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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.
Two singing games are included in this module. “The Farmer’s in the dell” and “Here we go round the mulberry bush.” Learners can act these out while singing the songs.
The first sounds which are different are introduced in phonics activities namely a, o, i.
The lonely caterpillar tries to find a friend with whom to share his leaves but he is unsuccessful.
Greeting forms are practised and the wise old owl comes to the rescue of the caterpillar who ventures out and leaves the hedge in search of a friend.
The poem describes the life cycle of the butterfly.
Integration of themes
By discussing the story of “the lonely caterpillar” who was looking for a friend, learners become aware of the interrelationship between themselves and their friends and the responsibility they have towards their friends.
Discuss the life cycle of the butterfly and the advantages/disadvantages to the environment of each stage.
It was a lovely sunny day.
The rain had stopped.
There was a beautiful rainbow in the sky.
The tiny little eggs on the leaf
in the hedge began to hatch.
Soon there were many tiny little
caterpillars crawling around.
They all looked alike,
Like little black sticks.
“I’m hungry,” said the little caterpillar.
He began to eat the nice, soft green leaf.
| LO 6.4 |
Do you know?
Do you remember?
| LO 1.5 | LO 2.1 | LO 4.3 |
ant, an, and, apple
| matcat hatfatsatrat | mancanfantanrannap | mapcapsap raplapbat |
| LO 3.4.3 |
“Come here,” said the little caterpillar to
all the other tiny little caterpillars.
“Come and eat with me. This leaf is nice and soft and green.”
“No thank you,” said all the tiny little caterpillars.
“We will find our own leaves,” and off they crawled.
The little caterpillar felt sad and lonely.
“I’m hungry,” he said.
He began to eat the nice, soft, green leaf.
What would you say?
What would you do?
Where would you go?
Why is it not safe to take things from strangers?
Why is it not safe to believe what strangers tell you?
| LO 1.1.7 | LO 2.1 | LO 3.4.8 | LO 1.3 | LO 2.8 |
Phonics
s, m, b, e, f, p, c, d, h, l, n, r, t, z
ox, ostrich, on, orange, otter
| pot topcotmop | dollhotnotrot |
| LO 3.4.3 |
A ladybird flew over the hedge.
It was black with red spots.
The ladybird sat on the soft, green leaf.
He saw the caterpillar.
The caterpillar looked up and saw the ladybird.
“Good morning”, they said to each other.
“Who are you?” asked the little caterpillar.
“I am a ladybird.”
“Who are you?” asked the ladybird.
“I am a lonely, little caterpillar.”
1. Sit in a circle.
2. Someone begins and asks a question, e.g. What is your name?
3. He/she asks one of the learners to answer the question.
4. That learner stands and asks another question. (Who? Why? What? Where? How? etc.)
5. Give everyone a turn.
| LO 2.6 | LO 2.9 | LO 6.1 |
ink, in, Indian, ill, is
| inpininkbinsin | liddidhidkiddin | wigdigpig bigtin |
| LO 3.4.3 |
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:
1.1.7 answers questions that connect the story to own life in own home language;
Assessment Standard 1.3: We know this when the learner shows understanding of a short sequence of instructions;
Assessment Standard 1.5: We know this when the learner shows respect for classmates by giving them a chance to speak, listening to them and encouraging their attempts to speak their additional language;
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;
Assessment Standard 2.6: We know this when the learner attends to pronunciation as part of reading;
Assessment Standard 2.8: We know this when the learner asks for clarification;
Assessment Standard 2.9: We know this when the learner gives very simple instructions;
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 3.4: We know this when the learner develops phonic awareness:
3.4.3 segments simple words with single initial consonants and short vowels;
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 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 and uses some questions forms (e.g. what happened yesterday?);
Assessment Standard 6.4: We know this when the learner understands and uses some adjectives.
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Last edited by Siyavula Uploaders on Jun 13, 2009 8:52 am -0500.