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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.
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.
| LO 3.2.2 | LO 3.2.3 |
| LO 4.1 |
Where do we sleep ?
| LO 2.1 | LO 4.3 |
| LO 3.4.2 |
Cas was wearing his green coat.
He could not be seen in the hedge.
He looked just like the leaves.
The horse looked at the hedge.
He could not see Cas.
The cow looked at the hedge.
He could not see Cas.
The hens looked at the hedge.
They could not see Cas.
The pigs looked at the hedge.
They could not see Cas.
The sheep looked at the hedge.
They could not see Cas.
Farmer Brown looked at the hedge.
Aunt Nel looked at the hedge.
The children looked at the hedge.
The big, fat, black dog looked at the hedge.
They could not see Cas.
The big, fat, grey cat looked and
looked and looked at the hedge.
He walked slowly and softly to the hedge.
Will he see Cas in the hedge?
The big fat grey cat likes to catch chameleons.
| LO 1.1 | LO 3.4.8 |
| LO 3.4.2 |
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;
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;
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:
3.2.2 follows teacher’s eye and finger movements;
3.2.3 points to the correct word when it is being read;
Assessment Standard 3.4: We know this when the learner develops phonic awareness:
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 4.1: We know this when the learner chooses and copies a caption which accurately describes a picture:
Assessment Standard 4.3: We know this when the learner completes sentences by filling in missing words.
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