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.

This module begins with a poem about Oscar the dog who wants to play. He has, however, to wait until Saturday before his “master” has time to play with him. It serves as introduction to the topic of “pets” and lends itself to discussion of pets and their basic needs.

Terry and his friends, John, Nicky and Tom go off to the pet shop to choose a pet. there are many different kinds, each living in its own “home”. Learners will find the repetitive rhymes said by the pets, easy to memorise and the situations can be acted/mimed giving those learners who confidently communicate in English, the opportunity to speak English while the others listen to the words.

Riddles allow for much discussion to find the answers.

The module concludes with a graph about the pets classmates have.

At the end of module 8, learners will have been exposed to ± 500 to 1 000 words in context in English as their additional language.

Integration of themes

This must be created and attained where the keeping of pets is concerned. Animals have needs and these should be respected when keeping them as pets.

· Divide the learners into groups of five.

· Act out the story of Terry and his friends going to the pet shop.

· Let the animals – dog, cat, rabbit, (fish, bird, mouse) say the rhyme.

· Let the friends say which pet they want to buy.

· Let each group perform their act for the class.

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 1.3: We know this when the learner understands simple oral instructions by responding physically (e.g. ‘put up your hand’).

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

Assessment Standard 2.5: 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 expresses self in simple ways if given an oral structure:

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 simple, familiar words to complete sentences:

Assessment Standard 4.3: We know this when the learner writes lists with titles;

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 5.2: We know this when the learner identifies things from simple descriptions:

Assessment Standard 5.4: We know this when the learner records information on simple chart using ticks and crosses, or simple yes or no:

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:

Assessment Standard 6.11: We know this when the learner understands between 500 and 1000 common spoken words in context by the end of grade 1.