FIRST ADDITIONAL LANGUAGE GRADE 3 Revised National .

FIRST ADDITIONAL LANGUAGEGRADE 3 TERM 1FIRST ADDITIONAL LANGUAGE GRADE 3Revised National Teaching PlanGUIDELINES ON HOW TO USE THE ADJUSTED CURRICULUM FOR LANGUAGES IN FOUNDATION PHASE:Please note the following:1.The CAPS document for terms 1-4 (2020) has been combined into one document.2.The curriculum was adjusted to address the core concepts and skills.3.The first few weeks must be used to teach sounds / concepts that were not addressed in the previous year. This may be applicable for term 4 sounds that were not taught like fl-, sl-; cl-; pl- ;br-; dr-; gr-; tr; oo; ee6.Learners will be at different levels. All schools will not be the same. If a school does not find this necessary, they should follow CAPS as from term 1 content.7.The topics/themes and vocabulary for FAL are only suggestions and not compulsory. Teachers should use themes, applicable to the school context. Choose your vocabulary according to your theme.9.Whenever group work is done, social distancing is to be adhered to.Guidelines for assessment: Baseline assessment:Should be done during the first 10 days of returning to school.Baseline activities should not be a stand-alone but be integrating with the teaching and learning process.Should be done informally and mostly through observation.The assessment activities will focus on previous grade content.The aim of the activities will be to determine the level of the learners to guide the teaching and learning process for the way forward.School Based Assessment:Assessment takes place on a continuous basis in the Foundation Phase.A bigger focus should be on formative assessment.Be guided by the SBA guidelines. (Rubrics and checklists are found in this guide.)Rubrics are only suggestions.Assessment can only take place on content taught. Assessment items to be adjusted accordingly.1

FIRST ADDITIONAL LANGUAGEGRADE 3 TERM 12021 Annual Teaching Plan – Term 1: ENGLISH FIRST ADDITIONAL LANGUAGE: Grade 3Term 145 daysWeek 1CoreConcepts,Skills andValues:Week 3Week 4Week 5Week 6 Start with a greetingSongOpen-ended question (Question with no wrong answer)Vocabulary for the day, and the sight wordsGreetingTeacher asks 3 – 4learners individually.a. Teacher: GoodMorning! How areyou?b. Learner: I am finethanks, how areyou?GreetingTeacher asks 3 – 4learners individually.a. Teacher: Goodmorning, how do youfeel today?b. Learner: Goodmorning, I feel happy/ I feel sad.GreetingTeacher asks 3 – 4learners individually.a. Teacher: Hi,where do you live?b. Learner: Hi, I livein .Week 7Week 8What is friendshipDBE workbook page 38( Suggested)Consolidation programme and baseline assessmentThemeCAPSTopicWeek 2Week 9Week 10Determination( Suggested)Determination( Suggested)LISTENING AND SPEAKINGDone on Mondays Wednesdays and FridaysGreetingGreetingTeacher asks 3 – 4Let two childrenlearners individually. greet one another.a. Teacher: Hello,what is your name?b. Learner: Hello, myname is .c. Teacher: Nice tomeet you!d. Learner: Nice tomeet you, too!GreetingGreeting1. Ask 3 – 4learners individually.a. Teacher: Goodday, what is theweather like today?b. Learner: Goodday, the weathertoday is .2. Instruct learnersto TURN AND TALKand practise theirGreetings.GreetingGreetingGreetingAsk different learners:“How old are you?”Let the learnerrespond: “I am .years old.”.2

FIRST ADDITIONAL LANGUAGETerm 145 daysWeek 1GRADE 3 TERM 1Week 2Names, names are not the sameClap your hands and say your name!(learners clap the SYLLABLESin their names, like: Si-phi-we)Week 3Week 4Teach an ATTENTION GETTER, e.g.:1-2-3 EYES ON ME.1-2 EYES ON YOU!2. Instruct learners to talk to theirneighbours.3. When they hear “1-2-3 EYES ON ME”they must STOP TALKING.4. They must say “1-2 EYES ON YOU.”5. They must sit quietly in their seat withtheir eyes on the teacher.Week 5Week 6Teach a NEW ATTENTION GETTER, e.g.:If you can hear me clap once.(clap)2. Instruct learners to talk to theirneighbours.3. When they hear “IF YOU CAN HEAR MECLAP ONCE” they must stop talking.4. They must clap once.5. Do this with different numbers until youhave the attention of all the learners.6. They must sit quietly in their seat withtheir eyes on the teacher.Week 7LyricsFive goodfriends wentout to play,On a brightand sunnyday,One goodfriend said, ‘Ican't stay!’So therewere fourfriends left toplay.Week 8ActionsHold upfivefingersHold yourhands uplike asunshineWavegoodbyePut onefingerdown,wigglethe fourremainingfingersRepeat with four, t outto play,On abright andsunnyday,Hold upone fingerOnelonelyfriendsaid, ‘Ican'tstay!’Thentherewere nofriends leftto play.Hold yourhands uplike asunshineWavegood-byePut onefingerdownLyricsIf you’refriendlyandyou knowit clapyourhands,(claptwice)If you’refriendlyandyou knowit clapyourhands,(claptwice)If you’refriendlyandyou knowit and youreallywant toshow it,If you’refriendlyand youknow itclap yourhands!(claptwice)Week andswith afriendLyricsZodwaran, shedidn’tplayShepractisedbothnight anddayShe ranat alightingpaceShe wasdetermined to winher race!Week 10ActionsPretendto run inplacePretendto sleepand thenmakeyourarms intoasunshineRun yourfingers asfast asyou canCheerlike youhave justwonLyricsDeterminationwins therace,But if I’mlastthere’snodisgrace!‘Cause ifI’m lastthen Ican say,‘At leastI’ve triedmy besttoday!’ActionsHold yourarms upin victoryshakeyourhands toindicate‘no’Hold yourhand toyourmouthJump upinto theairClapyourhandstwiceRepeat withoutgoing, shy3

FIRST ADDITIONAL LANGUAGEQuestion ofthe dayDivide your classinto 6 groups (mixedability). They mustknow in which groupthey are (e.g.colours, animals,flowers etc.) for theQUESTION OF THEDAY. On Mondays,Wednesdays andFridays you will writea question (relatedto your theme) andwith no wronganswers on theboard. The learnersmust know in whichgroup they are. Calla group to stand, sit,etc.GRADE 3 TERM 1Remind learners oftheir QUESTION ofthe DAY groups.a. Play a game withthe learners bycalling differentgroups to dodifferent tasks, e.g.: Red group: standup Orange group: clapthree times. Green group: spinaround.1. Have thefollowingquestion andgraph drawn onthe chalkboard:What is yourfavourite colour?orangeredpurple2. Use MODELLINGto show learnershow to answer thequestion.Adhere to socialdistancing, ifnecessary, andask a group tostand andlearners answerfrom their desk.Should socialdistancing nolonger berequired, thelearners can becalled to theboard. The aim isfor learners totalk. After alearner answeredfor example “Myfavourite colour isgreen” ask theclass: “What isher/his favouritecolour?”1. Have thefollowing questionand graph drawnon thechalkboard: Whatis your favouritefruit?appleorange1. Have thefollowingquestion andgraph drawnon thechalkboard:What is yourfavouriteanimal?peach2. Use MODELLINGto show learnershow to answer thequestion.Adhere to socialdistancing, if necessary,and ask a group tostand and learnersanswer from their desk.Should social distancingno longer be required,the learners can becalled to the board. Theaim is for learners totalk. After a learneranswered for example“My favourite fruit isapples” ask the class:“What is her/hisfavourite fruit?”catdogPractice the questionof the day by havinga question like “Whatdo you like most,Meat, vegetables orfruit?”Put a question on theboard related to yourtheme with no wronganswer. The aim isfor learners to speakthe language. Askthem the question,they respond andthereafter you askthe class to repeatPut a question onthe board related toyour theme with nowrong answer. Theaim is for learners tospeak the language.Put a question on theboard related to thetheme and let a groupanswer. There are nowrong or rightanswers. Forexample, what do youlike most to eat onyour birthday; cake orice-cream.Put a question onthe board related tothe theme and let agroup answer.There are no wrongor right answers.bird1. UseMODELLING toshow learnershow to answerthe question.Adhere to socialdistancing, ifnecessary, andask a group tostand andlearners answerfrom their desk.Should socialdistancing nolonger berequired, thelearners can becalled to theboard. The aimis for learners totalk. After alearneranswered forexample “Myfavourite animalis a dog” ask theclass: “What isher/his favouriteanimal?”4

FIRST ADDITIONAL LANGUAGEGRADE 3 TERM 1Teach learners theword: same.a. Hand out learnerbooks.b. Draw a SIMPLEshape on the board.c. Explain thatlearners must drawthe SAME thing intheir own book.d. Repeat 4-5 timesSuggestedVocabularyThevocabularywill dependon thechosentheme.(Teach 4words a dayfrom week 3onwards)Teach learners theword: different.a. Hold up 1-5fingers.b. Explain thatlearners must holdup a DIFFERENTnumber of fingers.c. Repeat 4-5 timesSame or different.a. Collect someobjects, like: 2 DBEworkbooks, a pencil,2 pieces of chalk, aneraser.b. Show learnersany two of theobjects.c. Explain that if theobjects are theSAME, learnersshould giveTHUMBS UP.d. If the objects arenot the same, theyshould giveTHUMBS DOWNSight wordsCurriculumCoverageTrackingDatecompleted Teach learners theword: more.a. Draw a line downthe middle of thechalkboard.b. Draw FOURCIRCLES on oneside.c. Draw TWOCIRCLE on the otherside.d. Ask learnerswhich side hasMORE.e. REPEAT withdifferent numbers ofcircles.Teach learners theword: fewer.a. Instruct THREElearners to comestand on one side ofyou.b. Instruct ONElearner to comestand on the otherside of you.c. Ask learners:Which group oflearners hasFEWER learners init?d. REPEAT withdifferent numbers oflearners.friendship,trustworthy, honest,kind, best friend,secret, promise,whisper, tease,defend, unkind,threatenfriendly, shy,outgoing, meet,thoughtful,generous, patient,trait, positive,negative, ant, talent,prize, race, ribbon,trophy, barrier, free,owner, bareahead, behind,thankful, donate,attitude, decision,decide, goal,ignore, complain,fix, energylet’s, went, whale,what, bullyevery, made, from,then, nighthappy, will, small,because, goingchildren, look, who,lots, cameContinues to develop an oral (listening and speaking) vocabulary using themes or topics.Follows and gives instructions.Understands and responds to simple questions.Participates in a short conversation on a familiar topic.Memorises and performs simple poems, action rhymes and songs.Plays language games.5