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English in Shops 04

Module by: Siyavula Uploaders. E-mail the author

ENGLISH FIRST ADDITIONAL LANGUAGE

English in shops

EDUCATOR SECTION

Memorandum

Introduction

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 on a shopping spree on a rainy day in winter. They visit many different kinds of shops. Learners colour articles which boys/girls would like to buy. They answer yes or no to questions and complete a graph about the traffic.

Integration of themes

  • Social Justice

This module lends itself to the discussion of such issues as job opportunities for all including disabled persons; the acquiring of wealth; the results of unemployment.

LEANER SECTION

Content

  • Listen and say.
  • Read the question.
  • Answer “yes” or “no”.
  • Write the sentence.
  • Draw the picture.

1. Do you like apples?

…………………………………………………………………………………………..

…………………………………………………………………………………………..

2. Do you like milk?

…………………………………………………………………………………………..

…………………………………………………………………………………………..

3. Do you like fish?

…………………………………………………………………………………………..

…………………………………………………………………………………………..

4. Do you like hotdogs?

…………………………………………………………………………………………..

…………………………………………………………………………………………..

Table 1
LO 1.1.5   LO 2.5  
  • Listen and read.

Tina saw 2 cars.

Tina saw 4 cars.

Tina saw 1 train.

Tim saw 1 train.

Tina saw 2 buses.

Tim saw 1 bus.

Tina saw 3 bicycles.

Tim saw 2 bicycles.

Tina saw 1 aeroplane.

Tim saw 1 helicopter.

  • Fill in your “Traffic Graph”.
  • Draw dots for all the traffic Tim and Tina saw.
  • Count the cars, the trains, the buses, etc.
Table 2
traffic
cars ●            
trains              
buses              
bicycles              
aeroplanes              
helicopters              
  1 2 3 4 5 6 7
  • Talk about your graph …………………………………………………………
Table 3
LO 5.1.2   LO 5.4   LO 6.7  
  • Listen and read.

Tim says,

“There are so many shoes.

There are brown shoes.

There are black shoes.

There are high shoes.

There are low shoes.

There are big shoes.

There are small shoes.

Which shoes shall I choose?”

  • Draw the shoes.
Figure 1
Figure 1 (graphics1.png)
  • Draw:
Figure 2
Figure 2 (graphics2.png)

one shoe

Figure 3
Figure 3 (graphics3.png)

many shoes

Table 4
LO 1.1.3   LO 3.7   LO 6.7  
  • Listen and read.

Tina says,

“There are so many dresses.

There are white dresses.

There are pink dresses.

There are blue dresses.

There are long dresses.

There are short dresses.

There are dresses with dots.

There are dresses with stripes.

There are dresses with buttons.

There are dresses with bows.

Which dress shall I choose?

  • Draw the dresses.
Figure 4
Figure 4 (graphics4.png)
  • Draw:
Figure 5
Figure 5 (graphics5.png)

one dress

Figure 6
Figure 6 (graphics6.png)

many dresses

Table 5
LO 1.1.3   LO 3.7   LO 6.2   LO 6.5  

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:

1.1.3 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 The learner is able to communicate confidently and effectively in spoken language in a wide range of situations.

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

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 3.7: We know this when the learner reads a poem/story with the teacher.

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 6.2: We know this when the learner understands simple sentences in oral texts;

Assessment Standard 6.5: We know this when the learner understands some modal verbs in oral texts;

Assessment Standard 6.7: We know this when the learner understands some plurals in oral texts.

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