Lea301 Lesson Plan Template With Guidelines

STADIO: SCHOOL OF EDUCA
TO BE USED WHEN PREPARING A

LITERACY ENGLISH FIRST ADDITIONAL LANGUAGE LESSON
(40 marks)
Student(s) Name(s): Student number:

1.
2.
3.
4.
Grade Term:
Content Area Time (mins):
Lesson Topic Select a topic that can build on CAPS page no.:
learners’ knowledge & skills from
Term 1 (Include screenshot / extract of
CAPS page as an appendix)
Prior Knowledge (What concepts or skills are you going to build on)
Review Grade 1 Term 1 listening and speaking (oral) content/concepts/skills – Look at
the examples given and decided what you Grade 1 learners have learnt in Term 1.
List this prior knowledge – be clear and concise.
Refer to the rubric – This section is worth 2 marks.
Lesson outcomes (Explain in your own words what the learners will be able
to do, know and show at the end of this lesson) 2 marks
Learners will be able to:
1.
2.
Lesson Introduction: (+/– 5 Min) (Core content) 2 marks

This should capture the learners immediate attention and excite them. Remember
that these are English FAL learners ……….. Grade 1 Term 2 ………..
Lesson Development: (Min) (Core content in point form) 10 marks

1.
2.
3
4.
5.
……
CAPS 28
Learner Assessment – Assessment strategy - 2 marks
(How will you assess learners' listening and speaking skills? Use an example
/ examples to support your assessment strategy.)
Review the recommendations for informal assessment activities ……….
Provide examples
Lesson Consolidation – 2 marks

(How will you draw your lesson to a close?)
Resources – 10 marks
(Provide examples of resources to be used, e.g. a picture of a book / puppet /
poster / real objects, etc.)
Resources used for FAL English Grade 1 learners are very important, as they
will assist learners with the understanding of concepts and new knowledge
and skills acquired during the lesson.
References (Websites/books/articles accessed – List these)

Marks allocated to this section will be based on the first criteria in the rubric “Content of
submission” although this is not specifically stated in the rubric mark categories.
You must research the topic. A CAPS reference here is required, but it is not adequate
(which is why it has been automatically included here). You must do other research to inform your
knowledge and understanding of the topic you are teaching.
CAPS 29
GRADE 1
Builds an oral vocabulary using topics chosen by the
teacher (e.g. Things I can do, The Weather)
 Builds some conceptual vocabulary (e.g. shapes,
size, direction)
 Responds physically to two simple oral instructions
(e.g. Put the blue balls in the bag. Now put the red balls
in the bag.)
 Responds to greetings and farewells, and makes simple
requests using formulaic phrases (e.g. May I go to the
toilet?)
LISTENING AND SPEAKING
 Memorises and performs action rhymes, simple

poems and songs
 Plays simple language games
 Understands short, simple stories told and read; talks
about the pictures
 Acts out simple stories using some of the dialogue
 Responds to simple, literal questions about a story with
short answers
 Identifies a person, animal or object from a simple, oral
description (e.g. matching a description to a picture)
 Understands and responds to simple questions such as
‘What …?’ ‘How many …?’ (e.g. What is your name?)
 Expresses self in simple ways by using short phrases
(e.g. ‘My name is .’)
CAPS 30
TERM 2
LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME
1 hour 30 minutes per week

CONTENT/CONCEPTS/SKILLS
Weeks 1–5
Teachers select two themes that will allow them to introduce and recycle vocabulary, and cover the activities listed below. Note that
the suggested themes/topics are simply suggestions. Teachers should choose their own appropriate themes depending on their context
and the resources available. They should make sure that they have the necessary Big Books/ posters, rhymes, songs, games and real
objects for the theme they have chosen.
Teachers should try to cover all the activities, more than once if possible. They should assess the learners using the Informal
Assessment Activities recommended for Weeks 1–5.
Weeks 6–10
Teachers select two new themes that will allow them to build on what they did in the first five weeks. The themes should allow them to
introduce new vocabulary and consolidate vocabulary already taught. The themes should allow the teacher to constantly recycle simple,
basic language structures as she communicates with the learners in the First Additional Language.
Teachers should make sure that they cover all the activities, more than once if possible. They should assess the learners using the
Informal Assessment Activities recommended for Weeks 6–10. The teachers should carry out the Formal Assessment Activity at the
end of term.
Daily activities (1 hour per week)
One or more of the following activities every day depending on the time available:
 Begins to develop an oral (listening and speaking) vocabulary using themes or topics such as ‘Food’
 Responds to simple greetings and farewells, using phrases, for example, Good morning. How are you? I’m fine.
 Makes simple requests, for example, Can I have an apple, please?
 Points to objects in the classroom or in a picture in response to teacher’s instructions, for example, ‘Show me the apple/
banana/orange.’ etc.
 Names some objects in a picture or in the classroom in response to teacher’s questions, for example, ‘What is that? An apple.’
 Responds physically to simple oral instructions, for example, ‘Take the apple. Put it on the table.’
 Responds to simple questions, for example, ‘How many oranges are there?’ ‘Two.’
 Understands and begins to use some simple language structures in context, for example, simple present tense such as ‘I like apples.’
‘I do not like bananas.’
 Sings simple songs and does actions, for example, I like to eat, eat, eat, eat. I like to eat apples and bananas.
 Joins in action rhymes and songs, doing the actions, for example, Jelly on the plate
 Plays language games, for example, Guessing Game – one person picks up a picture card, others must guess what food is pictured on
the card, for example, ‘Is it an apple?’
Focussed listening and speaking activities (15 minutes x 2 per week)
Listens to stories told and read
Twice a week, the teacher reads or tells a story. Stories that are told can be dramatised using gestures and props
to support meaning. Stories that are read should be from a Big Book or illustrated poster where all the children
can see the pictures
 Listens with enjoyment to short stories or non-fiction texts told or read from Big Books or illustrated posters and joins in
choruses at the appropriate times. For example, The Very Hungry Caterpillar by Eric Carle
 Understands and responds to simple questions and instructions, for example, ‘Show me the strawberries. How many
strawberries are there?’
 Names some of the things in the picture in response to questions from the teacher, for example, ‘What is this?’ ‘ A
strawberry.’
CAPS 31
Development of concepts, vocabulary and language structures
Through taking part in the above activities:
 continues to build oral vocabulary, including conceptual vocabulary, for example, sequence – days of the week
 begins to develop understanding and ability to use simple language structures in the context of meaningful spoken language,
for example, simple present tense – ‘I like apples’; negative forms - ‘I do not like bananas’
ASSESSMENT
Suggestions for Informal Assessment Activities:
Listening and Speaking: (oral and/or practical)
Weeks 1–5
 Names some objects related to the theme in a picture or in the classroom
 Responds to simple questions
Weeks 6–10
 Responds to simple questions
 Expresses self in simple ways by using short phrases and vocabulary taught during the term, for example, ‘I like apples. I do not like
bananas.’
Formal Assessment Activity 2:
Listening and Speaking (oral and/ or practical)
 Demonstrates understanding of some oral vocabulary taught during this term by responding to an instruction such as ,
‘Draw three oranges/five bananas etc.’
 Responds to simple questions (e.g. How many apples are there?) with short answers
 Expresses self in simple ways by using short phrases, for example, ‘I do not like bananas.’
32 | P a g e L E A 3 0 1 L e s s o n P l a n

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STADIO: SCHOOL OF EDUCA

TO BE USED WHEN PREPARING A

Student(s) Name(s): Student number:

Content Area Time (mins):

Lesson Introduction: (+/– 5 Min) (Core content) 2 marks

Lesson Development: (Min) (Core content in point form) 10 marks

Lesson Consolidation – 2 marks

References (Websites/books/articles accessed – List these)

 Memorises and performs action rhymes, simple

1 hour 30 minutes per week

Through taking part in the above activities:

Suggestions for Informal Assessment Activities:

Listening and Speaking: (oral and/or practical)

 Names some objects related to the theme in a picture or in the classroom

 Responds to simple questions

 Responds to simple questions

Formal Assessment Activity 2:

Listening and Speaking (oral and/ or practical)

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