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Thomas flies High 04 - New

Module by: Siyavula Uploaders. E-mail the author

ENGLISH FIRST ADDITIONAL LANGUAGE

Thomas flies high

EDUCATOR SECTION

Memorandum

In Grade 3 learners continue to expand their vocabulary by listening and reading a variety of texts such as poem, stories, riddles and doing word puzzles.

These modules consolidate and revise the vocabulary and phonics introduced in Grade 2. More opportunities are given for written work producing longer texts of more varied kinds. Learners should not be afraid to make mistakes as the building of confidence and fluency should take priority above perfect written work.

Time scheduled for the modules

All learners should work through all eight modules as the phonics and spelling requirements are spread over these modules. The educator should however allow learners to complete them at their own pace namely ± two modules per term.

New words are introduced and learnt before learners read the story of Thomas. Thomas leaves his home and friends to follow the advice of strangers. This leads to his death. The life cycle of frogs is studied in this module.

Learners are exposed to a mindmap of creatures in the forest.

Integration of themes.

  • Social Justice

Learners should heed the warnings of friends and parents and be careful of strangers.

  • A healthy environment

Keep ponds, rivers clean because of the creatures that inhabit them.

By studying the life cycle of the frog learners become aware of the wonder of nature and their responsibility towards it.

LEANER SECTION

Content

  • Draw up a list of words that are hiding in the reeds.
  • See how many more you can add to your list with the same “ck” sound at the end.
Figure 1
Figure 1 (graphics1.png)

ck

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Table 1
LO 3.7.5   LO 4.4  
  • Read the body parts.
  • Label the diagram.
Figure 2
Figure 2 (graphics2.png)
  • Body parts:

head scales tail fin

eye tail teeth

mouth back fin

  • Discuss these questions in groups.
  • Write “yes” or “no” next to each question.

1. Can fish swim? …………………………………………………………………

2. Do fish have lungs? …………………………………………………………….

3. Are their bodies covered in scales?……………………………………………..

4. Can fish live on land? …………………………………………………………..

5. Can fish walk? ………………………………………………………………….

Table 2
LO 4.1   LO 5.2.2   LO 5.7.2  
  • The story goes on.
  • Listen first.
  • Find and read the new words.
  • Read the story and pronounce your words carefully and correctly.

New Friends

One day two wild geese came to the pond.

They liked the little pond.

They became great friends with Thomas.

They told Thomas about strange places over the mountains.

“We live in a beautiful cave by the seaside,” they said.

“Oh! “ said Thomas, “I would like to see the sea.

“Come with us,” said the wild geese.

“We will show you all these beautiful places.”

“But I don’t have wings!”

“We will take you. We have a plan,” they said.

So Thomas told all his friends at the pond that he was going away with the wild geese.

  • What plan do you think the geese had?
  • How do you think his friends felt?
Table 3
LO 1.1.1   LO 2.6   LO 3.5   LO 6.6  
  • Read.
  • Write what each friend said.
  • Thomas said:

Figure 3
Figure 3 (graphics3.png)

  • The frog said:

Figure 4
Figure 4 (graphics4.png)

Table 4
LO 3.8.1   LO 4.10  

  • The water beetle said:
Figure 5
Figure 5 (graphics5.png)
  • The dragonfly said:

Figure 6
Figure 6 (graphics6.png)

  • The fish said:

Figure 7
Figure 7 (graphics7.wmf)

Table 5
LO 3.2.3   LO 4.10  

The tadpoles say, “Learn your English words like this:

1. Look at the word, and read it.

2. Sound it and write all the sounds you can hear.

3. Look again and see whether it is correct.

4. Now let your Mom/Dad or teacher test you.

5. Fill in your graph in Module 4 to show how many words you wrote correctly.

In this module 5 you must know all the “-nd”, “-ck” and “-mp” words for your test.

“Good luck.”

Here are the words the tadpoles want to teach you.

  • Write them. “-mp”

Figure 8
Figure 8 (graphics8.png)

Table 6
LO 1.5.1   LO 3.8.1  

Assessment

Learning Outcome 1:LISTENING: The learner will be able to listen for information and enjoyment, and respond appropriately and critically in a wide range of situations.

Assessment Standard 1.1: We know this when the learner shows understanding of descriptions by noting relevant information:

1.1.1 predicts what the story will be about from the title;

Assessment Standard 1.5: We know this when the learner develops phonic awareness:

1.5.1 distinguishes between different vowel sounds that are important for reading and writing (e.g. ‘u’ and ‘ur’ in ‘hut’ and ‘hurt’).

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

Assessment Standard 2.6: We know this when the learner attends to pronunciation as part of reading, for example:

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 answers literal questions about the story;

Assessment Standard 3.5: We know this when the learner reads aloud using correct pronunciation and appropriate stress:

Assessment Standard 3.7: We know this when the learner develops phonic awareness:

3.7.5 recognises two and three consonant blends at the beginnings and ends of words;

Assessment Standard 3.8: We know this when the learner develops phonic awareness:

3.8.1 reads and follows instructions (e.g. how to play a game);

Learning Outcome 4:WRITING: The learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes.

Assessment Standard 4.1: We know this when the learner writes individual words such as labels:

Assessment Standard 4.4: We know this when the learner writes lists and gives them headings (e.g. insects: ants, bees, butterflies):

Assessment Standard 4.10: We know this when the learner with support, writes short dialogue:

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 uses language for thinking and problem-solving:

5.2.2 discusses and solves problems in group (e.g. ‘how can we keep our environment clean?’);

Assessment Standard 5.7: We know this when the transfers information from one mode to another:

5.7.2 fills in information on a chart and labels a diagram;

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 6.6: We know this when the learner uses some adjectives (e.g. bored, tired).

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