This document provides guidance on developing a 4-lesson cycle for teaching foundational phase language (FAL) in South Africa. Each lesson builds upon the previous with introduction of new vocabulary and concepts related to a central theme. Lesson 1 introduces words through pictures and repetition. Lesson 2 reviews and consolidates learning through a story. Lesson 3 practices pronunciation and includes an art activity. Lesson 4 revises all vocabulary and sequencing a story. Translation between languages, called the "sandwich method", can help convey meaning but should be limited. Overall, lessons should be fun and motivate learners to learn new words.

1. A CYCLE OF LESSONS IN THE
FOUNDATION PHASE CLASS
HOW TO DEVELOP A CYCLE OF LESSONS

2. WHAT IS A CYCLE OF LESSONS FOR FAL?
• A cycle of lessons have 4 lessons based on a theme
• The lessons are taught on 4 consecutive days
• The lessons form a stepping stone for named objectives
• Each section of FAL can have their own cycle of lessons (reading, speaking and
so on)
• Each lesson is approximately 15 to 20 minutes long and the application activity
could be 10 minutes long.

3. LESSON ONE OF FOUR
• The first lesson in the cycle is always the introduction.
*The first lesson should introduce the theme for example ‘the kitchen’
*The introduction should stimulate learners to want to learn the new
words.
*The educator should tell the learner in their home language where the
second language
could possibly be used – in this way motivating learners to learn the new
words in
the second language.
• The educator shows the learners pictures – and asks them to parrot the words
after him/her.

4. SECOND LESSON OF FOUR
• The second lesson is started with a recap of the first lesson (consolidation)
• The same visual aids are used
*Look at the pictures again/ do the TPR activity again
• The lesson now moves into a better understanding for example show the
learners the pictures again = look at the picture –what is it? – add the word ‘pot’
with a visual aid. A rhyme could be added with a TPR of a pot. So, the word
could be acted out or sounded out.
• At this point a short story can be added about the ‘kitchen words’ that you
taught.
• Short questions of the story can be asked.
• The lesson could be concluded with the same TPR activity – possibly a rhyme or

5. THIRD LESSON OF FOUR
• Start the lesson with the same visual aids/rhyme/song from the previous lesson
to consolidate the work covered.
• No new work should be introduced – if possible
• The full lesson should be the words learners should be able to pronounce at the
end of the cycle
• The teacher can now introduce art – draw the pot, pan and so on.

6. FINAL LESSON
• Revise all new knowledge that was taught in the previous lessons including
actions and rhymes
• Use the same visual aids.
• The story from lesson to can be revised.
• Activity – Learners are given pictures of the story- they are asked to sequence
the story with the pictures. The activity can be done with the class first, learners
can then past pictures in the correct order and colour it in.
You have completed a full cycle of FAL lessons.

7. THE SANDWICH METHOD
• The insertion of a translation (stove + stoof) in the learners mother tongue.
• Why is this sometimes needed? To convey meaning. In this way, the teacher
switches to the mother tongue so that learners can better understand the
meaning of the words. Miscomprehension is avoided, and learners understand
the meaning of new words immediately. The sandwich method is used as
follows:
L2 the L1 then L2
stove -stoof - stove
• IT IS VERY IMPORTANT THAT TEACHERS KEEP TRACK OF WHEN HE/SHE
TRANSLATED. FURTHER TRANSLATIONS SHOULD BE AVOIDED.

8. • Remember- Lessons should be fun.
Activity
Watch the ‘Kindergarten teaching in China’
Write a critical reflection/ evaluation of the language lesson. Post your reflection
in the WhatsApp group.
@tutor – Please tick-off as students submit no later that 7 June 2020/The class
can give their opinion on your reflection.