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English in Shops 05

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

  • Read and draw.

There are so many umbrellas.

Figure 1
Figure 1 (graphics1.png)

a red umbrella

Figure 2
Figure 2 (graphics2.png)

a blue umbrella

Figure 3
Figure 3 (graphics3.png)

an umbrella with stripes

Figure 4
Figure 4 (graphics4.png)

an umbrella with dots

Figure 5
Figure 5 (graphics5.png)

a small umbrella

a big umbrella

  • Which umbrella shall I choose?
Table 1
LO 1.1.3   LO 2.1   LO 5.1.4  

  • Listen and listen again.
  • Read the poem.
  • Retell the story.
  • Can you act it?

A Day out Shopping

What fun we had

out shopping this day!

We spent all Dad’s money

but he said, “It’s Okay!”

We piled all our parcels

up high in the car

and off we went home

which was ever so far!

Down to the river

and under the bridge,

through the long tunnel

and over the ridge.

At last we were home

and tucked into bed.

“Thanks, Mom! For this day,

Thanks, Dad!” we all said.

G.J.M.

  • Discuss Tim and Tina’s feelings.
  • Tell the class about your “Shopping Day.”

Table 2
LO 2.2   LO 2.7   LO 3.7  
  • Read these words.
  • Keep this page in your file.
Figure 6
Figure 6 (graphics6.png)
Table 3
LO 3.1.2  

My dictionary page

Figure 7
Figure 7 (graphics7.png)
Table 4
LO 3.1.2  

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;

Assessment Standard 1.3: We know this when the learner understands simple oral instructions by responding physically;

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 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 2.7: We know this when the learner re-tells a story;

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 use pictures to understand written texts:

3.1.2 matches pictures and words;

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

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.

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