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English with Mummies 03

Module by: Siyavula Uploaders. E-mail the author

ENGLISH FIRST ADDITIONAL LANGUAGE

English with Mummies

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.

The emphasis falls on Mum; her jobs and occupation.

The topic is extended to “mothers in nature” with short rhymes questions to answer and illustrations to be made. A twirly-whirly rainbow snake with a story to be read, is coloured in and exhibited in the classroom.

Integration of themes

  • Human rights and a Healthy environment

The focus is on the role of the mother in the home; as provider, protector and role model.

Discuss: How can we help Mom to keep our home clean, tidy and organised?

LEANER SECTION

Content

  • Complete the sentences.
  • Write the sentences.

Figure 1
Figure 1 (graphics1.png)

Table 1
LO 3.1   LO 4.2  
  • Talk about your mummy.
  • Draw a picture of your mummy.

My Mummy

Figure 2
Figure 2 (graphics2.png)
Table 2
LO 1.1.3   LO 2.1  
  • Listen and discuss.
  • Read.
  • Draw the pictures.
  • Mummy can do many things.
Figure 3
Figure 3 (graphics3.png)

Mummy cooks the food.

Figure 4
Figure 4 (graphics4.png)

Mummy washes the dishes.

Figure 5
Figure 5 (graphics5.png)

Mummy drives a car.

Figure 6
Figure 6 (graphics6.png)

Mummy bakes a cake.

Table 3
LO 1.1.3   LO 3.1   LO 3.5  
  • Listen and discuss.
  • Figure 7
    Figure 7 (graphics7.png)
    Read.
  • Draw the pictures.
Figure 8
Figure 8 (graphics8.png)

Mummy cleans the house.

Figure 9
Figure 9 (graphics9.png)

Mummy goes to work.

Figure 10
Figure 10 (graphics10.png)

Mummy watches television.

Figure 11
Figure 11 (graphics11.png)

Mummy reads books.

Figure 12
Figure 12 (graphics12.png)

Mummy listens to my homework.

Table 4
LO 1.1.3   LO 3.1   LO 3.5  

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;

Assessment Standard 1.2: We know this when the learner understands simple descriptions;

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 such as ‘I’m fine’;

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:

Assessment Standard 3.5: We know this when the learner s up sight recognition of common words;

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 4.2: We know this when the learner uses familiar words to complete sentence frames.

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