ENGLISH HOME LANGUAGE

Let’s go Underground

EDUCATOR SECTION

Memorandum

Educator’s page:

The sounds to be introduced in this module are:- k as in kite; b as in ball; p as in pipe; s as in snake; f as in fox; e as in egg; d as in donkey; g as in gate.

The learner should, at the end of Module 3, be able to recognise all these sounds, namely, a, b, c, d, e, f, g, h, k, l, m, n, o, p, r, s, v, w.

Daily revision of these sounds is essential, as well as assessing individually to see whether some learners are confused. If so – re-teach those sounds, play flash card games with them, match sound to picture until they know them all fluently.

Matching sound to picture can be done in the following way.

a o g n On a card. Match pictures to card

h b f p

l v c e

w r k d

Word building is to be introduced only with sounds already learnt.

This is a slow process that needs much practice. Listening and identifying the beginning as well as the last letters should precede word building, e.g. “Listen to the word; what can you hear first? Cat. What can you hear last?” The educator will emphasize the letter to be identified, e.g. cat. Many examples can be given. Use 3-letter words.

As soon as learners can identify the beginning and the last letters, let them listen for the middle letter, again emphasizing it, e.g. cat.

Reading

Learners have, at the end of Module 3, learnt to read and recognise ±100 words.

Here again much repetition and frequent consolidation is necessary. Use the vocabulary pages in the modules. Learners can read these words to one another, in pairs, in small groups and at home. Many games can also be devised for consolidating these words.

Encourage the learners to make up their own stories (sentences) orally, using these words. They can be encouraged to write these sentences – at first perhaps one a day – and then to illustrate them. Their stories will become longer depending on the amount of practice they get in using the vocabulary for their own stories. Also encourage them to use the new words, which were introduced when the new sound was taught. If they also “read” through these pages regularly, they will soon have a large amount of words with which to make their own new “stories”.

The game: The “friend’s” card can be cut off, making two loose cards. The educator can make other cards with words that need to be practised.

The educator needs to photostat the cards 1, 2, 3 and 4 for extra copies, which are cut up, for the small cards. These small cards are shuffled and learners take turns to pick them up, read them and match the word on the small card to the word on their card. The learner covers his/her card with the small card. The one who has covered his/her whole card first is the winner.

LEANER SECTION

Content

Wise Old Owl has a plan

Yes, the Wise Old Owl came up with a brilliant plan! “Go and ask the Toobies to help you,” he said. “There is nobody who can build tunnels faster that the Toobies!”

“Yes! Yes!” said everybody. “The Toobies live in tunnels and there are many moles where they live,” said Willy Wop. “Perhaps they will all come and help us!”

So off went Willy Wop, with Licky Lizard on his shoulder. He jumped onto Walter the Warthog’s neck, grabbed hold of his horns and away they went – as fast as lightning – to the Toobies!

(To be continued)

Table 1

LO 1.3.6		LO 2.4
LO 1.3.7		LO 5.2.1

Figure 1

Table 2

LO 4.1.1

LO 4.1.2

LO 4.1.3

Figure 2

Table 3

LO 4.1.1

LO 4.1.2

LO 4.1.3

• Listen to the poem.
• Learn it and read it.
• Decorate your page.

Rain! Rain! Rain!

It’s raining here,

It’s raining there,

It’s raining all around.

It’s raining everywhere!

Wise Old Owl,

What shall we do?

Where shall we go?

Now the mall is flooded too!

“Te Whit Te Whoo-oooo

Te Whit Te Whoo-oooo

Ask the Toobies

To come and help you-oooo”

G.J.M.

Table 4

LO 1.3

LO 2.3

Figure 3

Table 5

LO 4.1.1

LO 4.1.2

LO 4.1.3

• Read and write.

Figure 4

The Wise Old Owl said:

“Let the Toobies help you.”

• Read and draw.

So Willy Wops and Licky Lizard went to find the Toobies.

Figure 5

Walter Warthog took them as fast as lightning.

Figure 6

Table 6

LO 3.1.2

LO 3.3.1

LO 3.4.1

• Choose the words to make the story.

• Figure 7

  Join them.

Table 7

LO 3.4.1

Assessment

Learning Outcome 1: LISTENING: The learner is able to listen for information and enjoyment and respond appropriately and critically in a wider range of situations.

Assessment Standard 1.3: We know this when the learner listens with enjoyment to short stories, rhymes, poems and songs form a variety of cultures, and shows understanding;

1.3.6 answers open questions about the story;

Learning Outcome 2:SPEAKING: The learner is able to communicate confidently and effectively in spoken language in a wide range of situations.

Assessment Standard 2.3: We know this when the learner sings, recites, acts out and mimes songs, poems and rhymes;

Assessment Standard 2.4: We know this when the learner uses language imaginatively for fun and fantasy;

Learning Outcome 3:READING AND VIEWING: The learner is able to read and view for information and enjoyment and respond critically to the aesthetic, cultural and emotional values in texts.

Assessment Standard 3.1: We know this when the learner uses visual clues to make meaning:

3.1.2 uses illustrations to interpret the meaning of stories, and tells a story;

Assessment Standard 3.3: We know this when the learner makes meaning of written text:

3.3.1 reads a story with the teacher and discusses the main idea;

Assessment Standard 3.4: We know this when the learner recognises letters and words and makes meaning of written text:

3.4.1 reads simple written materials (labels, stories, etc.) for different purposes.

Learning Outcome 4:WRITING: The learner is able to write different kinds of factual and imaginative texts for a wide range of purposes.

Assessment Standard 4.1: We know this when the learner writes with increasing legibility:

4.1.1 manipulates writing tools like crayons and pencils effectively;

4.1.2 develops letter formation and handwriting skills, drawing patterns, tracing and copying words;

4.1.3 forms letters of the alphabet successfully.

Learning Outcome 5:THINKING AND REASONING: The learner is able to use language to think and reason, and access, process and use information for learning.

Assessment Standard 5.2: We know this when the learner uses language to think and reason:

5.2.1 understands and uses language for logic and reasoning, such as cause and effect.