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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

  • A poem to listen to…
  • Which animals are on the farm?
  • Talk about them.
LO 1.1.4 LO 1.5 LO 2.2
  • Who listened well?

Say the answers to your teacher.

1. What did the animals want? All the animals…

2. Who gives them food?

3. What time of day do you think it was? Give a reason why you think so.

4. Animals can “talk” like this...

  • The dogs bark.
  • The cats ………………………………………………………………………...
  • The cows ……………………………………………………………………….
  • The pigs ………………………………………………………………………...
  • The cocks ………………………………………………………………………
  • The ducks ………………………………………………………………………
LO 2.1 LO 2.5 LO 4.3
  • Draw all the animals on the farm.
LO 1.1.3

A picture story to help you read

  • These pictures will help you.
  • Read the words.

LO 3.2.3

LO 3.2.3

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;

1.1.4 sequences pictures and matches captions with pictures;

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 2.2: We know this when the learner performs a rhyme, poem or song;

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;

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.

Questions & Answers

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Devang Reply
are you nano engineer ?
s.
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Abhijith Reply
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Harper
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SUYASH
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s. Reply
of graphene you mean?
Ebrahim
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Ebrahim
in general
s.
Graphene has a hexagonal structure
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I start with an easy one. carbon nanotubes woven into a long filament like a string
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Uday
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AMJAD
preparation of nanomaterial
Victor Reply
Yes, Nanotechnology has a very fast field of applications and their is always something new to do with it...
Himanshu Reply
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AMJAD
what is system testing
AMJAD
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Stotaw
In this morden time nanotechnology used in many field . 1-Electronics-manufacturad IC ,RAM,MRAM,solar panel etc 2-Helth and Medical-Nanomedicine,Drug Dilivery for cancer treatment etc 3- Atomobile -MEMS, Coating on car etc. and may other field for details you can check at Google
Azam
anybody can imagine what will be happen after 100 years from now in nano tech world
Prasenjit
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Azam
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Prasenjit
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Damian
silver nanoparticles could handle the job?
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I'm interested in Nanotube
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this technology will not going on for the long time , so I'm thinking about femtotechnology 10^-15
Prasenjit
can nanotechnology change the direction of the face of the world
Prasenjit Reply
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Source:  OpenStax, English first additional language grade 2. OpenStax CNX. Sep 22, 2009 Download for free at http://cnx.org/content/col11117/1.1
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