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English with Tim and Tina

Module by: Siyavula Uploaders. E-mail the author

ENGLISH FIRST ADDITIONAL LANGUAGE

English with Tim and Tina

EDUCATOR SECTION

Memorandum

The topics chosen for the modules in Grade 1 are all related to stories which reflect the learners’ experience in the world in which they are growing up. They are relevant to both boys and girls.

Much depends on the number of times the learners hear the stories and rhymes and the provision made for the repetition of the vocabulary introduced. At first this is done classically. As the learners become more familiar with English they can communicate with a friend. Eventually they will want to tell the teacher and answer questions about the texts.

The educators must keep in mind that there may be many/some learners in the class who are still only at the listening stage, but with the necessary encouragement and praise they will soon join in and begin speaking in English.

Time scheduled for the modules 1 to 8

It is suggested that the average learners complete all eight modules during the year, finishing ± two modules per term.

Allow the slower learners to proceed at their own pace when doing the written activities but expose them to all the listening and speaking activities with the class.

The quick learners can be extended and given more tasks and activities to complete.

Tim and Tina are off to school. Days of the week and their order are introduced through a poem which the learners can repeatedly listen to and eventually memorise. Tim and Tina teach learners to use words relating to: direction, e.g. up, down, round, across, into; clothes; classrooms; writing tools and how to make a sandwich.

The correct pronunciation is important at this stage and the educator will ensure that pupils put their tongues between their front teeth for words with th (“the”).

Integration of themes

  • Human Rights and Inclusively

Education is a basic right for everybody. Therefore schools should be there to educate learners, irrespective of status.

  • A healthy environment

The school environment needs to be attractive, well cared for and safe.

It is suggested that the educator records sounds in the school environment. Learners listen to the tape and identify, e.g., a bell ringing, children singing, someone reading, children playing and an educator talking. Learners can identify the school as the place where these sounds occur.

When the vocabulary, e.g. pencil, book, ruler, etc., are introduced, the educator can put these articles in a bag. The learners can take turns to feel an article, try to describe it, name it and then take it out to see whether they are correct. Flashcards with the words, can help with word recognition.

Pages which are to be kept in their files, can be used for the game "Flip the Coin", to be played with a friend. Encourage learners to read these pages to friends and also at home for practice.

Correct pronunciation is important and the educator should particularly take note that learners pronounce the "th" as in "the" correctly.

Whenever the word "read" occurs, the class say the lines with the educator. They can point to the words as they are read.

The school situation lends itself to much practical work as regards the correct form of greeting someone, as well as politeness when saying "thank you" and "please".

Messages taken by the learners to other educators or to the school secretary can be opportunities for reinforcing the terms for politeness and the correct greeting forms. These can be practised on a daily basis, even in the second language.

LO 2.4

Learners will enjoy making their own sandwiches. This lesson can be preceded by group discussions where learners plan their own sandwiches and decide how they are going to make them (Technology). They need not all make cheese sandwiches. They should be encouraged to bring a variety of fillings and then to talk about them.

LEANER SECTION

Content

  • Listen to the poem a few times. Say it together.
Figure 1
Figure 1 (graphics1.png)
Table 1
LO 1.1.2   LO 2.2   LO 2.6   LO 5.1.8  

Days of the week

  • Let's learn the names of the days.
Figure 2
Figure 2 (graphics2.png)
  • Listen . . . . . . . .
  • Count the days. 1 . . . . . . . . . . . . . .
  • Say their names. Sunday, . . . . . . . . . .
  • On which days do you go to school?
  • Colour the names of those days in red.
  • On which days do you stay home?
  • Colour the names of those days in yellow.
  • What do you do on a Sunday? Monday? etc.
  • Draw a picture in the shape to show what you do on that day.
Table 2
LO 1.1.3   LO 2.5   LO 5.1.2   LO 5.1.8  
  • Listen. Listen again.
  • Read and do.

This is Tim. Draw Tim.

Figure 3
Figure 3 (graphics3.png)

This is Tina.Draw Tina.

Figure 4
Figure 4 (graphics4.png)
  • It is Sunday.
  • Sunday is the 1st or 2nd day of the week.

Figure 5
Figure 5 (graphics5.png)

Table 3
LO 1.1.3   LO 2.6   LO 4.1   LO 5.1.2  
  • Listen and learn the candle counting rhyme.

Tim and Tina are seven years old.

Mummy has baked a beautiful chocolate cake.

There are candles on the cake.

There are seven candles on the cake.

Tim and Tina count the candles.

1 candle

2 candles

3 candles

4 candles

5 candles

6 candles

7 candles

more!

Table 4
LO 1.1.2   LO 2.2   LO 5.1.2   LO 5.1.6  
  • Draw the chocolate cake with seven candles.
  • Decorate the cake.
Figure 6
Figure 6 (graphics6.png)
  • Listen.

Tim and Tina enjoyed their birthday.

There were many friends.

They played games and ate the chocolate cake.

Daddy bought balloons for all their friends.

There were red balloons, blue balloons, yellow balloons and green balloons.

The balloons had different shapes. Some were long, some were round, some were big and some were small.

  • Draw the balloons.
Figure 7
Figure 7 (graphics7.png)
Table 5
LO 1.1.3  

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 1.1: We know this when the learner understands short, simple stories:

1.1.2 joins in choruses at appropriate points;

1.1.3 draws a picture of the story.

Assessment Standard 1.5: We know this when the learner shows respect for classmates by giving them a chance to speak, and by listening to them.

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

Assessment Standard 2.2: We know this when the learner memorises and performs songs and action rhymes with the right intonation, rhythm and pronunciation;

Assessment Standard 2.5: We know this when the learner expresses self in simple ways if given an oral structure;

Assessment Standard 2.6: We know this when the learner pronounces familiar words clearly.

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 copies familiar words and short sentences.

Learning Outcome 5:WRITING: The learner is able to write different kinds of factual and imaginative texts for a wide range of purposes.

Assessment Standard 5.1: We know this when the learner understands concepts and vocabulary relating to:

5.1.2 number;

5.1.6 age;

5.1.8 sequence.

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