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Discuss any difficult vocabulary.

2. Look at Susan’s last sentence. Discuss what would happen when they take Lisa home.

Then ask the children to consider: Do they think Lisa will find her parents? What could have happened to them? Remind them that they would naturally want to find her.

Stress that their suggestions must be reasonable and realistic.

Their answers could be evaluated for LO 5, as well as LO 2.

If the answer is completely unrealistic, and doesn’t take any known factors into account, it would be rated 1.

If they take into account that Lisa has only been missing for two days and that her parents could have landed elsewhere and are now looking for her - that would be rated 3.

To be rated 5, they would have to have thought of radio contact and that a generalised search would already be in progress.

The children must listen to each other’s answers and comment on the likelihood of any of the solutions.

  • Work through the planning of the story with the class. Help the learners to develop a logical sequence of events. Let them read the rough copy to a small group. The group members must listen to see if the learner uses the right tense and person. Then they can copy the story neatly and illustrate.

Depending on your time, the stories may be read out aloud to the class or allow learners to swap stories and read each other’s silently.

  • Introduce the ‘th’ combination before doing the ‘th’ worksheet

Encourage the children to find out about early writing in different civilisations. Let them tell the class what they have found out or make a small poster about their findings. Some children could also copy out examples of hieroglyphics or cuneiform for display purposes.

Leaner section

Content

“ch”

  • Read the paragraph with your teacher and underline the “ch” sounds.

The children went to the beach. They took a picnic lunch. There were cheese sandwiches, chocolate cake, cherries and cool drink. First they chased each other, and then they went to swim. The water was deep – right up to their chests.

  • What other words beginning with “ch” can you think of?
  • Look at the following groups of words and circle the odd one out:
LO 3.3.3 LO 3.4.2

LO 4.7.2

When Susan and Paul looked at the map, they decided to go and help Lisa.

  • Discuss how they will travel and what they will need to take with them. Make a list of everything they will need.
  • You have made a good list if you remember all these things. If you think of something else of importance you must write down why Paul and Susan will need it.
LO 4.2.1
  • When you have finished, look at your list. Do you think your ideas are good? Put a blue tick under the face that shows how you feel about your ideas.
  • Discuss your lists with the rest of the class. Now look at your own list. Put a red dot to show what you feel about your list now.
LO 2.4 LO 4.3.1

Paul and Susan could not wait to ask their parents if they could go and help Lisa. They decided to leave a note telling them where they had gone so that they would not be worried.

What should they say? Pretend that you are Paul or Susan. Write a note to your Mom telling her where you are going.

LO 4.2.1 LO 4.3.1 LO 4.6.2 LO 6.1.1
LO 4.7.2

Assessment

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

Assessment Standard 2.4: We know this when the learner contributes to class and group discussions;

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

3.3.3 uses phonic and other word recognition and comprehension skills such as phonics, context clues, and making predictions in order to make sense of text;

Assessment Standard 3.4: We know this when the learner develops phonic awareness:

3.4.2 recognises single consonants spelled with two letters (consonant diagraphs);

Assessment Standard 3.5: We know this when the learner reads for information and enjoyment:

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 4.2: We know this when the learner writes for different purposes:

4.2.1 writes drafts and short texts for various purposes

Assessment Standard 4.3: We know this when the learner revises writing:

4.3.1 discusses own and others’ writing to get or give feedback;

Assessment Standard 4.6: We know this when the learner writes so that others can understand, using appropriate grammatical structures and writing conventions:

4.6.2 uses basic punctuation (capital letters and full stops);

Learning Outcome 6: LANGUAGE STRUCTURE AND USE : The learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts.

Assessment Standard 6.1: We know this when the learner relates sounds to letters and words:

6.1.1 uses phonics to spell unfamiliar words.

Questions & Answers

how do you translate this in Algebraic Expressions
linda Reply
why surface tension is zero at critical temperature
Shanjida
Need to simplify the expresin. 3/7 (x+y)-1/7 (x-1)=
Crystal Reply
. After 3 months on a diet, Lisa had lost 12% of her original weight. She lost 21 pounds. What was Lisa's original weight?
Chris Reply
what is biological synthesis of nanoparticles
Sanket Reply
what's the easiest and fastest way to the synthesize AgNP?
Damian Reply
China
Cied
types of nano material
abeetha Reply
I start with an easy one. carbon nanotubes woven into a long filament like a string
Porter
many many of nanotubes
Porter
what is the k.e before it land
Yasmin
what is the function of carbon nanotubes?
Cesar
I'm interested in nanotube
Uday
what is nanomaterials​ and their applications of sensors.
Ramkumar Reply
what is nano technology
Sravani Reply
what is system testing?
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
good afternoon madam
AMJAD
what is system testing
AMJAD
what is the application of nanotechnology?
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
after 100 year this will be not nanotechnology maybe this technology name will be change . maybe aftet 100 year . we work on electron lable practically about its properties and behaviour by the different instruments
Azam
name doesn't matter , whatever it will be change... I'm taking about effect on circumstances of the microscopic world
Prasenjit
how hard could it be to apply nanotechnology against viral infections such HIV or Ebola?
Damian
silver nanoparticles could handle the job?
Damian
not now but maybe in future only AgNP maybe any other nanomaterials
Azam
Hello
Uday
I'm interested in Nanotube
Uday
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
At high concentrations (>0.01 M), the relation between absorptivity coefficient and absorbance is no longer linear. This is due to the electrostatic interactions between the quantum dots in close proximity. If the concentration of the solution is high, another effect that is seen is the scattering of light from the large number of quantum dots. This assumption only works at low concentrations of the analyte. Presence of stray light.
Ali Reply
the Beer law works very well for dilute solutions but fails for very high concentrations. why?
bamidele Reply
how did you get the value of 2000N.What calculations are needed to arrive at it
Smarajit Reply
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Source:  OpenStax, English home language grade 2. OpenStax CNX. Sep 22, 2009 Download for free at http://cnx.org/content/col11113/1.1
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