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    This module is included inLens: Siyavula: Languages (Gr. R-3)
    By: SiyavulaAs a part of collection: "English First Additional Language Grade 2"

    Collection Review Status: In Review

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Farmyard Friends 03

Module by: Siyavula Uploaders. E-mail the author

ENGLISH FIRST ADDITIONAL LANGUAGE

Farmyard Friends

EDUCATOR SECTION

Memorandum

Introduction

In Grade 2 the learners will build new experiences in the additional language on those learnt in Grade 1 as well as those learnt in their Home Language. They will continue to need many listening and speaking opportunities so as to develop their reading and writing skills in Grade 2.

A wide vocabulary is very important. The ICS modules for Grade 2 provide opportunities for the revision of Grade 1 vocabulary and they gradually introduce and consolidate new vocabulary by means of poems, rhymes, stories, riddles and jokes and games to play.

Learners are encouraged to answer questions, and to take part in discussions and conversations on familiar topics.

The attention is drawn to the sounds of letters in the additional language and learners discover that some letters sound the same as in their home language whereas others differ.

Although the educator will attend to correct pronunciation at this stage, learners should always be encouraged to speak the additional language without feeling incompetent and self-conscious.

By keeping the dictionary pages at the end of each module in a file, learners can revise the vocabulary and use these lists as a personal dictionary to which they can refer when completing or writing sentences and stories.

Time scheduled for the modules 1 to 8

It is suggested that the average learners complete all eight modules during the year, completing ± two modules per term.

The slower learners will proceed at their own pace while the quick learners can be given more tasks if necessary.

All learners in Grade 2 should be exposed to all the listening, speaking and reading activities in these eight modules to ensure that progression occurs throughout.

Learners are introduced to the usual farmyard animals, what they eat, the sounds they make and how they are cared for by the farmer through poems to listen to and to recite, picture stories to read and activities to complete. Names of fruits and vegetables are extended and colours revised.

A memory game has been included to encourage learners to participate in speaking the new language.

Integration of themes

  • A Healthy environment

Farming – animals on the farm need to be cared for. The role of the farmer is important to the economy of the country. The interrelationship between Man and Nature must be preserved and maintained.

LEANER SECTION

Content

How Kitty Cat found some milk

The story goes on ...

  • First listen.
  • Then follow with your finger.
  • Figure 1
    Figure 1 (graphics1.png)
    Then read it.
Table 1
LO 3.2.1  
  • Draw Kitty Cat running to the well.
Figure 2
Figure 2 (graphics2.png)
Table 2
LO 1.1.3   LO 3.1.1   LO 3.2.3  
  • Let’s see whether you remembered the story.
  • Choose the correct word to put the story in the right order.

Kitty Cat wanted water from the ……………………………………….. (horse, well)

The well wanted a ………………………………………………………… (rope, cow)

She ran to the …………………………………………...…. for a rope. (horse, farmer)

  • Draw them.
Figure 3
Figure 3 (graphics3.png)

the wall

Figure 4
Figure 4 (graphics4.png)

the water

Figure 5
Figure 5 (graphics5.png)

the rope

Figure 6
Figure 6 (graphics6.png)

the farmer

Figure 7
Figure 7 (graphics7.png)

the horse with some hay

Figure 8
Figure 8 (graphics8.png)

the farmer’s house

Table 3
LO 3.3.1   LO 4.3  

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 shows understanding of simple stories:

1.1.3 draws a picture about the story and says or copies a few words about it;

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 uses pictures to understand written texts:

3.1.1 makes sense of a picture story;

Assessment Standard 3.2: We know this when the learner begins to make meaning of written text by reading with the teacher:

3.2.1 reads the title and predicts what a book is about;

3.2.3 points to the correct word when it is being read;

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 3.3: We know this when the learner recognises and makes meaning of letters and words:

3.3.1 recognises on sight an increasing number of high-frequency 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 4.3: We know this when the learner completes sentences by filling in missing words.

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