COMPULSORY LESSON PLAN FORMAT:

ENGLISH LANGUAGE LESSONS

NAME AND STUDENT NUMBER: Luke Adams

DATE: 14 August 2023

SCHOOL: De Hoop Primary

GRADE: 6

CURRICULUM (Tick the appropriate box):

English FAL English HL ✓

FOCUS OF THE LESSON (Tick appropriate boxes):

Listening and speaking Writing and presenting

Reading and viewing Grammar in context ✓
Literature

LINK TO APPROPRIATE CAPS/ IEB/ CAMBRIDGE CURRICULUM. Please cut and

paste from the relevant document to show the link with your lesson.

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Learner prior knowledge assumed to be in place:

The learners have prior knowledge on tenses, as they have learnt about it from grade four
onwards. They also use the different tenses throughout their daily lives when they speak to their
peers, teachers, family members and acquaintances. The learners have learnt about the simple,
contentious, and perfect tense. They have also learnt about the various parts of speech and
sentence structures that form part of sentences written in the different tenses. They are thus able
to identify various verbs, nouns, participles, etc. in a sentence. However, the focus has been more
on the simple and continuous tense up until grade 6. The learners current grade 6 English teacher
has tenses with them during the first two terms of the year. They therefore have recent prior
knowledge about the tenses as well. However, according to the English teacher, the learners
struggle to understand and apply the perfect tense. Their knowledge about the perfect tense is
thus limited.

Content objectives1: By the end of this lesson learners will be able to…
1. Create a sentence using the simple and continuous tenses.
2. Convert sentences to different tenses.
3. Explain when one uses different tenses.

Language objectives: By the end of this lesson learners will be able to …

1. Identify and list the parts of speech (e.g. subject, verb) that is used to identify which tense the
sentence is in.
2. Use the correct order of words in the sentences written in different tenses.

1
See Appendix A

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 LESSON PROGRESSION
Introduction: Teacher actions2 Learner actions: What do learners need to
6min do to show you that they have engaged with
the content (formative assessment)?
Start the lesson by having a quick recap of
all the tenses:
• Ask learners if they remember what • The learners will engage with the
teacher and in class discussions by
the three different tenses are (simple,
answering questions that will activate
continuous, prefect). Select learners their prior knowledge about tenses.
LESSON

• The learners will form their own

to provide the answers to the class.
sentences in the simple and continuous
tense and will share it with their peers.
• A quick activity will also be done in
which the learners at the back of the
throw will form a sentence in one of
the tenses and will pass it to the front
of the row. The person in the front will
say the sentence out aloud, and the
together as a class we will determine if
it is correct.

2
Highlight the learning activities and the formative assessment (assessment for learning) strategies to be used in this
part of the lesson.

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• Ask learners to provide an example
of a sentence in the simple tense and
an example of a sentence in the
continuous tense. I will give three
rows the simple tense and three rows
the continuous tense. The learners
will be instructed to tell each other
their sentences. I will then ask the
learner at the back of each row to
whisper a sentence (in either the
simple or continuous tense –
depending on which row they’re
sitting in) in the ear of the person in
front of them, who will then pass it
on until it gets to the ones in front of
the row. The learners in the front of
the row will then have say the
sentence aloud. I will then say if it is
correct or incorrect. If it is incorrect, I
will assist them.
• Thereafter, I will introduce the
topic/focus of the lesson as the
“perfect tense”.
• I will then play a short video clip on
the perfect tense.
• After the video, I will draw a K-W-L • The K-W-L chart will help the learners
organize information before, during,
chart on the board. There will be a
and after the lesson. It will be used to
quick class discission about the K-W- engage the learners in the topic,
activate their prior knowledge, and
L chart while I fill it in.
monitor their learning.

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SLA theory (ies) and approach (es) informing the learning and assessment activities used in this
part of the lesson.

• The approach that informed the learning and assessment activities used in this part of the
lesson is the inductive approach. Rather than presenting the grammar rule explicitly at the
beginning, the inductive approach involves guiding learners to discover the grammar rule
through examples and context, which is what is done during this lesson.
• The lesson will progress by predominantly being informed by a process-based approach to
learning – this approach suggests dividing the content/ activity of a lesson into three parts in
order to make it easier for learners to follow along with/ comprehend all that is being done
in class.
• The activities that I will be using within the pre-reading and viewing stage of the lesson are
activities that focuses on activating schemata. This is done in order to see what exactly the
learners know about the topic. The aim is for learners to draw on their prior knowledge.

Body: Teacher aim(s) and actions. Learner actions: What do learners need to
do to show you that they have engaged with
20min
the content (formative assessment)?

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• I will ask the learners what the three • The learners will engage with the
teacher and in class discussions by
components of the perfect tense are
answering questions about the perfect
(present perfect, past perfect, future tense.
• The learners will identify the different
perfect). I will assist them with the
parts of speech in the various
first one and allow them to uncover sentences.
the others. • They will also explain when one uses
the different tenses of the perfect tense,
• I will display a sentence in the and how one is able to determine
whether the sentence is written in the
present perfect tense and ask the
perfect past, perfect present, or perfect
learners to identify which tense it is future tense.
in.
• I will then go on to explain that the
present perfect tense has a subject +
has/have + a verb. Thereafter, I will
assist them in identifying these in the
sentence displayed.
• I will explain when the present
perfect tense is used.
• I will proceed to show two more
examples of sentences written in the
present perfect tense.

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• I will display a sentence in the past
perfect tense and ask the learners to
identify which tense it is in.
• I will then go on to explain that the
past perfect tense has a subject +
has/have + a verb. Thereafter, I will
assist them in identifying these in the
sentence displayed.
• I will explain when the past perfect
tense is used.
• I will proceed to show two more
examples of sentences written in the
past perfect tense.
• I will display a sentence in the future
perfect tense and ask the learners to
identify which tense it is in.
• I will then go on to explain that the
future perfect tense has a subject +
has/have + a verb. Thereafter, I will
assist them in identifying these in the
sentence displayed.
• I will explain when the future perfect
tense is used.
• I will proceed to show two more
examples of sentences written in the
present perfect tense.

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 • I will do a class test with the learners
on the website called “grammar
monster”. The learners will do the
test individually on a piece of A4
paper. They will then swap their
pages with the person sitting next to
them. The test will be marked
SLA theory (ies) and approach (es) informing the learning activities used in this part of the lesson:

• The application of scaffolding will be key during the body of the lesson. As the learners’
have limited knowledge about the perfect tense and struggle to implement it, they will need
support from the teacher. I will therefore be facilitating the learning process.
• The new schemata that learners will have developed through linking their background
knowledge about tenses to the perfect tense that they are now learning about will assist them
in both the class quiz/test, as well as with their homework activity.

Conclusion: Teacher aim(s) and actions. Learner actions: What do learners need to
do to show you that they have engaged with
14min
the content (formative assessment)?
• Revisit the K-W-L chart to see what
the learners have learnt.
• An activity will be handed out that The learners will complete each sentence by
writing the form of the verb indicated in
the learners will need to complete for
parentheses. The learners will also write
homework. I will do the section of sentences about a trip using the verbs in the
tenses indicated. In doing so, they will
the activity with the learners via a
implement all the necessary grammar skills
class discussion. that they have learnt throughout the lesson for
tenses.

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SLA theory (ies) and approach (es) informing the learning and assessment activities designed in
this part of the lesson:

• The schema theory will potentially come full circle when the learners have to apply what
they have learnt about the perfect tense to complete the class quiz/test and the homework
activity. The schema theory suggests that learners’ prior knowledge has to be activated and
linked to the new information for them to produce the new schemata – i.e., the ability to
identify the different tenses and parts of speech of the perfect tense, and the ability convert
sentences to different tenses.

List the Language Learning and Teaching Materials (LLTM) 3to be used in this lesson.

• De Hoop Grade 6 English HL Language book

• English workbook
• Computer
• PowerPoint Slideshow
• Whiteboard
• Whiteboard markers
• A4 paper.

Describe the barriers related to the language skill being taught that learners might encounter in
this lesson and how you plan to address them.

1. One of the barriers that the learners might encounter is a lack of motivation. A lack of
motivation can result in the learners being bored and uninterested in the content and the
lesson. Many learners do not find language interesting and enjoyable, which could also
result in a lack of participation.

To address this barrier, I will motivate the learners to learn with gamification by including a
class quiz/test on grammar monster in which we will see who the winners are at the end. I
will also motivate them by engaging with the learners. I will do this by asking them
questions and involving them in the lesson (e.g. activity in the introduction).

2. Another barrier that learners may encounter is a fear of failure. The learners may be scared
to answer questions or engage in class discussions as they might be scared of giving the
wrong answer.

To address this barrier, I will constantly remind the learners that it is a difficult topic and
that many people struggle with it. I will also encourage the learners to attempt to answer the
questions and will guide and assist them when they struggle.

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Student's reflective comment (200-250 words only)

Lecturer’s comments:

DATE:

LECTURER’S SIGNATURE:

3
See Appendix B

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