three integrated
language questions in the Work with words and sentences section.

LESSON 8:
Language
Focus
LB page 129
The simple past tense
LESSON 9:
Writing and
Presenting
LB page 129
Learners begin writing their own plays as a Formal Assessment Task.
They write the first draft.
LESSON
10:
Writing and
Presenting
LB page 129
Learners complete the writing process that they started in Lesson 9.
They write the final drafts of their plays.
Spelling
cycle.

REVISION:
Learners Book p130
ASSESSMENT TASK
Formal assessment
Lesson
Lesson
Lesson
Lesson
Lesson
3: Reading comprehension
6: Speaking: perform a play
10: Writing
Informal assessment
Lesson 2: Pairs of learners to assess each other.

Lesson 5: Each pair of learners swaps their writing with another pair. They assess each others writing.
53

Grade: 5
Theme 15: Play Safe

Listening and
Speaking
(2 hours)
CAPS
Conte
nt and
Skills

Reading and Viewing
(5 hours)

speaking practice
Talk about a
photograph that
Listen to a story
about a boy who finds
a wallet and has to
deal with ethical issues
Play a spelling game
Read a story called

Take care, Sameera!
Do a comprehension
on the story
story aloud
Do a word puzzle
using vocabulary from
Grade 5
Read independently
or in pairs
Writing and
Presenting
(2 hours)
Write a personal
recount in correct
sequence
Write a story, using a
mind map to plan
Use the writing
story
Record words and
their meanings in a
personal dictionary
Language Structures
and Conventions
(1 hour)
Work with words
and
sentences
Subject verb
concord(there is/are)
Countable and
uncountable nouns
Personal pronouns
Different types of
adjectives
Vocabulary in
context
Words taken from

read texts
Spelling and
punctuation

personal dictionary
Double l when
adding a suffix
LEARNING
ACTIVITY
Week 31
LESSON 1:
Listening and
Speaking
LESSON 2:
Reading and
Viewing
LESSON 3:
Reading and
Viewing
LESSON 4:
Language
Focus
LESSON 5:
Writing and

LB page 132
Talk about the photograph of a building site to introduce learners to
the theme of safety. The questions explore some of the ideas and
vocabulary they will come across in the theme.
Use the listening text at the end of the Learners Book.
Personal pronouns
LB page 134
Read the story called Take care, Sameera!
Before learners read the story, they use the pictures and the title to
predict what the story is about.
After they read, they do a comprehension of the story.
LB page 135
Learners continue with the comprehension activity from the previous
lesson.
story aloud to each other.
LB page 137
Subject verb concord
LB page 139
RESOURCES
and Teacher's Guide
Grade 5 Reader

the DBOE Workbooks
54
Presenting
Learners write a personal recount, describing something that

happened to them.
55
Week 32
LESSON 6:
Listening and
Speaking
LESSON 7:
Reading and
Viewing
LESSON 8:
Reading and
Viewing
LESSON 9:
LB page 133
Play a language game: work in groups that compete in a spelling
competition.
Spelling: Double l when adding a suffix.
LB page 135
Learners work in pairs to ask and answer questions about the story.
Vocabulary in context: Learners use words from texts.
Reflect on independent reading texts
Retell stories and do short book reviews
LB page 136
Read and solve word puzzles
Learners work with and spell words related to the story.
Use adjectives relating to what things are made of.
Use a personal dictionary.
Language
Focus
LB page 137
Countable and uncountable nouns
LESSON
10:
Writing and
Presenting
LB page 139
Use a mind map to plan a story and write the story using the writing
process.

ASSESSMENT TASK
Informal assessment
Lesson: 1. Let learners swop books to mark the listening exercise. Write all possible answers on the board.
2. If the discussion is done in groups, circulate from group to group. Take note of learners who are struggling to
answer the questions and give assistance.
Lesson 2: During the course of discussion, assess the ability of individuals to identify setting, characters and
sequence of events.
Lesson 3: Learners mark their own work. Refer to the comprehension answers after Lesson 2.
Lesson 4: Learners swop books to mark one anothers work. Write up or call out the answers with learner
involvement. Take in a few books to check answers and marking.
Lesson 5: Take in and read the personal recounts. You do not have to give a mark, but you should look for logical
sequencing. Correct jumbled work.
Lesson 6: Observe whether learners are able to understand the instructions of the game and to play in an
organized way. Intervene and help if a team is having difficulty.
Lesson 7: Ask learners to swop books and mark each others pronouns.
Lesson 8 and 9: Learners mark their own work, or swop books. Write up the answers as you go through them.
Lesson 10: Give an impression mark for the stories using the creative writing scale.
56

Grade: 5
Theme 16: Fire!

CAPS
Conte
nt and
Skills
Listening and
Speaking
(2 hours)
Reading and Viewing

(5 hours)
Writing and
Presenting
(2 hours)
Language Structures
and Conventions
(1 hour)

speaking practice
Talk about a
photograph that
Participate in a
discussion about
advantages and
disadvantages of fire
Participate in a
discussion about the
purpose and features
of a poster
Take part in a
discussion for formal
assessment
Read news media

texts
Do a comprehension
on the texts for formal
assessment
texts aloud
Read and interpret a
poster about fire
Read independently
or in pairs
Reflect on
independently read
texts for formal
assessment
Read aloud
unprepared texts for
formal assessment
text, including
advantages and
disadvantages for
formal assessment
Use the writing
text
Design a poster
warning about fire for
formal assessment
Record words in a
personal dictionary
Spelling and
punctuation
dictionary
Spell words with long
vowels and silent e.
Work with words and
sentences
Demonstrative
pronouns
Words with plural only
form
Adjectives before
nouns
Vocabulary in
context
Words taken from
read texts
LEARNING
ACTIVITY

Week 33
LESSON 1:
Listening and
Speaking
LB page 142
Talk about a photograph that introduces the theme of fire. The
questions explore some of the ideas and vocabulary they will come
across in the theme.
Learners work in groups to discuss the advantages and
disadvantages of fire. They report back to the class. (Formal
Assessment Task 6begins.)
LESSON 2:
Reading and
Viewing
LB page 144
Read newspaper texts about fires.
Read aloud an unprepared text. (Formal Assessment Task 6)
Learners match adjectives and nouns, putting adjectives before
nouns.

LESSON 3:
Reading and
Viewing
LB page 145
Comprehension and mind map on the information text. Formal
Assessment Task 6
LESSON 4:
Language
Focus
Language focus
LB page 146
Demonstrative pronouns
Learners identify nouns used in the plural only.
LESSON 5:
Writing and
Presenting
LB page 147
Brainstorm ideas, categorise them into a chart and then write
RESOURCES
and Teacher's Guide
Grade 5 Reader
Bring newspapers to
school. Have
books/texts ready for
unprepared reading
assessments.
Examples of posters
and big newspaper
advertisements.
the DBOE Workbooks
57
paragraphs describing advantages and disadvantages.

Learners prepare their personal dictionaries.

58
Week 34
LESSON 6:
Listening and
Speaking
LB page 143
Work in groups. Read and interpret a poster and discuss issues
arising from the message of the poster.

LESSON 7:
Reading and
Viewing
LB page 145
Complete the comprehension questions for the newspaper texts
already read.
Complete the activity on words with long vowels and silent e.
LESSON 8:
Reading and
Viewing
LB page 143
Return to the poster discussed in Lesson 6, and focus on reading and
answering questions in writing.
Spelling test
Words from the theme
LESSON 9:
Language
Focus
LB page 146
Demonstrative pronouns
Formal Assessment Task 6
LESSON
10:
Writing and
Presenting
LB page 147
Design a poster warning about the dangers of fire. Formal
Assessment Task 6


ASSESSMENT TASK
Formal assessment
Lessons 2 ,4, 6, 8 and 9: Reading aloud and speaking/discussion
Lesson 5: Writing an information text
Lesson 7: Writing: mind maps
Lesson 9: Language
Lesson 10: Writing: poster
Informal assessment
Lesson 3: Take in and mark mind maps, and give feedback.
59

Grade: 5
Theme 17: Feelings
Listening and
Speaking
(2 hours)
CAPS
Conte
nt and
Skills

speaking practice
Listen to a story
about a new girl at
school and answer
questions about it
Tell a story to a
partner
LEARNING
ACTIVITY
Week 35
LESSON 1:
Listening and
Speaking
LESSON 2:
Listening and
Speaking
LESSON 3:
Reading and
Viewing
LESSON 4:
Language
Focus
Reading and
Viewing (5 hours)
Read a story about a
boy who is sad
story aloud
Do a comprehension
Read two poems
about feelings and
answer questions
Read independently
or in pairs
Writing and
Presenting
(2 hours)
Write a personal
recount
Write a simple book
review using a frame
Record words and
dictionary

LB page 150
Talk about the photographs to introduce the theme.
Learners listen to the story of Zolas first day at her new school and
answer questions about the picture.
LB page 150
Learners work with a partner to discuss the comprehension
questions.
They then answer questions on singular and plural nouns and
prepositions showing direction, time and possession.
LB page 152
Learners read the story Im not small! and answer questions based
on the story with a partner and then as a group.
Learners complete an integrated language question on adverbs of
time.
have learned from the reading and listening texts
LB page 156
The word can
Language
Structures and
Conventions
(1 hour)
Spelling and
punctuation
correctly, using a
personal dictionary
Add s to form most
plurals
Work with words and
sentences
Modals: can to show
ability, may to ask for
permission
Adverbs of time
Adverbs of frequency
Prepositions to show
direction, time and
possession
Vocabulary in
context
Words taken from
read texts
RESOURCES
and Teacher's Guide
Grade 5 Reader

the DBOE Workbooks
60
LESSON 5:
Writing and
Presenting
Week 36
LESSON 6:
Listening and
Speaking
LESSON 7:
Reading and
Viewing
LESSON 8:
Reading and
Viewing
LESSON 9:
Language
Focus
LESSON
10:
Writing and
Presenting
LB page 157
Learners write a story about a time when they felt sad. They go
through the five steps of the writing process and check their own
drafts.
LB page 151
Learners work on a story about children who are unkind to one
another. They tell their stories to a partner and assess each other.
LB page 154
Learners read a poem about an argument and practice reading aloud.
They answer comprehension questions based on the poem and
complete an integrated language exercise on adverbs of frequency.
LB page 155
Learners read the poem, It is grey out and answer questions that
require emotional interpretation.
LB page 156
The word may
LB page 157
Learners copy a review frame and write a review of a book or story
that they have read.
Spelling
cycle.

ASSESSMENT TASK
Formal assessment
Lesson 3: Reading: Comprehension
Informal assessment
Lesson 4 and 9: Learners should mark a partners answers. Write the answers above on the board for learners to
use as a
Memorandum.
Lesson 6: Learners should assess their partners informally.
61

Grade: 5
Theme 18: Digging Up Dinosaurs

CAPS
Conte
nt and
Skills
Listening and
Speaking
(2 hours)
Reading and Viewing

(5 hours)

speaking practice
Take part in a
conversation
Participate in
discussion on less
familiar topics
Read an information
curriculum
story aloud
Do a comprehension
based on the
information text
Read and understand
a poster
Read independently
or in pairs
LEARNING
ACTIVITY
Week 37
LESSON 1:
Listening and
Speaking
LESSON 2:
Reading and
Viewing
LESSON 3:
Reading and
Viewing
LESSON 4:
Language
Focus
LESSON 5:
Writing and
Presenting
Writing and
Presenting
(2 hours)
Design a poster
text using a frame
Record words and
dictionary

Note: 510 minutes Daily listening and speaking: choose an
activity from page 247 in the TG
LB page 160
Learners discuss the questions based on the pictures of fossils and
dinosaurs in their groups.
They are reminded of the rules of conversation.
LB page 162
In this lesson and the next (Lesson 3), learners complete the reading
comprehension questions based on the information text Dinosaurs
and answer integrated spelling questions covering plurals that do not
end in s.
LB page 162
Learners complete the reading comprehension and integrated
spelling questions.
LB page 165
Adverbs of manner
LB page 166
Learners design a poster that invites people to see something that
they have just discovered.
Language Structures
and Conventions
(1 hour)
Spelling and
punctuation
Use a dictionary to
check spelling and
meanings of words
Singular and plural
forms of nouns
Work with words and
sentences
Will to indicate
something that will
happen
Adverbs of manner
Adverbs of degree
Present progressive
tense
Vocabulary in
context
Words taken from
read texts
RESOURCES
and Teacher's Guide
Grade 5 Reader
Learners will write an

information text about
an animal that is in
danger of becoming
extinct or an animal
that is already extinct.
Try to find resources
about some of these
animals that you can
make available to
learners, e.g. wildlife
magazines and books
with information on
animals from
prehistoric times,
(such as dinosaurs),
animals that have
become extinct more
recently (like the
quagga), and animals
that are endangered
species (from
anywhere in the
world).
62

the DBOE Workbooks

63
Week 38
LESSON 6:
Listening and
Speaking
LESSON 7:
Reading and
Viewing
LESSON 8:
Language
Focus
LESSON 9:
Writing and
Presenting
LESSON
10:
Writing and
Presenting
LB page 160
Learners have a group discussion using the questions associated with
the information text under Talk about fossils.
Learners also answer two integrated language questions covering the
present progressive tense and adverbs of degree.
Independent reading
LB page 164
Learners study a poster and answer questions about it.
LB page 165
The future tense with will
LB page 166
Learners begin writing an information text about an animal that does
not exist anymore or an animal that is in danger of becoming extinct
LB page 166
Learners continue writing the information text that they began in
Lesson 9.
Spelling
cycle.

ASSESSMENT TASK
Formal Assessment
End of Year Examinations Week 39 & 40
Informal assessment
Lesson 4: Learners swap their books with a partner. They mark each others answers using the above
memorandum.
Lesson 5: Learners check their own posters
Lesson 10: Learners check their partners drafts during the writing process.
64

Platinum English FAL Grade 5 Lesson Plans

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Platinum English FAL Grade 5 Lesson Plans

Uploaded by

Copyright:

Available Formats

INTERMEDIATE PHASE

GRADE 5 LESSON PLANS

ENGLISH First Additional Language WORKSCHEDULE GRADE 5

Listen and Speak

Read and View

Write and Present

Listen to a story and

6. stories to enjoy THEME

Listen and Speak

Read and View

Listen and Speak

Read and View

Write and Present

Stories about real

Listen to a story and

Story with dialogue

Talk about a familiar

15. Be safe THEME

Read and View

Listen and Speak

EXEMPLAR TEACHING GUIDELINE GRADE 5

Theme 1: What I Love To Do

Term 1 Weeks 1 & 2

Reading and Viewing

Language Structures and

Do daily listening and

Read a story about

TEACHING METHODS / APPROACH

Daily listening and speaking practice

Use the exercises in the

While you listen

5. Read the story to the class. Read it a second time.

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

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

Choose an activity a day from the list of activities on pages 3 and 4.

Write an opinion on a story

TERM 1: PLATINUM LESSON PLANS GRADE 5

Theme 1: What I Love To Do

Term 1 Weeks 1 & 2

Reading and Viewing

Do daily listening and

Read a story about

TEACHING METHODS / APPROACH

Use the exercises in

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

REVISION: Learners Book p10

PLATINUM LESSON PLANS GRADE 5

Theme 2: Going Places

Reading and Viewing

Do daily listening and

Term 1 Weeks 3 & 4

TEACHING METHODS / APPROACH

REVISION: Learners Book p18

PLATINUM LESSON PLANS GRADE 5

Term 1 Weeks 5 & 6

Do daily listening and

TEACHING METHODS / APPROACH

Use the exercises in

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

REVISION: Learners Book p26

PLATINUM LESSON PLANS GRADE 5

Term 1 Weeks 7 & 8

Reading and Viewing

Do daily listening and