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.

Cas is one of many creatures living in the hedge around Farmer Brown’s farm. The characteristics of chameleons and the dangers which they must confront are described in the stories and poem to be listened to and read.

More nursery rhymes, riddles and phonic exercises are included.

Integration of themes

Cas’s environment also needs to be a safe one in order to survive. Discuss the dangers that the chameleon has to face and compare these to the dangers the learners have to be aware of in their immediate environment.

Cas still did not move.

The grey cat still did not move.

“I’m hungry,” thought Cas.

“I wish I could find a nice fat fly.

I wish I could find a nice fat fly

for my dinner.

I must not move.

If the grey cat sees me

he will have me for his dinner.

I must keep very still

I must not move.”

“Kitty! Kitty!” called Nicky.

“Come, Kitty, come and have your dinner.”

The grey cat ran to the house.

He ran up the steps to Nicky.

Cas moved slowly, slowly.

He moved his spiky body.

He moved his long, thin legs

and his long thin toes.

He stretched his long, thin tail behind him.

He rolled up his long, thin tongue.

He climbed onto a brown branch.

He put on his brown coat.

He shot out his long, thin tongue and

caught the fly sitting on the branch.

“Now I will have my dinner,” he said.

Figure 1

My Dictionary Page

• Read the words.
• Keep this page in your file.

Table 3

chameleon	slowly	spiky	toes
tongue	spider	mice	tails
corner	plum	good	naughty
girls	boys	branch	hedge
left	right	behind	stable
shed	hen house	pigsty	monkeys
lions	crocodiles	stretched	hind legs
front legs	move	hungry	dinner

• Draw the pictures.

Figure 2

long tongue

Figure 3

a brown chameleon

Figure 4

a green chameleon

Figure 5

a fly

Table 4

LO 5.5

LO 6.4

A game to play with a friend

• Use your Dictionary Page to see how many words you and your friend can find in the word block.
• Colour in the words.
• Count how many words you found. Who had the most?

Table 5

a

f

g

m

i

c

e

p

b

d

g

i

r

l

s

h

b

c

x

m

n

o

t

a

i

l

s

c

e

f

g

o

o

d

u

v

c

h

a

m

e

l

e

o

n

q

r

a

t

w

s

x

h

e

d

g

e

g

h

k

y

d

i

n

n

e

r

z

a

j

i

s

h

e

d

c

o

r

n

e

r

l

n

p

s

t

a

b

l

e

o

r

p

i

g

s

t

y

m

u

v

p

l

u

m

i

a

j

k

q

g

b

h

l

i

o

n

s

f

y

s

p

i

d

e

r

c

r

u

w

e

b

o

y

s

m

p

l

o

d

c

r

o

c

o

d

i

l

e

s

n

b

e

h

i

n

d

s

t

x

t

r

e

e

s

• This jumbled word is also hiding in the block.

Figure 6

• Find it.

Table 6

LO 3.3

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

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

3.2.4 answers short oral questions about the story;

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

3.4.8 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;

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 5.5: We know this when the learner keeps a personal dictionary;

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 6.4: We know this when the learner understands and uses some adjectives.