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English in Town - 02

Module by: Siyavula Uploaders. E-mail the author

ENGLISH FIRST ADDITIONAL LANGUAGE

English in Town

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.

This module contains much repetition of words relating to size and colour.

Let the learners copy the sentences to the best of their ability. Do not at this stage strive for perfection. It is more important for them to listen and repeat what is being written.

The poem “Time for tea” in three parts introduces the characters the worm, the frog and the mouse and lends itself to acting out the story with the correct forms of greeting. Learners will like to recite the poem on page 32 with the educator as it reflects the noises of the city.

Integration of themes

  • Human rights

Public transport should be in place to convey workers to and from work.

  • A healthy environment

Discuss air pollution (traffic).

The poems, which are included in this module, give learners the oppor-tunity to practise forms of greeting, e.g. good morning, good afternoon and good evening.

When learners have listened to the poems several times and they begin to say them with the educator, they can be divided into two groups, one group being the owl and the other the worm. When the learners know the words of all three poems, they can be divided into four groups, one group being the owl and the others the worm, the frog and the mouse.

Later individual learners can act out the poems saying the words themselves.

The words that were introduced in Modules 1 to 3 for Grade 1 are revised in this module. The educator is reminded that a listening period must precede the “reading” of the pages. The more practice the learners get in listening and pointing to the words while the educator reads the words, the sooner they will recognise individual words. Give learners the opportunity to enjoy the repetition of the phrases and the words.

New words introduced in this module are found on “My Dictionary Page”. The educator can write them on flash cards. Learners can then play games with these words.

LEANER SECTION

Content

  • Listen and listen again.
  • Say it and read it.
  • Act it.

Time for Tea? Part 1

Figure 1
Figure 1 (graphics1.png)
Table 1
LO 1.1.1   LO 2.2   LO 2.6  

Let’s talk about the poem.

1. Where is the owl?

2. Where is the worm?

3. Is it morning, afternoon or evening? How do you know?

4. Does the owl want to give the worm some tea?

5. Does the worm want to have tea with the owl?

6. Why not?

7. Where is the worm going?

8. What colour is a worm?

9. Can your wiggle like a worm?

10. Draw . . .

a fat worm

Figure 2
Figure 2 (graphics2.png)

a thin worm

Figure 3
Figure 3 (graphics3.png)

a long worm

Figure 4
Figure 4 (graphics4.png)

a short worm

Figure 5
Figure 5 (graphics5.png)
Table 2
LO 1.1.3   LO 6.1  
  • Listen and listen again.
  • Say it and read it.
  • Act it.

Time for Tea? Part 2

Figure 6
Figure 6 (graphics6.png)
Table 3
LO 1.1.2   LO 2.2   LO 2.4   LO 6.6  

Let’s talk about the poem.

1. Where is the frog?

2. Is it morning, afternoon or evening? How do you know?

3. Does the frog want to have tea with the owl?

4. Why not?

5. Where is the frog going?

6. What colour is a frog?

7. Can you hop like a frog?

8. Can you croak like a frog?

9. Draw . . .

a big frog

Figure 7
Figure 7 (graphics7.png)

a little frog

Figure 8
Figure 8 (graphics8.png)

a frog hopping

Figure 9
Figure 9 (graphics9.png)

a frog sitting

Figure 10
Figure 10 (graphics10.png)
Table 4
LO 1.1.3   LO 1.1.5   LO 2.3  
  • Listen and listen again.
  • Say it and read it.
  • Act it.

Time for Tea? Part 3

Figure 11
Figure 11 (graphics11.png)
Table 5
LO 2.2   LO 2.6  

Let’s talk about the poem.

1. Where is the mouse?

2. Is it morning, afternoon or evening? How do you know?

3. Does the mouse want to have tea with the owl?

4. Why not?

5. Where is the mouse going?

6. What colour is a mouse?

7. Can you run like a mouse?

8. Can you squeak like a mouse?

9. Draw . . .

a fat mouse

Figure 12
Figure 12 (graphics12.png)

a thin mouse

Figure 13
Figure 13 (graphics13.png)

a mouse with a long tail

Figure 14
Figure 14 (graphics14.png)

a mouse with a short tail

Figure 15
Figure 15 (graphics15.png)
Table 6
LO 1.1.5   LO 2.1   LO 5.1.4  

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:

1.1.1 mimes the story;

1.1.2 joins in choruses at approriate points;

1.1.3 draws a picture of the story;

1.1.5 answers simple literal ‘yes/no’ and open questions with one-word answers;

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

Assessment Standard 2.1: We know this when the learner responds appropriately to simple questions with single words or formulaic phrases;

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 2.3: We know this when the learner uses polite forms such as ‘please’, ‘thank you’, and ‘sorry’;

Assessment Standard 2.4: We know this when the learner uses and responds appropriately to simple greetings and farewells;

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

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

5.1.4 size;

Learning Outcome 6:GRAMMAR AND VOCABULARY: The learner knows and is able to use the sounds, vocabulary and grammar of the language to create and interpret texts.

Assessment Standard 6.1: We know this when the learner understands question forms in oral texts;

Assessment Standard 6.6: We know this when the learner understands some negative forms in oral texts.

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